English Language Proficiency Research Articles

Perceived impact of English medium instruction on transnational graduates in Türkiye: Insights from a mixed-methods study

This study explores the experiences and perceptions of transnational graduates from English medium instruction (EMI) programs at a Turkish higher education institution. A mixed-methods approach employing descriptive statistics and content analysis investigates how graduates perceive the impact of EMI on their content knowledge, English proficiency, career advancement, international exposure, and academic participation. Drawing on self-reported data, the study found that EMI programs contributed to professional development, facilitated career opportunities, and improved English language proficiency, particularly in technical vocabulary. Participants also reported feeling confident in their field-specific competencies and had better engagement with international communities and developments. Qualitative findings highlighted communication challenges experienced by transnational graduates when engaging with residents of their host communities. The study indicates the long-term outcomes of EMI programs for transnational graduates in today's interconnected and diverse professional landscape.

Exploring Chinese university EFL students’ perceptions of formative assessment: A qualitative study

Formative assessment (FA) has gained increasing prominence in the field of L2 education. However, how L2 students actually perceive FA has remained underexplored, and this is a critical gap because students' perceptions of assessment can exert a significant impact on their approaches to learning and learning outcomes. Situated within a college English course at a single Tier One university in southwestern China, this study investigated students' perceptions of the benefits and challenges of FA. Five major FA activities were integrated into the course, including writing learning journals, clarifying assessment criteria, conducting peer assessment of course essays, conducting self-assessment of course essays, and providing teacher feedback on course essays. These activities were designed on the basis of Black and Wiliam's (2009) framework for effective formative assessment. Adopting a qualitative approach, the researchers collected semi-structured written reflections from 47 students at the end of the course. The study provides insights into the potential of FA in improving EFL students' self-regulation and English language proficiency, as well as enabling students to develop new perspectives on language assessment. It also reveals an array of challenges faced by the EFL students, pertaining to their own characteristics, the assessment tasks, and school and systemic issues.

Challenges experienced by students studying medicine through English medium instruction

English is increasingly being used as a medium of instruction (EMI) in many institutions for teaching academic subjects, such as physical science and medicine. Although research evidence is emerging to support the positive effects EMI has on student learning such as preparing them for professional careers and improving their English language proficiency, students also encountre challenges when studying through EMI, particularly linguistic related challenges. This study aims to investigate the challenges that medical students face when learning medicine through EMI in medical context in Saudi Arabia. To achieve this aim, a mixed-method research approach was adopted.A questionnaire was distributed to 373 students studying at four medical schools, and follow-up with semi-structured interviews with 60 students. The findings revealed that students encountered numerous challenges when studying medicine through EMI including reading medical materials, understanding lectures taught purely in English, giving presentaions and speaking fluently. Notably, these challenges were more salient in the students’ first or second years of their university studies, however dissipated as students progressed in their studies. Pedagogical implications of these findings are discussed.

Examining learners’ cognitive processes and learning emotions in digital game-based vocabulary learning: evidence from eye-tracking technology and facial emotion recognition

Purpose This research explored the intersection of cognitive processes, emotions and their impacts on digital game-based vocabulary learning (DGVL) among university students. Recognizing the scant research in this area, especially with integrating innovative technologies, this study aims to understand the influence of these elements using advanced monitoring tools. Design/methodology/approach This inquiry was carried out as an observational study involving 44 university students segmented into three English language proficiency levels: high, intermediate and low based on their English course scores. The methodological tools included a portable eye tracker to observe visual behaviors and deep learning technology to identify and analyze the participants’ emotional responses and engagement with the DGVL during the learning process. Findings The results showed that distinct fixation sequences and variations in visual attention during DGVL were correlated with different levels of competency, suggesting a direct correlation between visual engagement and language competence. In addition, emotional transitions, predominantly from engagement (“flow”) to challenge (“frustration”), were common among participants, reflecting the emotional dynamics of learning. Furthermore, all participants consistently focused on the English vocabulary definitions, indicative of their targeted approach to understanding and test preparation. These findings highlighted the intricate dynamics between emotions and cognitive processes in learning environments. Originality/value Contribution of this study shows the interplay of cognitive engagement and emotional experiences in the context of DGVL. It underscored the complex nature of these factors and their collective influence on learners’ visual and emotional engagement, offering valuable implications for educational strategies and technological applications in language learning.

EFL Writer Identity Construction in Academic Writings: A Systematic Review

English, as the most widely used language in academic publications, poses great challenges for novice EFL researchers not only in the language competence, but also in constructing authorial identity in academic writing because the codes for the construction of writer identity is implicit. This paper reviews the research on identity construction in academic writing among EFL writers published in key applied linguistics journals between 2000 and 2024, and summarizes the current research status of writer identity construction in academic writing and delves into the characteristics and influencing factors of identity construction. Through in-depth analysis of the theoretical framework and the characteristics of the EFL writers, we have selected representative papers, including empirical studies, theoretical discussions, and case studies, to ensure the comprehensiveness and accuracy of this review.The study found that the construction of writer identity in academic writing is a complex and multifaceted process. It is not only influenced by the English language proficiency of the writer but also by a combination of factors such as individual experiences, academic background, and sociocultural factors. These factors collectively shape the writer’s identity and recognition by others in the academic community, thereby affecting their status and influence in the academic field. This paper aims to provide valuable references and inspirations for future research on academic writing and writer identity construction.

ENGLISH SPECIFIC PURPOSES PERSPECTIVE: IDENTIFYING ENGLISH LANGUAGE NEEDS OF GUIDANCE AND COUNSELLING STUDENTS

The development of effective English language proficiency among Guidance and Counselling students is crucial for their academic success and future professional endeavours. However, there is a gap in the literature concerning the specific language needs and preferences of this student population within the field of English for Specific Purposes (ESP). This study aims to identify the essential English sub-skills required by Guidance and Counselling students currently enrolled in the second semester of the 2022–2023 academic year, encompassing listening, speaking, reading, and writing. Employing a descriptive quantitative method, data was collected through an online questionnaire administered to 53 students. The findings highlight the importance of listening comprehension skills, with 79.3% recognizing the value of understanding lectures and classmates during English lessons. Additionally, the study emphasizes the significance of proficient speaking abilities for facilitating dialogues, with 66.7% valuing discussions on general and current topics with classmates. Furthermore, the ability to critically analyse internet articles (64.4%) emerged as the most valued reading skill for evidence-based practice and cross-cultural sensitivity. Lastly, the participants most recognized the importance of writing skills for conducting group research in English (56.3%). Overall, the study underscores the multidimensional nature of English language proficiency required for Guidance and Counselling students and the need for an integrated approach to language education that fosters well-rounded competence. By addressing these language needs, educational institutions can better prepare students for the communicative demands of their future roles as counsellors.

UNVEILING THE ROLE OF ARTIFICIAL INTELLIGENCE ON READING PROCESSES

In recent years, the utilization of artificial intelligence-powered tools in education has witnessed a significant surge. These tools offer invaluable assistance to teachers in classroom preparation and learners seeking to enhance their English language proficiency. With their considerable potential, AI-powered tools provide an affordable, effective, and efficient approach to teaching and learning. This research focuses on analyzing AI-powered tools that facilitate the reading process. Employing a qualitative research design with content analysis as the primary methodology and documentation as the technique, this study delves into the examination of selected AI-powered tools to aid in the reading process. The findings underscore the benefits and advantages of these tools when aligned with the various stages of the reading process. Specifically, ChatGPT emerges as beneficial for the pre-reading stage, while Quillbot and Paraphraser.io prove advantageous during reading. Post-reading activities can be facilitated by tools such as ChatGPT and Storywiz.io. In conclusion, based on the outcomes, the research recommends the utilization of the aforementioned AI-powered tools to enhance the reading process.

The Study of the English Preparation Course to Enhance Students’ English Proficiency for the Standardized Test “Your Score is High; my Score is Low. How to Make it Higher?”

“Your score is high; my score is low. How can I make it higher?” The author heard this in students’ conversations after they received their pre-test scores in the TOEIC training course. This is the major reason the author decided to conduct this study. Using the TOEIC score as part of the graduation requirements, the university designed and provided an English preparation course, namely EG1001: English for Proficiency Preparation, for students before taking the test. This small-scale research aims to investigate the effectiveness of the test preparation course in enhancing students’ English language proficiency and to explore which specific skills non-English major students need to improve for the TOEIC test. The study used pre-and post-tests to collect the language proficiency outputs of 57 higher education students in this course. Additionally, the study used their mini-test scores from each unit of the learning material to track their progress. The findings revealed that the post-test mean score (48.96) was higher than the pre-test mean score (40.58), indicating that after participating in this course, the participants improved their English proficiency. The results also suggested that students needed to practice more on the listening part of the TOEIC test.

Assessing English Language Proficiency: A Case Study of English Version Students of Higher Secondary Level of Bangladesh

Assessment is an integral part of language learning. Language proficiency can be judged by a well-organised evaluation procedure. A systematic assessment process paves the path of successful language learning. The main focus of this study is to explore the current English Language Assessment practice in Higher Secondary institutions located in Dhaka city. Five teachers and five students have been chosen for the investigation. Qualitative research method has been used to explore the assessment procedures the teachers use to assess class XI students’ English language skills such as reading, writing, speaking, and listening and what type of challenges teachers and students encounter during assessment. Though these institutions follow national curriculum of Bangladesh, their mode of instruction is English. Since curriculum plays a vital role in learning outcome, it should be based on learners’ needs and make them competent to cope up with the globalised world. The results of this study unveil the participants’ attitude, opinion and interest regarding the challenges, problems and opportunities of English Version Institutions. However, a remarkable number of researches have been conducted to change the language assessment system, its impact and possibilities in developed countries but there is rarely any research that focuses on the impact of such assessment system in the developing countries like Bangladesh.

Young twins’ journey via digital storytelling towards multi-literacy development

Digital Storytelling (DST) employs digital technology to enhance traditional storytelling by incorporating digital elements such as graphics, audio, video, and music. This study, grounded in sociocultural theory (SCT) and constructivism, investigated how DST contributes to and facilitates multi-literacy development and language skills among young students by leveraging cutting-edge technology. To achieve this, a narrative inquiry approach was utilised to provide insight into the lived experiences and emotions of 13-year-old twin participants. The observations, semi-structured interviews, and think-aloud protocols were used to collect data as the participants narrated their digital stories (DSs). Using thematic analysis, this study employed an inductive bottom-up coding strategy to comprehend the phenomenon by reducing and reconstructing the data into codes and categories. The findings revealed that DST can contribute to linguistic or non-linguistic skills, including multiple literacies, English language proficiency, diverse learning strategies, and social skills. In addition to demonstrating the instructional benefits of using DST, certain limitations were also identified. The implications of this study for instructors, researchers, and young students are discussed.

Extending Principles of Evidence-Centered Design for Diverse Populations: K–12 English Learners with the Most Significant Cognitive Disabilities

ABSTRACT Designing an effective K–12 alternate English language proficiency assessment (ELP) for English learners with significant cognitive disabilities (ELSCDs) is a substantial undertaking, particularly given the absence of design models for such an assessment and limited empirical research to guide test design teams. These challenges emphasized the need to follow a rigorous and principled approach in order to establish an appropriate design. This paper describes how Evidence-Centered Design (ECD) – a comprehensive and flexible assessment design framework – was applied throughout the design process of such an assessment. By extending the principles of ECD, a maximally accessible alternate ELP assessment was designed and implemented, and evidence was collected to support validity. Implications for this assessment design effort include findings for the education and assessment of ELSCDs, the application of ECD to the assessment of diverse test takers, and to a general movement in the field toward more personalized assessments.

Exploring Needs, Challenges, and Teaching Norms in English-Medium Instruction Programs: Perspectives from University Students and Teachers

Research on English-medium instruction (EMI) is still in its infancy in Science and Technology universities in Thailand. Thus, this two-stage study explored the students and teachers’ perceptions toward EMI programs, challenges, needs and teaching norms. Two instruments were used to collect the data and triangulate the results: (1) a survey questionnaire, and (2) semi-structured interviews to students and teachers. The first stage of the study collected the perceptions of 97 Agricultural Technology (AgriTech) and Science students enrolled in partial EMI programs using a survey questionnaire. In the second stage, 24 students and 7 lecturers were purposely chosen to attend the semi-structured interviews. Descriptive results of the survey revealed that students have favorable attitude toward EMI since it is beneficial for developing their English, making friends, developing cultural awareness, enhancing their future career, and increasing their self-esteem. However, despite the benefits, difficulties persist in speaking, reading, writing and cognition. Students believed that they needed support, such as resources in English language development, opportunities to use English in the campus, and activities that could develop their English language proficiency. From student interviews, themes derived regarding challenges include linguistic challenges, lack of self-esteem, cognitive challenges, and teachers’ accented speech. Data from teachers affirmed students’ cognitive and linguistic challenges. The other themes induced were cultural challenges, language anxiety and lack of self-esteem. Teaching norms highlighted ways to support content comprehension, for instance, summarizing lessons in L1.

An Artificial Intelligence-Powered Program for Fostering STEM College Students' Cognitive Academic English Language Proficiency (CALP)

An Artificial Intelligence-Powered Program for Fostering STEM College Students' Cognitive Academic English Language Proficiency (CALP)

The Effectiveness of a Program Based on Post-Constructivist Theory Using Web Applications to Develop English Language Proficiency among Al-Quds Open University Students

The Effectiveness of a Program Based on Post-Constructivist Theory Using Web Applications to Develop English Language Proficiency among Al-Quds Open University Students

Implementasi Aplikasi Duolingo Dalam Meningkatkan Kosakata Bahasa Inggris Pada Siswa SMPN 19 Mataram

The objective of this research is to enhance English language proficiency, with a particular emphasis on vocabulary, through the utilization of the Duolingo application. This application is a gamification application, which means that users can learn English using visual and auditory methods, much like playing a game. This quantitative research method employs a pre-experimental design, which includes a pre-test and post-test for a single group. The objective is to determine the effect of the application of Duolingo applications as a means of enhancing the vocabulary knowledge of students in class VII at SMPN 19 Mataram. The investigation included a total of 150 students in classes VII A to E, with each class consisting of students. The sample was class A, which was composed of 30 students who were randomly selected through randomization. The research data is collected by administering a pre-test and post-test to assess the learning results of vocabulary subjects. Normality tests, descriptive statistics, and T tests are employed in data analysis. The study's findings indicated that the average post-test score (70, 18) was higher than the pre-test average score. (30,78). The standard level of significance of 0.05 is used to determine whether the zero hypothesis can be rejected by contrasting the p-value. The p-value is less than 0.05, with a value of 0.000. This implies that the zero hypothesis is unfeasible, and it is inferred that the Duolingo Application is effective in enhancing student vocabulary knowledge. This is attributed to the presence of supportive elements, such as the analysis of initial skills, the attraction of student attention or motivation, and the improvement of English scores.

Where Does the First Year Students’ Level of English Language Skills Stand in CEFR A Study from Early Childhood Teacher Education Department

This study aims to reveal the proficiency level of English language skills among first-year students in the Early Childhood Education department at Universitas Negeri Medan. The skills assessed in this study include grammar, reading comprehension, writing proficiency, listening comprehension, and oral communication. This study employed a quantitative research methodology, focusing on first-year students who are enrolled in English language courses. Throughout the research process, the researchers refrained from administering any interventions to the samples. The acquired data from the samples undergoes analysis using descriptive statistics. The analysis indicates that 70% of the students demonstrated proficiency at the A2 level, which corresponds to basic English usage according to the Common European Framework of Reference (CEFR). This level corresponds to the English language proficiency of elementary kids. Based on this study, it is necessary to enhance the English language curriculum utilized in the Department of Early Childhood Education to align with the students' English language competence level.

Validation of the Gap-fill as an Overall Measure of English Language Proficiency among Iraqi EFL Learners

The purpose of this study was to validate the Gap-fill among Iraqi EFL university students. To this end, two types of multiple-choice Gap-fill were administered to a sample of EFL students along with a number of other tests as criteria. Correlational analyses revealed moderate to strong correlations between the Gap-fill and the criterion measures. Principal components analysis resulted in a one-factor solution with the Gap-fill highly loading on this single factor. These were interpreted as validity evidence for the. Gap-fill Implication of the study for classroom testing are discussed. Keywords: Gap-fill, reduced redundancy principle, validity, conversational Gap-fill, written Gap-fill

Malaysian Rural ESL Learners’ Perceived English Language Proficiency

English is a compulsory subject taught in Malaysian schools, offering opportunities for both personal and career development. Even though the English Proficiency Index Report 2019 indicated that Malaysia is ranked quite highly in terms of English language proficiency, the result does not represent the actual ability among many learners, especially in the rural areas, as Malaysian ESL learners face many difficulties in using English, verbally and in writing. Amidst the debate on Malaysian ESL learners’ proficiency level, it is important to measure how they perceive their ability to use English. This study intends to investigate Malaysian rural ESL learners’ perceptions of their English language proficiency. A survey research design was employed. Two hundred seventy-seven participants of Form 1, Form 3, Form 4, and Form 5 form rural schools in Malaysia who were recruited in this study. The data were gathered from a questionnaire based on the description of the Common European Framework of Reference for Languages (CEFR) ‘Self-assessment grid’. The interview was also conducted to support the quantitative data. The researchers analyzed the percentages, mean scores, and standard deviation of the questionnaire. Content analysis was employed to analyze the data from the interview session. Findings indicate that positive perceptions of English language learning enhance students’ interest, thereby accelerating their proficiency levels. This study offers insight into learners’ perspectives on their English language acquisition journey. Future research might consider employing a larger sample size and additional data collection instruments to enhance the significance of findings, particularly regarding ESL students’ perceptions of their English language proficiency.

Using Self-assessment Tools to Enhance English Language Skills in an Online Learning Environment

Self-assessment is considered one of the formative assessment tools, and it is helpful for teachers and students. The instructors use self-assessment to track students’ progress in lessons, while the students use it to identify their strengths and weaknesses and learn how to overcome the points of weakness in their learning. This study examines the impact of using self-assessment strategies to enhance English language skills in the online learning environment. Therefore, this study is significant as it investigates the advantages and efficacy of self-assessment tools for improving English language proficiency in an online learning setting. This research paper is trying to answer the main question which is to what extent using self-assessment tools could improve learners’ English language skills in the online learning environment. The current study has followed a qualitative research method to explore the instructors’ perspectives towards the self-assessment tools used to evaluate learners’ performance. The research instrument comprises semi-structured interviews conducted with six university instructors from three universities in the United Arab Emirates. The findings revealed the positive outcomes of the self-assessment tools by indicating progress in students’ performance in English language skills. These findings will be used to provide recommendations that may inspire teachers to adopt practical self-assessment tools in lectures

Peer Tutor Method as a Solution to Improve the English Language Skills of UIN Walisongo Semarang Students

In the current era, numerous learning methods can be employed to enhance the effectiveness of learning. One such method is the peer tutor method, which has been widely utilized in language learning. This research focuses on the application of the peer tutor method as a solution for improving English language skills. The subjects of the study are students of UIN Walisongo who are members of the Walisongo English Club (WEC). The Student Activity Unit (UKM) Walisongo English Club (WEC) conducted this research to ascertain the impact of peer tutoring on the English language proficiency of Walisongo State Islamic University of Semarang students. This study employed a qualitative approach and utilized data collection techniques, including questionnaires, interviews, and documentation. The results demonstrated that the implementation of the peer tutor method yielded numerous benefits for the WEC members, including enhanced English language proficiency, a more relaxed learning environment, and elevated self-assurance. Additionally, the method facilitated increased confidence in English communication. However, there were limitations due to the limited knowledge of the peer tutors. Nevertheless, it can be concluded that the peer tutor method is an effective solution for improving the English language skills of UIN Walisongo Semarang students.