English Language Proficiency Research Articles

Modeling the return on investment in human capital in the IT industry of Ukraine

Purpose. To identify patterns of return on investment in human capital in the IT industry of Ukraine through a quantitative assessment of the relationship between the income of IT specialists and the experience and other characteristics of the specialist and the company, as well as the formation of relevant recommendations. Methodology. The empirical basis of the study was a survey on the salary of IT specialists in Ukraine conducted in December 2022. The methodological basis of the study was general scientific and special research methods, in particular, the method of abstraction (to focus on the main determinants of the formation of IT specialists’ income), induction (to extrapolate the patterns found in the sample to the entire IT industry of Ukraine), economic mathematical modeling (for the construction of a multiple regression model that reflects the patterns of influence of factors on the income of IT specialists that exist in reality). Findings. It was established that among IT specialists people are predominant with little work experience (up to 5 years). The effect of experience on the growth rate of income has a decreasing non-linear nature, while the most noticeable increase in income is observed during the first years of work in the specialty. It was found that the highest-paid IT professionals are software development engineers, managers at various levels, and quality assurance engineers. It has been proven that the level of English proficiency has a positive effect on income. A higher level of remuneration for the work of IT specialists in product companies and startups compared to outsourcing or outstaffing companies has been established. Originality. It has been revealed that the relationship between the income of IT specialists and their work experience, profession, level of English language proficiency, and company type. Practical value. The applied value of the study lies in the ability to predict the income of IT specialists. The formed recommendations can be used in the activities of IT companies in terms of improving financial control over the spending of funds for the payment of services of IT specialists, assessing the feasibility of investing funds in personnel development, as well as substantiating the planned indicators of changes in the costs of paying for the services of IT specialists.

Investigating the Interplay Between Authentic Leadership Skills and Second Language Proficiency in a Higher Education Institution

This research investigates the interplay between authentic leadership skills and second language proficiency, specifically English, among academic leaders in a Higher Education Institution (HEI) in Bulacan, Philippines. In a globalized educational landscape, leadership in HEIs is crucial for institutional success. The study focuses on Authentic Leadership, emphasizing its developmental perspective and four key components: self-awareness, internalized moral perspective, balanced processing, and relational transparency. Concurrently, it explores the impact of English language proficiency on leadership within the context of higher education. Using a descriptive correlational research design, the study sampled supervisory staff at NU Baliwag, employing the Test of English for International Communication (TOEIC) for language proficiency and the Authentic Leadership Self-Assessment Questionnaire for leadership skills. Results indicate a moderate to high level of English proficiency, with a positive correlation between language proficiency and authentic leadership dimensions. The study contributes insights for NU Baliwag, suggesting that enhancing language skills may positively influence leadership development. However, caution is advised in generalizing findings, and the study highlights the need for future research to replicate the study in diverse contexts and consider additional variables for a comprehensive understanding of the dynamics between language proficiency and leadership development in higher education.

A PHENOMENOLOGY OF ACADEMIC CONSTRAINTS OF ENGLISH LANGUAGE PROFICIENCY OF SENIOR HIGH SCHOOL HUMANITIES AND SOCIAL SCIENCES LEARNERS

This phenomenological study dealt with the academic constraints faced by senior high school learners in the field of humanities and social sciences regarding their English language proficiency. The research aimed to explore the lived experiences of these learners as they navigated the challenges posed by limited English language skills in their academic pursuits. Through in-depth interviews and rigorous data analysis, the following were the essential themes: Constraints in English Language Learning, English Language Skills, English Language Learning Tools and Engagement, Sense of Utility, and Intrinsically Rewarding. This study sought to uncover the intricate web of factors that contributed to the difficulties these students encountered in mastering the English language and how these constraints impacted their educational journey. The findings of this research shed light on the unique perspective of learners within the humanities and social sciences, adding depth to our understanding of the multifaceted nature of English language proficiency challenges in diverse academic contexts.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0798/a.php" alt="Hit counter" /></p>

Impact of Feedback on Vocabulary Improvement in Speaking Skills among Afghan EFL Learners

Improving one’s vocabulary skill is really important for advancing English language proficiency. Hence, this study was conducted by two lecturers from the English Department of the Education Faculty at Balkh University. Its intention is to determine how providing feedback helps Afghan EFL learners improve their vocabulary in speaking. To gather reliable data, we conducted an online survey by distributing an online questionnaire to our seventh-semester female students. These students were enrolled in the English Department of the Education Faculty at Balkh University. We sent the questionnaire to 20 students, which was designed using a four-point Likert Scale with options ranging from strongly agree to strongly disagree, consisting of 13 items. The questionnaire was crafted to gauge students' perceptions of the feedback they receive and how it contributes to their vocabulary improvement in speaking. After collecting the data, we analyzed it using basic descriptive statistics. The results indicate that students prefer receiving feedback from their teachers and are keen to identify their mistakes and enhance their vocabulary. While some students expressed interest in receiving feedback during speaking activities, others were opposed to it, as they believed that receiving feedback during speaking could be detrimental and lead to hesitation.

Interculturality and Peace in the Training of English Teachers

Today's society lives daily accelerated changes in all its spheres produced by information and communication technologies in a world characterized by globalization. The speed of change requires education to remain in continuous reflection to rethink and reconsider its educational work in order to respond appropriately to the new challenges and problems that society is experiencing. In coherence with the challenges caused by changes in daily life, teacher training requires internalizing the interrelation between peace and interculturality, to contribute to the search and consolidation of peace. The objective of the research was to identify and analyze research related to the training of English teachers in interculturality and peace. For this, the Scopus research platform and the Vosviewer software were used. It was found that the articles found do not recognize the importance of training teachers in interculturality and peace for the culture of democracy. It was concluded that it is important for teachers to develop professionally not only in English language proficiency but also in interculturality and education for peace. The intercultural and peace perspective is articulated with a vision of language learning that goes beyond the linguistic form and commits teachers and students to language learning committed to society in a culturally diverse world.

Mapping English language proficiency test scores of lecturers onto the common European framework level

This study was conducted to display the lecturer’s English language proficiency test scores at one of the state universities in Indonesia. The research applied descriptive design by quantitative approach. The sample is the lecturers of the English and non-English departments at one of the state universities in Indonesia. The instrument of the research was English language proficiency test of TOEFL ITP. Descriptive statistics was used as data analysis technique, mean and percentage. The result of this research disclosed that 86% of the lecturers are in the level of B1 of CEFR which achieved the targeted score of English competences certification file requirements of certified lecturer and 3.92% of the lecturers are in the A2 level of CEFR. The researchers discovered that the most difficult language skill of the test is in the structure and written expression section where 4 % of the lecturers are in the A2 CEFR level. Then it is also revealed that the lecturers got the lowest scaled score in the structure and written expression section, which was 37. From all parts of the test, none of the lecturers achieved C1 level in the structure and written expression. This is implied that the lecturers have problems in their writing skills and need to improve their grammatical skills to be able to write correct sentence structure in standard academic English.

Implementation of TikTok as Medium for Learning of English Vocabulary: The Perspective of Department English Education Students

This research aims to examine students' perspectives on implementing the TikTok application as a medium for learning English in the modern era. Especially with the latest technological advances, in the post-pandemic COVID-19 social media can be used as a learning media such as YouTube, Twitter, Instagram, Facebook, and TikTok applications. TikTok can help students improve their English language proficiency, as well as what problems and difficulties arise when using the application as a vocabulary teaching tool and what difficulties students may encounter when using TikTok to learn new vocabulary. This research uses a qualitative design with a survey method where students fill out an online questionnaire using Google Forms and interviews. Questionnaires were given to students, and then students were interviewed. The participants were 30 students who took part in the English language learning program. The research results show that the students had a positive response to the use of TikTok in learning English vocabulary. TikTok ease of use and various functions, the TikTok application can be applied to learning activities to increase English vocabulary. This interactive learning media can provide much educational content about English vocabulary and make the learning process more efficient and effective for students. The implementation of This research makes it possible for educators. Content creator educators can easily create a learning process that attracts students' attention. It has been known that the TikTok application is efficient in increasing English vocabulary for students. Through the TikTok application, students can gain more vocabulary and continue to have fun learning by presenting information through interesting content, audio and visuals. Teachers can also process and develop various sources of interactive, interesting and unique TikTok content. So that it makes students interested in learning English and considers TikTok to be an effective medium for learning.

Who do learners of English as a lingua franca want to sound like? English speaker role models and envisioned selves in imagined communities

AbstractTo examine speaker role models (SRMs) in second language acquisition (SLA), this study explored the sociolinguistic English as a lingua franca (ELF) perspective targeting international intelligibility. Thus, it examined the way ELF learners align with self‐selected English speakers and anonymous (audio‐recorded) English speakers as potential SRMs. The researchers asked the participants, 57 Iranian English majors, “Who do you want to sound like in English and why?” and analyzed their answers in the context of their SRMs and envisioned selves in imagined communities (ICs). The study's findings revealed that most participants had SRMs with three sets of characteristics—high English language proficiency and intelligibility, likeable personal attributes, and notable professional accomplishments. To explore anonymous English speakers in particular as potential SRMs, the researchers asked participants to rate anonymous speakers' intelligibility and likeability. The findings established that, based on the sound of their voices alone, anonymous audiorecorded speakers were less likely to be selected as SRMs. Further, the study found no significant difference between anonymous native and nonnative speakers, celebrities and others, for whom accent intelligibility and likeability increased but did not determine the likelihood of selecting them as their SRMs. Based on its findings, this study draws implications for language and teacher education and offers classroom applications with specific activities.

Enhancing English Language Learning In Tertiary Education Through Blended Approaches: A Bangladesh Perspective

Purpose of the study: Main purpose of this study to investigates the implications of adopting blended approaches in enhancing English language proficiency, bridging the digital divide, and preparing students for the demands of a globalized world. Through a Bangladesh perspective, this research seeks to illuminate the transformative power of blended learning.
 Methodology: This research employs a qualitative approach. In depth Interviews (IDI) and FGDs has been administered to thirty facilitators and thirty students to measure benefits and challenges associated with blended learning. Additionally, Interviews with ten pedagogy experts has provide insights into successful implementation strategies. Data has been analyzed thematically.
 Main Findings: Research findings show that by blending technology with traditional pedagogy, this approach prepares students for a world where adaptability and digital literacy are paramount. The success of this approach relies on the collaborative efforts of educational institutions, instructors, and students, all working towards a holistic and dynamic learning experience that empowers students to thrive in an interconnected global society.
 Novelty/Originality of this study: This study adds additional knowledge of the challenges and efforts associated with blended approaches to English language learning in tertiary education in Bangladesh.The study's findings can be used as a guide for interested parties, including educators and institutions of higher learning, to address the issues with English language teaching and learning in tertiary education and improve student language learning quality.

CLIL technology in teaching the English Language of Journalism

Importance. The scientific problem is identified, which consists in the need to study tools that develop the integrated subject-language competence of graduates of non-linguistic areas of study, which underlies the successful functioning of specialists in the labor market, as well as the purpose of the study is to show the importance of the subject-language integrated approach (CLIL) in the formation of this competence.Materials and Methods. Information about the object of study is given, which are educational materials used in teaching English journalism, as well as answers and speeches by students of advanced English language proficiency. The research methods, including observation, description, analysis and synthesis, are indicated.Results and Discussion. The specific author’s results of the conducted research are presented, including a description of the apparatus of exercises on the topic “Manipulation and psychology” in journalism, as well as answers and speeches of students. It is noted that most of the tasks are focused on obtaining professional knowledge using the English language. A foreign language is more a means than a goal of learning here. The purely linguistic component of the educational apparatus is small. However, during the course of study, relying mainly on the material of a subjectthematic orientation, students develop all types of speech activity (speaking, listening, reading, writing) and form appropriate language skills.Conclusion. It is proved that the most important place in the work on the topic is occupied by the preparation and presentation of the project. It is proved that subject-language integrated training is an effective method in the development of integrated subject-language competence of future journalists.

The Role of English Language Support Programs on International Academic Mobility of University Students in Shandong College of Economics and Business, China

This paper explores the pivotal role of English language support programs in shaping the international academic mobility experiences of university students at Shandong College of Economics and Business, China. Conducting a quantitative study involving 150 participants engaged in international academic mobility, the research investigates the impact of language support initiatives, identifies challenges faced by students, and gathers suggestions for program improvement. Results reveal significant improvements in English language proficiency, academic performance, and overall satisfaction among participants. Challenges encountered, including language barriers, cultural adjustment, academic rigor, and social integration, underscore the complexities of global academic experiences. Participants' suggestions for program improvement, emphasizing increased language practice opportunities, enhanced cultural preparation, additional academic support, and more social events, provide actionable insights for program refinement. This study contributes to the broader discourse on the internationalization of higher education, emphasizing the transformative potential of language support programs in fostering successful global academic mobility experiences. The findings hold implications for institutions globally seeking to optimize language support initiatives for an increasingly diverse student body and nurture globally competent citizens.

Critical Task Need Analysis of English for Room Division Department of Hospitality Industry: Internship Students’ Reflection

English for hospitality workers is mostly used in the room division where this section is directly related to guests that includes the realm of housekeeping and front office work. In this study, it will be discussed how the needs analysis of the use of English is taken from the learner approach to the task approach. The purpose of the study is for ensuring that language instruction is relevant, efficient, and tailored to the specific requirements of the hospitality industry, ultimately contributing to the success of both employees and the hotel itself. This research is a mixed method research that uses 74 internship students and 5 hotel workers in the field of human resources as research samples. In this study, it was found that the needs of learners that are important to consider at the beginning are subjective and objective needs, related to their attitudes towards English and their own needs. In the task approach, the learning level is divided according to the target task and task type (basic user, intermediate user, and proficient user) and then the pedagogical aspects are analyzed where students in getting learning should be with authentic and communicative materials and student-centered. In addition, from interview of hotel worker, hotel workers recognize English language proficiency as a fundamental skill that enhances their effectiveness, job satisfaction, and career prospects in the dynamic and diverse hospitality industry

Translanguaging pedagogies: Using an action research approach to support English as an Additional Language (EAL) students in a first-year undergraduate anatomy course.

Internationalisation of higher education has increased the number of EAL students studying in Anglophone countries, including Australia. Required English language proficiency tests (e.g., IELTS) do not reflect discipline-specific terminology nor prior learning necessary for successful study. Furthermore, anatomy study, the focus of this paper, requires an extensive terminology, predominantly derived from Latin or Greek, that creates significant learning challenge for all students, particularly EAL students.This pilot study was based in a large first-year anatomy course at an Australian university, with >30% EAL students. To address challenges for EAL students (as identified by teaching staff), translanguaging pedagogies were implemented through repeated cycles of action research. Translanguaging approaches, beyond simply translation of resources, employ EAL students’ full linguistic repertoire in the classroom to support acquisition of discipline content and the target language.Collaboration between the teaching team, a translanguaging expert and past EAL students identified specific translanguaging strategies for implementation. These strategies included a translanguaging workshop for teaching staff, encouragement of students’ use of home languages and targeted translated documents. A mixed methods approach was applied to evaluate the implementation. Initial findings show a positive response from both staff and students with additional reflections for future implementation and transferability to similar educational contexts.

Assessing the Efficacy of Pedagogical Strategies in Enhancing English Language Proficiency

English proficiency is crucial for students, especially in mandatory university programs. Effective teaching methods and pedagogical strategies significantly enhance English skills through active learning, problem-solving, and technology utilization. These strategies require pedagogical competence, including Information and Communication Technology (ICT) proficiency and quality instruction, and facilitate continuous assessment. Prior studies indicate positive correlations between pedagogical competence and language proficiency, subject performance, and numeracy skills. This research explores the impact of teaching and learning methods on students' English language proficiency and learning outcomes. Linear regression analyses reveal Teaching Aspect's positive influence on English Proficiency (coef: 0.1687, p-value: 8.82E-13), Enhancing Learning (coef: 0.1226, p-value: 5.18E-13), and Supporting Learning Process (coef: 0.04608, p-value: 0.00062). Learning Method significantly affects English Proficiency (coef: 0.5263, p-value: 1.92E-14), Enhancing Learning (coef: 0.3693, p-value: 1.66E-13), and Supporting Learning Process (coef: 0.15702, p-value: 7.05E-05). These findings underscore the positive relationships between these variables and their contributions to language proficiency and learning experiences, emphasizing the role of pedagogical competence in shaping educational outcomes

Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study

AbstractThis study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success.Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts.

Assessment of Socio-Economic Gender Issues Affecting Women’s Participation in Alpine Tourism: A Case Study of Mt. Kenya National Park

The study sought to investigate the socio-economic gender issues affecting women's participation in alpine tourism in Mt. Kenya National Park. The study was guided by the following objectives: to assess the social gender issues affecting women's participation in alpine tourism and to analyse the economic gender issues affecting women's participation in alpine tourism. The study used a descriptive research design, and data was collected through structured closed-ended questionnaires distributed to 133 women participating in alpine tourism activities. 107 questionnaires were duly filled and returned. Structured interviews were conducted with the officials of Kenya Wildlife Service and the leaders of Mt. Kenya Guides and Porters Association. Qualitative data was analysed using content analysis, and quantitative data was analysed using descriptive and inferential statistics. The study established that the marital status of the female mountain crew was the dominant social gender issue affecting women's participation in alpine tourism as most guides, porters and cooks were unmarried, and for those who were married, the majority of them experienced challenges relating to balancing work and family responsibilities. The study also established that there is a wage disparity between men and women working as guides, porters, and cooks. The study recommends the need for policy makers to implement policies that promote gender equality in the workplace, ensuring equal opportunities for women to engage in alpine tourism activities such as guiding, portering and cooking.In addition, the study recommends the need to develop family-friendly policies which enable married women to fully participate in alpine tourism activities without compromising their family duties. The study also recommends the need for the Nyeri County Department of Tourism, Trade, Culture and Cooperative Development in partnership with Mt. Kenya Guides and Porters Association, to organise short course training on mountaineering and capacity-building programs to enhance the English language proficiency of female porters and cooks, thereby improving their communication skills and enabling them to interact more effectively with tourists. The study further recommends the need for Mt. Kenya Guides and Porters Association to undertake a sensitisation forum for its members about sexual harassment subjected to female mountain crew by men participating in alpine tourism activities

ENHANCING STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING THROUGH GAMIFICATION

One of the contributing factors to the students' limited English proficiency can be attributed to the teacher's insufficient emphasis on fostering students’ motivation throughout the learning journey. The purpose of this research is to identify the initial factors influencing students' motivation to learn English, as well as to investigate the potential of gamification in increasing their motivation to study the language. The current study is a class action research that was carried out in the 8th grade of State Junior High School 1 Banyumas during the academic year 2023/2024. A dataset of observations and questionnaires administered to a cohort of 35 students is used in the study. The application of descriptive statistics is used in the data analysis process. According to research, engagement levels increased from pre-research (62% observation sheet, 68.21% questionnaire) to post-research (71.62% observation sheet, 79.36% questionnaire). Gamification has a positive impact on learners’ motivation because it increases interactivity and enjoyment in the learning environment. Hence, gamification can be a viable approach to increasing learners' motivation to acquire English language proficiency.

Ukrainian HEI Students’ Perceptions and Attitudes Towards Fostering Media Literacy and Critical Thinking in EFL Learning

The study examined Ukrainian HEI students’ opinions and perceptions of media literacy and critical thinking skills in EFL learning before and after participation in the set of trainings. Being created in the framework of the Jean Monnet Module project “EU strategies extrapolation for boosting students’ media literacy in Ukrainian higher education”, it was aimed to empower students with essential skills for navigating the complexities of the modern media landscape, evaluating information sources, forming such students’ competencies as critical thinking, fact-checking, digital security, resistance to media manipulation. A sample of 40 second-year undergraduate students, aged 19 to 23, willing to develop their media literacy and EFL capacities, who demonstrated at least A2 level of English language proficiency, were questioned through Google Forms by means of the specially designed questionnaires. The outcomes of the study revealed that the issues of media literacy and critical thinking were of particular importance among the young people, but they also pointed out their awareness of being insufficiently skilled in working with media products, their concerns about the quality of digital content they had consumed and priorities of being independent in media consumption choices. The activities conducted during the study significantly affected students’ gaining knowledge of media development, their value-meaningful attitude to the media space, the desire to detect false information, and distinguish fakes, manipulation, propaganda, and disinformation.

The influence of English language proficiency test scores on the academic success of ESL undergraduate students

ABSTRACT This study considers language proficiency test scores achieved by ESL students who subsequently entered a New Zealand university at the undergraduate level. Scores from IELTS and the university’s in-house English Proficiency Test are analysed to determine the predictive ability of overall scores on these two tests and scores for each of the four language skills on academic success. The results indicated that language proficiency had a significant effect on undergraduate academic achievement. Furthermore, analyses of the predictive ability of scores for listening, speaking, and reading were remarkably similar between the tests, with non-significant results of similar magnitude for each skill. On the other hand, IELTS writing scores demonstrated a non-significant negative effect on academic achievement, while EPT writing scores were strongly significantly predictive of academic achievement. The results suggest that universities may benefit from measuring ESL students’ academic writing proficiency in more authentic university-level writing tasks.

Linguistic Disparities in Diabetes Care Quality in California Community Health Centers Before and During the COVID-19 Pandemic.

Disparities in diabetes care quality may have increased for patients with limited English language proficiency (LEP) compared to non-LEP patients during the COVID-19 pandemic. Changes in diabetes care quality for adult LEP and non-LEP patients of community health centers (CHCs) were examined from 2019 to 2020. Adults with Type 2 diabetes (n = 15 965) of 88 CHC sites in California and with 1+ visit/year in 2019 and 2020 from OCHIN electronic health record data were included. Multivariable regression models estimated the association of LEP status and changes in diabetes care quality from 2019 to 2020, controlling for patient sociodemographic and clinical characteristics. Interaction terms (LEP × 2020) were used to estimate differential over time changes in (1) blood pressure screening, (2) blood pressure control (<140/90 mm Hg), and (3) hemoglobin A1c control (HbA1c <8%) for LEP versus non-LEP patients. LEP and non-LEP patients with diabetes had comparable blood pressure screening and control in 2019 and in 2020. LEP patients were less likely than non-LEP patients to have their HbA1c under control in 2019 (OR = 0.85, 95% CI = 0.77, 0.96, P = .006) and 2020 (OR = 0.83, 95% CI = 0.75, 0.92, P = .001). There were no differential changes in HbA1c control over time for LEP and non-LEP patients. Although LEP patients were less likely than non-LEP patients to have their HbA1c under control, CHCs maintained quality of care equally for LEP and non-LEP patients with diabetes during the early pandemic period.