English Language Proficiency Research Articles

Mathematics Through a Linguistic Lens: The impact of English Language Proficiency in Solving Mathematical Word Problems Among Secondary ESL Students

Mathematics Through a Linguistic Lens: The impact of English Language Proficiency in Solving Mathematical Word Problems Among Secondary ESL Students

Efficacy and Contextual Dimensions of Task-Based Language Teaching: A Study on Bangladeshi Learners'

This scholarly investigation, titled "Assessing the Pedagogical Efficacy of Task-Oriented Language Didactics: A Comparative Inquiry into English Proficiency Augmentation Among Bangladeshi Learners," dissects the multi-layered implications and efficacies of task-based language teaching (TBLT) in contrast to traditional pedagogical modalities within the Bangladeshi educational context. Employing a meticulous secondary source analysis, this research scrutinizes the pedagogical pluralism in TBLT and evaluates its quantitative and qualitative effectiveness, particularly focusing on English proficiency among Bangladeshi students. The study employs a rigorous methodological framework, incorporating criteria for source selection and methods for comparative analysis. The research explicates the synthesis of analyses and extrapolates both theoretical and practical implications. The task-type effectiveness in TBLT is thoroughly interrogated, providing nuanced insights into the types of tasks that significantly contribute to language acquisition. Additionally, the paper offers an in-depth contextual analysis to elucidate the cultural and educational factors that may influence the efficacy of TBLT in Bangladesh. The conclusion aggregates the key findings, delineates limitations, and furnishes recommendations for future empirical endeavors in this realm. This paper serves as a seminal work for educators, policymakers, and researchers aiming to comprehend the complexities and efficacies of TBLT in fostering English language proficiency in non-native speakers, particularly in a Bangladeshi milieu.

An Appraisal Analysis of the Performance of Malaysian Fresh Graduates in a Job Interview

The current study was undertaken to investigate how fresh graduates perform in English and why they were successful, reserved, or unsuccessful in job interviews from the perspective of the Systemic Functional Linguistics (SFL) Appraisal Theory namely from the Attitude subsystem. The theory focuses on the English language proficiency of the candidates in terms of their ability to express their stances in English. A qualitative method was employed in the present study. The data of the study comprised of walk-in interview transcripts of 10 fresh graduates for the post of Administrative Officer (s). An Appraisal analysis was conducted to reveal stances for the answers to the general interview question, “How do you face challenges?” and it was used as a theme to analyze the data. The findings revealed that the Appreciation subsystem of Attitude was used predominantly by candidates who were successful. The current study is expected to advance knowledge on the performance of graduates in job interviews and contribute to the field of SFL and Educational Linguistics.

Inducing Imitation Technique as a skill to acquire English Language Proficiency of Engineering Students

Abstract——Engineering students are tomorrow’s problem solvers. They are going to provide technical and innovative solutions and services to solve societal problems and make life easier. This necessitates today’s engineering student to acquire numerous skills to prepare themselves for not only national work front but also international work front. The ever evolving and challenging role of today’s engineer makes today’s students work on building and updating themselves on the required core technical skills but they fail to work on their English language skills. For many engineering students it has been observed that they have anxieties associated with the English language which in turn hinders their performance. This study is a humble try to induce Imitation Technique as a skill to help engineering students acquire English language Proficiency. Lot of work has already happened on how to improve students English Language skills but this study has an edge over by providing a unique method to not only learn English language but acquire English language without juggling through the tough grammatical rules of the language. The study focuses to strengthen the twelfth Program Outcome of the Engineering Attribute that is “Life Long Learning.” The study was conducted on freshman engineering students of a technical University. The study used quantitative research approach. The study investigated what are the apprehensions and anxieties students have towards English language and how Imitation Technique helps them overcome their apprehensions. The Public Speaking Class Anxiety Scale (PSCAS) was used to find out the pre intervention status and post intervention results of the students. The post intervention status shows reduced English language anxiety level and how students have successfully been able to acquire English language through Imitation technique. Keywords—Engineering students; English language Anxiety; Imitation Technique.

Attuning digital pedagogy into English Language to empower graduating Engineers

Demand for English language proficiency among the engineering graduates with adept digital communication skills is growing in the contemporary global context. Industry 4.0 places English in the center of digital communication. It demands young engineering graduates with digital communication skills in English. This not only places importance of graduates learning English communication skills but also on the teachers to initiate novel pedagogical approaches. It is imperative to initiate these transitions during the students’ graduation stage to ensure their readiness for the industry. The digital teaching and learning in English underscores the need for a fresh pedagogical approach that aligns with the preferences of millennials, facilitating learning across virtual and traditional platforms. Smart classrooms bridge the divides between the teacher and the taught. The evolving landscape of English education calls for a pedagogy infused with technology. Post-COVID, digital pedagogy is supplanting conventional one-on-one teaching methods, integrating techniques like blended learning through Learning Management Systems (LMS), flipped classrooms, self-directed learning, and collaborative approaches. This paper argues for the integration of digital pedagogy in regular classroom teaching and learning in English. The paper suggests that the use of digital media should not stop with the resumption of offline teaching, after COVID, rather should be an integral part of pedagogy in teaching English to engineering graduates. It is believed that digital pedagogy augments learner engagement, fostering active learning. The study underscores the significance and scope of digital pedagogy in the computer-centric era. The present paper represents the findings of the empirical research which sought to compare and contrast the conventional learning mode with blended learning. Keywords: Digital pedagogy; ELT; Engineering graduates; Industry 4.0

Integrating Language Learning and Problem-Based Learning in Engineering Education: A Promising Approach

Abstract—In the evolving landscape of global education systems, the need for transformation is evident to have an impactful teaching and learning process. English language teaching is no exception to this. As the contemporary engineering graduates increasingly engage with professionals across the globe, proficient English language skills have become paramount. This research paper examines the effectiveness of integrating problembased language learning (PrBLL) into English language classes for undergraduate engineering students, aiming to enhance language proficiency, foster collaborative teamwork, and optimize the language learning experience. This approach aims to enhance the practical application of language skills, mirroring the demands of future engineering interactions on a global scale. This study employs a mixed-methods research approach to comprehensively investigate the integration of problem-based language learning into English language teaching. By contextualizing language acquisition within real-world scenarios through the innovative lens of PrBLL, this study seeks to contribute to the enrichment of language classrooms and the advancement of modern educational paradigms. Beyond language education, PrBLL's success echoes the broader potential for educational innovation. Keywords—Problem Based Language Learning; 21st Century Skills; Innovative Pedagogy; Language Practice for Engineering Graduates.

한국 고등학교 영어 수행평가와 서·논술형 평가 실태 및 개선 방안 연구

This study explores the approaches and challenges of high school English teachers in South Korea in student assessments. Emphasis is placed on their implementation of restricted- and extended-response essay items, as well as performance assessments. We conducted a survey of 10 high school English teachers, selected through purposeful and snowball sampling methods, using open-ended questions. Results indicate a preference for written tests, predominantly multiple-choice questions, over performance assessments. The study also exposes a discrepancy between the intended and actual implementation of performance assessments, which frequently fall short in adequately evaluating students' English productive skills, specifically speaking and writing abilities. Teachers face challenges in collaborating with colleagues, grading, and offering meaningful feedback, often constrained by time and students' focus on scores. The research underscores the necessity for professional development in language assessment literacy, particularly in the creation of scoring rubrics and the application of consistent grading methods for performance, restricted- and extended-response essay assessments. These improvements are aimed at closing the gap between assessment objectives and actual practices, ensuring a more effective contribution to the development of students' English language proficiency.

Multicultural Classrooms in European Higher Education: Findings from Interviews with International Students and Teaching Staff

The research, prepared for the Multicultural Classrooms: Inclusive Learning and Teaching in Higher Education Erasmus+ project, endeavours to assess the current state of multicultural classrooms in Europe through interviews conducted with lecturers and students at partner universities (Türkiye, Belgium, Romania, Bulgaria, Czech Republic, and Spain).
 
 The research evaluates instructional systems designed to equip faculty members with the competence to manage heterogeneous and culturally diverse classroom environments. Additionally, the report seeks to identify avenues for embedding multiculturalism within European higher education. The methodological approach involves a literature review on multicultural classrooms, and the report accentuates the need to extend discussions on multicultural classrooms to the higher education context. The report presents findings from interviews with international students and teaching staff, summarising emergent themes derived from content analysis. These findings aim to enhance comprehension of multicultural classrooms in Europe and inform strategies to promote diversity and multiculturalism in European higher education institutions.
 
 The report underscores shared themes and fundamental aspects of higher education internationalisation within multicultural classrooms. The importance of language proficiency in English as a determinant of successful internationalisation is consistently recognised. Cultural diversity is celebrated as a valued ethos across all countries, with exposure to diverse cultures and perspectives deemed intrinsic to studying abroad. Institutional support for international students is highlighted, emphasising the need for robust orientation programs and support mechanisms.
 
 Challenges tied to cultural differences and language barriers are acknowledged universally, underscoring the significance of fostering cultural sensitivity and intercultural communication skills. Inclusive academic environments for international students are prioritised, where lecturers strive to establish settings fostering open dialogues and intercultural competence. The report emphasises the significance of training and professional development for lecturers in multicultural classrooms, including recommendations for observation periods abroad and exchange programs to promote inclusive practices.
 
 Based on an exhaustive analysis of national reports, the international report culminates in a compilation of recommended training courses crucial for enhancing the effectiveness of multicultural classrooms. Collectively, these findings underline a shared commitment to inclusive and supportive environments for international students across the featured countries. The insights gleaned hold value in shaping higher education internationalisation within and beyond Europe, acknowledging the significance of global interconnectedness and diversity in contemporary education.

An Investigation into the Politics of English Language Assessment in Pakistan

This research article attempts to address the politics of English language assessment in Pakistani context. The focus of this qualitative research study is to unfold ideological factors, socio-cultural factors, political factors, economic agendas, societal elements, issues of power, teachers’ roles, educational considerations, and hierarchical structures in Pakistani context with special reference to English language assessment system. Thematic Document analysis is used for analyzing the data collected from one of the leading newspapers in Pakistan i.e. Dawn. It is found out that the politics of language assessment is pluralized in Pakistan owing to decide which strata of the society is failing (the lower class) and which one is succeeding (the upper class, the elite class) in political power. This study also reveals that politics of language assessment in Pakistan is firmly linked with the purposes of English language learning i.e. lucrative jobs, education and business. Furthermore, the findings of the study highlight that in the current scenario of Pakistan, assessment and testing in general education and language assessment in particular play a significant role in imposing political policies and power in the arena of academia and intelligentsia. Likewise, the major findings of the study exhibit that there is a hegemony of English that brought linguistic imperialism in Pakistan. In Pakistani context, proficiency in English language decides future of the candidates in term of jobs and businesses. English language assessment regime is affected by the ‘top-down’ policy driven initiatives rather than ‘bottom-up’ collaborative work. It is the domain of a particular group of experts who decide Others as opposed to us. It also contributes to the marketization of English language in educational sector of Pakistan. The elite class in Pakistan set targets for the educational system in order to implement their policies to achieve political power and interests.

Effectiveness of Digital Technology in Geography Syllabus in Tanzania's Ordinary Secondary Schools

Despite the pervasive of digital technology in all aspects of teaching and learning materials Geography syllabus remains ineffective in its execution in Tanzanian’s Ordinary secondary schools. This study aimed to assess the effectiveness of digital technology in the Geography syllabus in Tanzanian Ordinary secondary schools. The study focused on two objectives namely: To examine Geography topics that use digital technology instructional materials in Tanzanian’s Ordinary secondary schools and to compare the Geography topics that use digital technology instructional materials and the performance of the Certificate of Secondary Education Examination. The study used documentary analysis methods including analyzing the recent five years National Examination Reports; Candidate’s Item Response Analysis and current Geography syllabus. The data was analysed by using a quantitative approach where graphs; percentages and Spearman’s ranks order correlation coefficient techniques were applied. The findings revealed that the topics that used digital technology instructional materials in the Geography syllabus had satisfactory and moderate positive correlation coefficient between the topics that used digital technology instructional materials and the performance of the Certificate of Secondary Education Examination. The study recommended to unfold the Geography syllabus and then inculcate digital technology instructional materials for those topics that appeared to have inadequate digital instructional materials; to include all topics in the Geography Certificate of Secondary Education Examination particularly those using digital technology instructional materials and to use ‘Kiswahili’ as lingua franca language in digital technology instructional materials as teachers and students have pitfall in English language proficiency. The report concluded that, in order to pursue the utilization of digital technology in Geography syllabus educational philanthropists should be resilience to allocate sufficient funds in ordinary secondary schools in order to purchase digital facilities such as; computers, projectors, printers, television, radio, and smartphones and construct digital Geography classrooms with reliable in internet connectivity and electricity supply.

TikTok as a learning strategy for English language proficiency in higher education

TikTok is used as an innovative language learning tool to improve fluency in English, favoring communication and grammar skills among university students. The study shows the analysis of video creation with seven specific tasks, namely: cultural investigations, personalized vocabulary speeches, grammar-focused discussions, role-play conversations, oral reading reports, listening comprehension and grammar explanations. The students created the TikTok videos and interacted with their peers; and these were used as part of the assessment of their subject. For data collection, a questionnaire was designed and included, in addition to conducting focus groups to collect information about the experience of its implementation. The results indicate that TikTok videos, as short lessons, integrate seamlessly into students' academic routines, allowing for error correction, grammar and vocabulary practice, improved pronunciation, increased confidence in speaking English, and quick class review. It is suggested that optimal recording conditions and creative effects be taken into account, respecting the privacy of those who create it. In conclusion, TikTok is considered to be a valuable tool to improve English language proficiency, promotes creativity, critical thinking and understanding of concepts. It is suggested that research be continued to explore long-term impacts.

Students’ Motivation in Learning English: A Study in Senior High School in Indonesia

One of the major things that university students have to go through is the learning activity. Achieving one's goals is believed to have a strong correlation with motivation. English proficiency is influenced by pupils' intrinsic willingness to study the language. The purpose of this research was to determine if there is a correlation between the level of interest that second graders at SMA Negeri 2 Sidrap have in studying English and their actual academic performance. The results demonstrated a strong relationship between students' motivation to study English and their actual progress in doing so. The results of the students' English proficiency exam and their motivational surveys corroborated this. Initially, the computed r-value, which was determined using the SPSS 21 Program, was greater than the table value at the 5% and 1% significant levels, or 0.367 < 0.852 > 0.47. Furthermore, when looking at the correlation between student motivation and English language proficiency, it was found that, for the sample class, 72.59% of the variance in student achievement was attributable to student motivation (variable X), while 25.41% was impacted by other factors.

THE TRANSFORMATIVE POWER OF ARTIFICIAL INTELLIGENCE (AI) TO ELEVATE ENGLISH LANGUAGE LEARNING

The article delves into the transformation impact of Artificial Intelligence (AI) on enhancing students’ proficiency in learning English language. Recognizing the global importance of English proficiency, educators are increasingly turning to AI as a powerful tool to revolutionize language education. The integration of AI brings forth personalized learning paths, intelligent tutoring systems, gamification strategies, language learning apps, and automated assessments. These advancements cater to individual learning needs, provide real time feedback, foster engagement through gamified experiences, and offer accurate assessments of language skills. The synergistic relationship between AI and language education represents a paradigm shift in the ways students acquire and master the English language, positioning them for success in an increasingly interconnected world.

The English Language Learner Insight, Proficiency and Skills Evaluation (ELLIPSE) Corpus

Abstract This paper introduces the open-source English Language Learning Insight, Proficiency and Skills Evaluation (ELLIPSE) corpus. The corpus comprises ~6,500 essays written by English language learners (ELLs). All essays were written during state-wide standardized annual testing in the United States. The essays were written on 29 different independent prompts that required no background knowledge on the part of the writer. Individual difference information is made available for each essay including economic status, gender, grade level (8–12), and race/ethnicity. Each essay was scored by two trained human raters for English language proficiency including an overall score of English proficiency and analytic scores for cohesion, syntax, vocabulary, phraseology, grammar, and conventions. The paper provides reliability on the human judgments of proficiency reported for the corpus. The ELLIPSE corpus addresses many of the concerns found in existing learner corpora including unique holistic and analytic scores for each ELL essay. The corpus also includes limited demographic and individual difference data for each ELL.

English learning model based on social media

This research endeavours to address the pressing need for a tailored English language learning model for students enrolled in Polytechnic institutions specializing in Food and Beverage studies. Recognizing the pivotal role of English proficiency in global culinary communication, we aim to design a comprehensive learning model. This model harnesses the potential of social media as an innovative pedagogical tool to enhance language skills, equipping students with the linguistic competence essential for success in their field. A mixed-methods approach was employed, combining quantitative and qualitative research methodologies. Initially, a thorough needs analysis was conducted to determine the specific language requirements of Food and Beverage students. Subsequently, an adaptive learning model was designed, incorporating social media platforms as supplementary tools for language acquisition. The model was tested within the curriculum of a Polytechnic institution, utilizing a pre-test/post-test design to assess the impact on students' language proficiency. The results of our study indicate a significant improvement in the English language proficiency of students following the implementation of the learning model. Quantitative analysis of pre-test and post-test scores revealed a statistically significant increase in language skills. Moreover, qualitative feedback from students and educators highlighted the model's efficacy in enhancing engagement and motivation, thereby fostering a more dynamic and effective learning environment. This research contributes to the intersection of language education and the Food and Beverage industry by providing a specialized English language learning model. The innovative integration of social media platforms as supplementary tools demonstrates the adaptability and effectiveness of this approach. The findings affirm the model's potential to bridge the gap between industry-specific language requirements and educational curricula, empowering students with the linguistic competence necessary for global success in the Food and Beverage sector. This study underscores the transformative potential of technology-enhanced language learning in specialized fields and lays the foundation for future research and pedagogical innovation. Ultimately, this research seeks to empower students, educators, and the industry at large, enriching the landscape of culinary education and communication on a global scale.

Enhancing English Language Learning in Tertiary Education through Blended Approaches: A Bangladesh Perspective

The modern educational landscape is witnessing a paradigm shift with the integration of technology into traditional teaching methods. Blended learning, a pedagogical approach combining face-to-face instruction with online resources, holds the potential to revolutionize English language learning in Bangladesh's tertiary education system. This paper explores the significance, benefits, challenges, and strategies of employing blended learning within the context of English language education in Bangladesh. By harnessing the advantages of both in-person and online components, blended learning offers flexible access, heightened engagement, and personalized learning experiences. This study 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 in shaping the future of English language education in tertiary institutions.

Interaction as a Mechanism to Enhance English Language Proficiency in the Classroom

Research has concentrated on the subject of acquiring the English language as a second language. Numerous things influence learning the English language. This current study focuses on the role that interaction strategies have in advancing the acquisition of English as a foreign language. The emphasis is on interaction methods, covering conceptions that have emerged in the investigation of interaction as a technique for second language acquisition, and providing an assessment of the practical implications of the views. The study used a straightforward qualitative methodology, and secondary sources were used to compile the results. The conversation was conducted in a detailed manner. The analysis produced several insights. The observation that interactions have continued to be an essential component of acquiring English as a foreign language is the basis for the analysis's key argument. It was determined that interaction will continue to be a fundamental strategy regularly used to improve learning in English language teaching (ELT) classrooms. The study also found that contact, particularly in the classroom, helps identify the actual difficulties that students face when learning a second language. It has been demonstrated that consistent engagement that directly involves classmates throughout classroom activities prompts teachers to respond quickly to use effective strategies to ingrain cognitive modifications in pupils.

The (In) famous English Language Policy in Pesantren: What We Already Know and What Remains Unknown

The development of English language instruction ought to align to a well-established educational system that aims to produce students with proficient English language skills. Pesantren, which are educational a institutions that are well-known for their capacity to provide high-quality English language instruction, serve as an illuminating study in this context. This study investigates the goals, practical implementations, and challenges associated with English language instruction in pesantren. In this study, researchers used triangulation to boost the validity and reliability of the findings in investigating English language instruction in pesantren. By combining several data sources, such as document analysis and a semi-structured interview, researchers may construct a cohesive and comprehensive picture of the research subject. Additionally, it investigates the intricate relationship between the various factors that influence students' command of the English language. English language teaching and learning in pesantren operate in a multifaced practices, with each component fulfilling specific roles and functions that are tightly aligned with the overarching goal of English learning. Since each component fulfills a different set of roles and functions, students are able to not only acquire the necessary linguistic competence but also develop effective communication skills, which enables them to flourish in the interconnected and globalized world of today. The interdependence of all facets of teaching English as a foreign language is painstakingly orchestrated, and institutional conditions provide a stable and dependable foundation for this. This study sheds light on the complexities of English language instruction in pesantren and emphasizes the importance of continuous reflection on the purpose of English by examining these key aspects.

Predictors of Chronic Debilitating Conditions Among Refugees Resettled in the United States

Refugees who have resettled in the United States encounter numerous challenges, including poor health conditions. However, knowledge of risk factors contributing to chronic debilitating conditions among refugees is scarce. Therefore, this study examined the prevalence and potential factors associated with chronic debilitating conditions within the U.S. refugee population. This study utilized secondary data from the 2019 Annual Survey of Refugees (ASR) involving 1007 refugees aged 16 years or older resettled in the U.S. between 2014 and 2018. The prevalence estimates were obtained using chi-square tests, and multiple logistic regression was used to determine the significant association between predictor variables and chronic debilitating conditions for refugees in the United States. About 25.5% of the refugees reported having chronic debilitating conditions. Regression results showed that being an older refugee and having adjusted immigration status to become a permanent resident was associated with higher odds of reporting chronic debilitating conditions. However, refugees who were currently working, married, and with good English language proficiency were associated with a lower likelihood of reporting chronic debilitating conditions. Gender and education levels of refugees were not significantly associated with chronic debilitating conditions after covariates adjustments. Interventions should focus on increasing access to education, employment opportunities to enhance health literacy, and financial resources to access healthcare crucial for mitigating chronic debilitating conditions. In addition, addressing the language barriers through language and interpretation services in clinical settings can also improve healthcare access, thus reducing the risk of chronic debilitating conditions among refugees resettled in the United States. Keywords: Chronic debilitating conditions, English proficiency, Immigration, Refugees, United States.

TERTIARY STUDENTS’ PERCEPTIONS ON ELSA SPEAK APPLICATION FOR PRONUNCIATION LEARNING

In the context of Industry 4.0, the integration of Artificial Intelligence (AI) into English language education is increasingly prevalent. Notably, the proliferation of English language applications, exemplified by the Elsa Speak Application, underscores the noteworthy advancements in pedagogical tools for English instruction. This study aims to scrutinize the perspectives of non-specialized students within the High-quality program at Can Tho University (CTU), investigating their encounters with learning English pronunciation through the application of Elsa Speak. The research employed a structured questionnaire distributed to a cohort of 180 students. The outcomes reveal a predominantly positive reception among students regarding the process of acquiring pronunciation skills through the Elsa Speak Application. Significantly, the application contributes to an augmented grasp of pronunciation, development of English language proficiency, and overall enhancements in learning outcomes. This exploration provides insights into the efficacy of the Elsa Speak Application in fostering positive educational experiences for non-specialized students, thereby contributing valuable data to the discourse on the integration of AI in language education within the Industry 4.0 paradigm.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0018/a.php" alt="Hit counter" /></p>