English Language Proficiency Research Articles

Comparative Analysis of English Language Proficiency in Business vs. Technology/Engineering Students

This study investigates English language proficiency among students in Business and Technology/Engineering programs. It aims to understand which discipline exhibits higher English proficiency and to explore the differences in language skills between these fields. The research employs descriptive and inferential statistical methods, including the Mann-Whitney U test, to analyze students’ English language proficiency scores in listening and reading. Results indicate that students in Technology/Engineering programs generally outperform those in Business programs in both listening and reading proficiency. The study finds significant disparities within each field; for example, in Business programs, students majoring in Marketing Management show much higher proficiency than those in Accountancy. Similarly, within Technology/Engineering, Civil Engineering students demonstrate higher language proficiency compared to their peers in Information Technology. The study concludes that there is a statistically significant difference in English language proficiency between students in Business and Technology/Engineering programs, with the latter group showing higher overall proficiency. This research provides valuable insights for educators and curriculum developers, suggesting the need for tailored English language support and teaching methods in different academic disciplines.

Motivation and attitude of English language learning among nursing students

Background: Proficiency in speaking English is an individual's ability to convey thoughts and desires verbally to anyone. However, it can be challenging to develop this skill without continuous self-training. One effective approach is through peer or classmate interactions, as well as guidance from English language instructors. Numerous factors influence the success of students in learning English, and motivation and attitude are crucial aspects needed by nursing students to master the language.Purpose: To identify the description of motivation and attitude among nursing students in learning English, providing input for learning achievement targets for English courses and the most suitable learning methods to enhance the language skills of nursing students at Murni Teguh University.Method: A quantitative research method with a descriptive design was employed. The total sampling technique was used, and 157 respondents willingly filled out the questionnaire from a total population of 167 individuals. Instruments for measuring motivation and attitude were adopted from previous studies with established validity. Data analysis utilized Univariate data analysis.Results: Instrumental motivation among respondents (90.5%) was higher than integrative motivation (88.9%). The majority of respondents had high motivation at 89.6%. Meanwhile, most respondents exhibited good attitudes at 41.2%, followed by fairly good attitudes at 36.4%, and poor attitudes at 22.4%.Conclusion: Nursing students at Murni Teguh University demonstrate high motivation and positive attitudes toward learning English. However, this does not align with the English language proficiency of the respondents.Suggestion: It is highly recommended for future researchers to include additional variables such as interest in learning, self-concept, self-efficacy, the cause-and-effect correlation between each researched variable in English language learning, and the use of effective English teaching methods to enhance the English language proficiency of nursing students.

Learning Through Play: Utilizing Board Games to Enhance English Vocabulary for Early Students

This public service research explores the innovative use of board games as an interactive tool for delivering basic English language lessons to elementary students. Traditional teaching methods often struggle to engage young learners and make language acquisition an enjoyable experience. In contrast, board games offer a dynamic and interactive approach that fosters language development while fostering a fun and inclusive learning environment. This study investigates the benefits of incorporating board games into the elementary English language subject, highlighting their ability to improve vocabulary, and pronunciation skills while promoting critical thinking, teamwork, and social interaction. By examining the positive impact of board games on language acquisition, educators can better understand the potential of this playful approach to enhance elementary students’ English language proficiency and overall learning experience through a board game.

N25 "I Felt So Alone” Exploration of experience of being newly diagnosed with inflammatory bowel disease: a phenomenological study

Abstract Background Individuals recently diagnosed with Inflammatory bowel Disease (IBD) often have unmet informational and psychological needs, leading to distress and anxiety. This lack of support negatively affects their quality of life, mental health, social functioning, and physical outcomes. Additionally, the absence of counselling and peer support isolates many people and places an emotional burden on them. Delayed diagnosis or misdiagnoses due to symptoms being dismissed by health professionals exacerbate the problem. Acknowledging these unmet needs and adverse outcomes, this study aims to shed light on patients' experiences to inform improvements in clinical practice, support services, and workplace policies, particularly during the immediate diagnosis phase. Aim The aim of this study is to explore the experience of people newly diagnosed with IBD and their need for support. Methods The study employed interpretive phenomenology semi-structured interviews following a topic guide and analysed the data using Braun & Clark's (2023) thematic analysis method and Nvivo software. Crohn's and Colitis UK (CCUK) charity acted as the gatekeeper for access to participants. Participants were purposively selected on specific criteria: IBD diagnosis ≤1 year, aged 16 or older, English language proficiency and diversity of demographic and clinical variables. Results Of 49 volunteers who responded to the research advertisement, 15 were selected based on eligibility criteria. Participant characteristics are shown in Table 1. Four themes emerged (Fig 1), with 12 subthemes. Participants expressed extreme dissatisfaction, either due to misdiagnosis or diagnostic delays, indicating the need for timely streamlined diagnosis. Additionally, IBD diagnosis itself triggered distress and anxiety. Participants reported the need for continuous psychological counselling and peer support. Due to symptoms like blood loss and diarrhoea, IBD profoundly affects physical health, emotional wellbeing, social interactions, and work-life balance, hence challenging patients' sense of normalcy. However, patients demonstrated resilience via lifestyle adjustments, social support networks, and coping strategies. Conclusion This qualitative study sheds light on the profound impact of an IBD diagnosis. It reveals emotional struggles and the need for streamlined diagnosis and psychological support. Lifestyle disruptions affect physical and mental health, but participants adapt through support and coping. These insights have practical implications for improving care, mental health services, workplace adjustments, social support, and coping resources for the newly diagnosed IBD population. Future research should expand to larger, diverse patient samples. Table 1:

Measuring Variability in Proctor Decision Making on High‐Stakes Assessments: Improving Test Security in the Digital Age

AbstractRemote proctoring, or monitoring test takers through internet‐based, video‐recording software, has become critical for maintaining test security on high‐stakes assessments. The main role of remote proctors is to make judgments about test takers' behaviors and decide whether these behaviors constitute rule violations. Variability in proctor decision making, or the degree to which humans/proctors make different decisions about the same test‐taking behaviors, can be problematic for both test takers and test users (e.g., universities). In this paper, we measure variability in proctor decision making over time on a high‐stakes English language proficiency test. Our results show that (1) proctors systematically differ in their decision making and (2) these differences are trait‐like (i.e., ranging from lenient to strict), but (3) systematic variability in decisions can be reduced. Based on these findings, we recommend that test security providers conduct regular measurements of proctors’ judgments and take actions to reduce variability in proctor decision making.

The Role of English Speaking- Skills in Career Progression: A Case Study among Sudanese Undergraduate EFL Students

The present study is to shed light on the nature and extent of the impact of English language proficiency on career advancement across a range of professional contexts by compiling and critically analyzing scientific research on the subject. The research shows on the connections between language proficiency, professional mobility, and socioeconomic circumstances by drawing on the ideas of linguistic capital, socio-linguistic adaptation, and globalized labour markets. Moreover, the English language has a significant influence on our workplaces and businesses. Regardless of differences in geography, society, politics, or religion, English has emerged as the dominant language in the global business community. Fieldwork was carried out at Vignan's Foundation for Science, Technology & Research, Andhra Pradesh. For this, Sudanese graduating EFL students were chosen from various courses of the institute.The findings show a significant relationship between job success and English language competency, particularly in fields where English is the predominant language of exchange. The extent of this advantage, however, it varies depending on the industry, the cultural setting, and the specific organizational policies. The findings highlight the importance of English education and training in workforce development plans, particularly in locations with a low native English-speaking population. Businesses may benefit from investing in language training as a means of retaining and developing talent. Policymakers may take these findings into account when creating educational curriculum and social interventions to address linguistic gaps on a larger scale. The investigation reveals a favorable correlation between professional advancement and proficiency in the English language.

Appropriate Use of Medical Interpreters in the Breast Imaging Clinic.

More than 25 million Americans have limited English-language proficiency (LEP) according to the U.S. Census Bureau. This population experiences challenges accessing health care and is least likely to receive preventive health care, including screening mammogram. In a setting where the breast radiologist does not speak the language of their patient, using certified medical interpreter services is fundamental. Medical interpreter use is associated with improved clinical care and patient satisfaction and can potentially increase adherence to screening mammograms and follow-up in patients with LEP. Title VI of the Civil Rights Act requires interpreter services for patients with LEP who are receiving federal financial assistance. Failure to provide interpretative services when necessary is considered discriminatory and illegal. The use of untrained medical interpreters, including ad hoc interpreters (eg, family, friends, or untrained staff), is associated with more medical errors, violation of confidentiality, and poor health outcomes. Types of medical interpretation services available to address language barriers include in-person interpretation, telephone and video remote interpretation, and qualified bilingual staff. Proper training and certification of medical interpreters is essential to prevent misinterpretations and ensure patient safety. When using an interpreter service, speak to and maintain eye contact with the patient, address the patient directly and seat the interpreter next to or slightly behind the patient, use visual aids whenever possible, and have the patient repeat the information to verify comprehension. Breast radiologists can address disparities in breast cancer screening and treatment by promoting effective communication.

The Perceptions of English Teachers on the Implementation of the Merdeka Curriculum in Idanogawo Schools

The curriculum is an important component in the education system. Curriculum changes can be influenced by various factors, one of which is student learning outcomes. The interviews with English teachers regarding the implementation of the Merdeka curriculum in schools revealed various insights. The teachers expressed challenges in implementing the curriculum due to a lack of facilities and the recent initiation of the curriculum in their schools. They highlighted the potential of the Merdeka curriculum to improve English language learning by actively involving students in learning, enhancing critical thinking skills, and improving English language proficiency. The curriculum's learner-centered philosophy was met with mixed responses, with some teachers expressing uncertainty about its implementation. However, others acknowledged the potential benefits of the curriculum, such as providing freedom to students and creating enjoyable education. The teachers also emphasized the importance of readiness in terms of educators' competence, skills, and mindset, as well as the availability of infrastructure and facilities. Despite the challenges, they recognized opportunities for support from school principals, curriculum teams, and parents, as well as the positive use of technology in learning. Overall, the interviews reflected a range of perceptions on the Merdeka curriculum, highlighting both challenges and opportunities in its implementation.

Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency

: Few studies have considered the use of digital reading tools for improving the fluency and proficiency of Saudi learners of English as a second language (ESL). Hence, in this study, the researcher investigated the impact of Microsoft’s Digital Reading Progress tool on 30 Saudi ESL learners’ reading performance and proficiency. The participants were all at the B1 intermediate English language level in academic ESL, according to the Common European Framework of Reference for Languages (CEFR) English language proficiency test. The students were given one reading passage per week, and the researcher examined their performance in reading aloud over a period of four weeks using the Digital Reading Progress tool. The researcher employed a quantitative analysis, including post-assessments, to measure five aspects of participants’ reading performance: mispronunciation of words, self-corrections, omissions, repetitions, and correct words per minute. The findings revealed significant improvements in participants’ reading performance, fluency, and accuracy, as evidenced by increased accuracy after engaging with the Digital Reading Progress tool, increased scores across the five rated categories, and reduced pronunciation and word omission errors. This study contributes to the growing body of research on technology-enhanced language learning by demonstrating the positive impact of the Digital Reading Progress tool on L2 learners’ reading performance and proficiency. The findings have practical implications for ESL instructors in integrating digital tools as valuable pedagogical resources for enhancing L2 reading learning and performance.

Exposure of Social Media and Its Effect on English Language Proficiency; Basis for Action Plan

Social media profoundly affects contemporary communication, altering interpersonal relationships, information exchange, and the creation of digital identities. The study aims to determine exposure to social media and its effect on English language proficiency as the basis for an action plan. Using a descriptive correlation method, the respondents of this study are the grade 7 students of Mariveles National High School-(Cabcaben Annex) Alasasin. Data were collected using the adapted diagnostic test developed by Region III to measure the language proficiency of grade 7. Results revealed that grade 7 students are exposed to using Facebook; at the beginning level in English proficiency, the most mastered skills are those related to reading strategies, and the least developed skills are those about grammar. It is noted that most of the students, who were almost 50 to 70 percent of the examination takers, are at the beginning level, which denotes that there is still a need to improve the English language for grade 7 students. Lastly, the computed mean of Pearson r Value of the three sections is 0.27 with a positive low correlation. This means that increasing the hours of exposure to social media of Grade 7 students slightly increases their English language proficiency and vice versa. The recommendation of this study denotes that even social media has moderate implications for English language proficiency; teachers should monitor their students' use of social media. DepEd needs to set up free WiFi in every school so that our learners may use social media as a learning tool. Educators should give their students chances by setting aside time for social media use. Social media integration into their curriculum might also need to be considered.

The Effectiveness of Listening to Music on Learning English as a Foreign Language on UAD English Literature Students

Music serves as a valuable tool for enhancing English language proficiency. By incorporating music into their learning practices, students can improve their listening comprehension and overall speaking abilities. The present study aims to investigate the impact of listening to music on English language acquisition among English literature students as foreign language learners. Employing quantitative research methods, the researchers utilized a questionnaire as the data collection instrument, gathering responses from 6 English literature students at University of Ahmad Dahlan. The conclusion of the analysis is supported by the significant regression test result of 0.596, indicating an R-squared value that falls within the range of significant numbers. Consequently, the frequency of listening to music directly correlates with its effectiveness in influencing English language proficiency. It is important to acknowledge that other factors also contribute to English learning outcomes, including individual factors, social factors and instructional factors.

The (un)caring experienced by racialized and/or ethnoculturally diverse residents in supportive living: a qualitative study

BackgroundRacialized and/or ethnocultural minority older adults in supportive living settings may not have access to appropriate services and activities. Most supportive living facilities are mainstream (not specific to one group); however, culturally specific facilities are purpose-built to accommodate older adults from a particular group. Our objective was to describe the perspectives of diverse participants about access to culturally appropriate care, accessible services, and social and recreation activities in culturally specific and mainstream (non-specific) supportive living facilities.MethodsWe conducted semi-structured interviews with 21 people (11 staff, 8 family members, 2 residents) from 7 supportive living homes (2 culturally specific and 5 mainstream) in Alberta, Canada. We used a rapid qualitative inquiry approach to structure the data collection and analysis.ResultsStaff and family members described challenges in accessing culturally appropriate care in mainstream facilities. Family members expressed guilt and shame when their relative moved to supportive living, and they specifically described long waitlists for beds in culturally specific homes. Once in the facility, language barriers contributed to quality of care issues (e.g., delayed assessments) and challenges accessing recreation and social activities in both mainstream and culturally specific homes. Mainstream facilities often did not have appropriate food options and had limited supports for religious practices. Residents who had better English language proficiency had an easier transition to supportive living.ConclusionsRacialized and/or ethnoculturally diverse residents in mainstream supportive living facilities did not receive culturally appropriate care. Creating standalone facilities for every cultural group is not feasible; therefore, we must improve the care in mainstream facilities, including recruiting more diverse staff and integrating a wider range of recreation and religious services and food options.

ENHANCING ENGLISH LANGUAGE PROFICIENCY IN GRADE 1 JUNIOR HIGH SCHOOL: THE IMPACT OF YOUTUBE VIDEOS AS A LEARNING TOOL

The purpose of this large-scale study is to comprehensively investigate the effectiveness of adding YouTube videos as a pedagogical tool to improve the English language skills of first-year high school students. The purpose of the research is to provide a nuanced understanding of the benefits of using YouTube as a learning tool and to determine whether the videos that students watch significantly improve their English vocabulary comprehension, retention and cognitive processing. This study uses strong descriptive qualitative research and carefully focuses on first-year high school students. The primary method of data collection involves conducting in-depth interviews that provide a deep and comprehensible study of students experiences and insights into the transformative impact of YouTube videos on their journey to English language proficiency. The research findings undoubtedly emphasize the effective power of YouTube videos as an important educational tool. Students who regularly use YouTube to improve their English skills show not only remarkable but also transformational differences from those who occasionally watch such videos. Basically, students who actively participate in the consumption of YouTube videos show a significant expansion of their vocabulary, which proves the positive and tangible impact of this multimedia platform on language learning. The study carefully examines the benefits of seamlessly integrating YouTube into the language learning curriculum. Beyond the limitations of traditional pedagogical methods, YouTube and its inherently engaging audiovisual nature appeals to students and attention and at the same time different learning styles are taken into account, which promotes a dynamic and engaging language learning experience. Through carefully crafted open-ended questions, participants share their nuanced observations, preferences, and challenges they encounter using YouTube videos for language learning. Characterized by its richness and complexity, this qualitative data collection strategy provides a comprehensive understanding of the complex dynamics between students and engagement with YouTube. The research findings highlight the central role of YouTube in improving high school students' English language skills. Active integration of YouTube with students and study routines not only improve comprehension but also contribute to better retention of vocabulary. The sensory stimuli characteristic of YouTube videos stimulate cognitive processes, making it easier to enter and remember English words. In addition, the research findings emphasize the critical importance of developing a technologically enriched learning environment. Integrating YouTube into educational software not only acts as a catalyst for language acquisition, but also promotes digital literacy and adaptability, skills that are critical in today's educational environment. In conclusion, this comprehensive study provides invaluable insights into the effectiveness of YouTube videos as a catalyst for improving English language skills among first-year elementary school students. The findings highlight the paradigm-shifting impact of seamlessly integrating multimedia content into the language curriculum, prompting further research and providing important pedagogical considerations. As technology advances, harnessing the pedagogical potential of platforms like YouTube becomes a key strategy to create dynamic, engaging and highly effective language learning experiences for students.

How do low-education immigrants adjust to Chinese import shocks? Evidence using English language proficiency

This paper examines the link between trade-induced changes in local labor market opportunities and English language fluency rates among low-education immigrants in the United States. The production-based manufacturing jobs lost due to Chinese import competition around the turn of the century did not require strong English-speaking skills while many of the jobs in expanding industries, mostly in the service sector, did. Consistent with responses to these changing labor market opportunities, we find that a $1,000 increase in import exposure per worker in a local area led to an increase in the share of low-education immigrants speaking English very well in that area by about half a percentage point. As evidence that at least part of this is a result of actual improvements in English language speaking abilities, we show that low-education immigrants in trade-impacted areas became especially likely to be enrolled in school compared to similarly low-education natives. While we find some evidence for domestic migration in response to trade shocks, we also show that our results are not likely to be driven by language-selective internal migration or initial settlement decisions.

EMI Classroom Practices of International Program in Thailand University: A Perspective of EFL Thai’s Students

Background and Aim: The adoption of English Medium Instruction (EMI) in Thailand, particularly in university-level international programs, was driven by various factors. Most notably, it was viewed as a strategic move to prepare students for an increasingly interconnected world where English reigns supreme in academia, business, and diplomacy. This research examines the attitudes, challenges, and practices of English Medium Instruction (EMI) in an international program at a Thai university from the perspectives of Thai EFL learners. Materials and Methods: The study employs a mixed-methods approach, utilizing surveys, interviews, and classroom observations. A five-point rating scale questionnaire was distributed to 80 learners to investigate their perceptions of EMI. Additionally, in-depth interviews were conducted with 8 participants to gather detailed information on their attitudes, perceived advantages, and challenges related to EMI. Results: The findings reveal that Thai EFL learners have a positive attitude towards EMI, recognizing its benefits for English language proficiency and future employment opportunities. However, they face challenges in understanding instructors' English speaking, comprehending materials, and acquiring specialized vocabulary. Conclusion: The study emphasizes the importance of language preparatory courses, provision of support materials, teacher training, and the development of intercultural competence. Furthermore, it suggests that future research should involve a larger sample size and encompass various educational environments to gain a comprehensive understanding of Thai EFL learners' perspectives on EMI in international programs at Thai universities.

Enhancing English Language Proficiency and Well-being in EAL International PhD Students: The Impact of Personalised Autonomous Learning

Research has shown that English language proficiency (ELP) plays a crucial role in the psychological well-being of international students (e.g. Li et al., Journal of International Students, 4(4), 301-313, 2014). However, few studies have reported positive correlations between their improved English skills and well-being. The present study examines how a new pedagogy called personalised autonomous (PA) model can induce a virtuous cycle in international PhD students to enhance their English language proficiency and consequently, their well-being. We collected both quantitative and qualitative data from two groups of students: those who experienced the PA model in a course entitled Personalised English Language Enhancement (PELE) and those who did not. We conducted surveys at the beginning and end of the term to compare entry and exit data. Comparison of the entry and exit survey data for PELE students showed significant improvements across almost all dependent variables including self-efficacy, well-being and a sense of belonging to the university community. In contrast, the non-PELE students did not significantly improve in any variable. In focus groups, students indicated how their improved communicative confidence sparked a virtuous cycle leading to greater well-being and a stronger sense of community. Our data strongly suggests that ELP extends beyond mere linguistic ability; it embodies a dynamic interplay between one’s language skills and their self-confidence. Diminished confidence may trigger a vicious cycle of fear of communication, unwillingness to engage, unproductive research, and estranged relationships with supervisors. Therefore, it is imperative for educators and policymakers to critically review and enhance their approaches to supporting the ELP of international PhD students.

The Use of TOEFL iBT® in Admissions Decisions: Stakeholder Perceptions of Policies and Practices

AbstractThis paper reports partial results from a larger study of how three different groups of stakeholders—university admissions officers, faculty in graduate programs involved in admissions decisions, and Intensive English Program (IEP) faculty—interpret and use TOEFL iBT® scores in making admissions decisions or preparing students to meet minimum test score requirements. Our overall goal was to gain a better understanding of the perceived role of English language proficiency in admissions decisions and the internal and external factors that inform decisions about acceptable ways to demonstrate proficiency and minimal standards. To that end, we designed surveys for each stakeholder group that contained questions for all groups and questions specific to each group. This report focuses on the questions that were common to all three groups across two areas: (1) understandings of and participation in institutional policy making around English language proficiency tests and (2) knowledge of and attitudes toward the TOEFL iBT test itself. Our results suggested that, as predicted, university admissions staff were the most aware of and involved in policy making but frequently consulted with ESL experts such as IEP faculty when setting policies. This stakeholder group was also the most knowledgeable about the TOEFL iBT test. Faculty in graduate programs varied in their understanding of and involvement in policy making and reported the least familiarity with the test. However, they reported that more information about many aspects of the test would help them make better admissions decisions. The results of the study add to the growing literature on language assessment literacy among various stakeholder groups, especially in terms of identifying aspects of assessment literacy that are important to different groups of stakeholders.

Challenges and Solutions in English Language Teaching (ELT) in Rural Settings: A Case Study in India

Language plays a crucial role in communication, shaping individuals' thoughts, emotions, and perspectives. English, as one of the most extensively spoken languages globally, holds significant importance, especially as a second language in India. The effective application implementation of English language curriculum at the primary level is paramount for fostering English language proficiency, especially in rural areas. However, the effective implementation of English Language Teaching (ELT) curriculum at the primary level faces considerable challenges in rural settings. In rural areas of India, ELT encounters formidable obstacles rooted in psychological, linguistic, institutional, and environmental factors. These challenges are compounded by historical and economic disparities, resulting in limited access to educational resources and a scarcity of proficient English teachers. Additionally, the absence of conducive learning environments and inadequate teacher preparation further impedes effective English language education. This research paper endeavours to address the myriad challenges confronting ELT in rural regions of India. Drawing from a case study approach, it aims to identify specific issues such as resource scarcity, teacher training deficiencies, and the lack of conducive learning environments. Furthermore, the paper proposes pragmatic solutions to overcome these obstacles and transform the rural educational landscape into a dynamic and enriching atmosphere for English language learning. This research analyses difficulties and potential solutions to improve English language instruction in rural areas. By highlighting the importance of addressing these challenges and implementing effective strategies, the paper aims to foster English language proficiency among rural students, thereby empowering them with enhanced communication skills and broader educational opportunities.

SEMANTRIS GOOGLE AI-BASED LEARNING TO ENHANCE STUDENTS’ VOCABULARY MASTERY

Semantris Google AI-Based Learning research has examined the students' disinterest and low level of vocabulary acquisition in English subject at MTs DDI Takkalasi. The students cited difficulty in pronunciation and other reasons for their lack of enthusiasm towards English as a difficult subject. This lack of interest and motivation is due to the absence of an interesting and enjoyable learning environment, which hinders students' ability to concentrate on their studies. In addition, the limited application of modern technology in the learning process makes this a problem that must be addressed given the increasingly advanced era. The research employed a quasi-experimental design to investigate the effectiveness of an intervention in improving students' English language proficiency. The study utilized a quantitative approach, conducting pre-test and post-test analyses to measure the impact of the intervention. The pre-test served as a baseline measurement, while the post-test assessed the outcomes after implementing the intervention. The researcher employed a quota sampling technique to select participants. The results of the Semantris Google AI-Based Learning study showed a significant difference in vocabulary improvement between the two groups, as evidenced by the T-count value of 6.858, exceeding the critical T-table value of 2.060. The rejection of the null hypothesis (H0) is supported by the mean N gain value of 0.4249 obtained from the experimental class, which falls within the moderate range according to the N gain table. This finding confirms that the use of Semantris Google AI-Based Learning is very effective in improving the vocabulary mastery of MTs DDI Takkalasi students.

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

<p style="text-align:justify">The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.</p>