English Language Proficiency Research Articles

Comparative Comparison of the Curriculum of the Master's Degree in Emergency Nursing in Iran and Monash University in Australia

Introduction: Training emergency nurses plays a significant role in caring for critically ill patients. The comparison of emergency nursing curricula in Iran with those in prestigious universities is one of the ways to determine the strengths and weaknesses of each curriculum. This study aims to conduct a comparative analysis of the Master's degree curriculum in emergency nursing in Iran and Monash University in Australia. Methods: The current study is a comparative review that was conducted in 2024. First, Monash University was selected as a top-ranked institution based on the Quacquarelli Symonds rankings of nursing schools worldwide. Afterward, the required information was collected from the Monash University website, the Master of Emergency Nursing program, the curriculum file, and field information. The collected data were compared using the Bereday model, which includes 4 stages: description, interpretation, juxtaposition, and comparison. Results: The Master's program in emergency nursing in Iran and Monash University of Australia showed many similarities in content, general structure, and the role of graduates. However, there were some differences in the procedure of accepting students and educational units, philosophy, mission, and vision. One of the strengths of Iran's curriculum was the presence of general courses, whereas Monash University stood out for the prerequisite of English language proficiency for admission. There were no work experience requirements in either curriculum; nevertheless, a valid bachelor's degree was required. At Monash, there have been significant improvements by using new teaching techniques, such as simulation training. However, regular updates and reviews of the curriculum in Iran remain necessary. Conclusion: The present study can be one of the appropriate guides for policymakers in the field of nursing education in order to improve the quality and development of nurses' skills. It is recommended that policymakers incorporate new and important courses into the curriculum to promote clinical nursing skills.

Factors Influencing Secondary School Students’ EFL Writing in Saudi Arabia

English language proficiency is highly important in today’s globalized world, and Saudi Arabia recognizes the need for its students to acquire strong English writing skills. However, Saudi secondary school students often face numerous challenges relating to the development of English writing abilities. This research paper analyses the multifaceted factors (i.e. linguistic, sociocultural, and educational) influencing Saudi secondary school students’ English writing proficiency. Utilizing a quantitative approach, data were collected from 278 Saudi secondary school students by means of an online questionnaire. The results showed that linguistic factors had a positive effect on students’ English writing in Saudi Arabia, that sociocultural factors had a significant influence, and that educational factors also had some effect. By addressing these factors and implementing the recommended strategies, educators, policymakers, and stakeholders can work towards enhancing English writing instruction and, thus, improve students’ English writing proficiency.

English for specific purposes in surging English-medium instruction contexts

Abstract English-medium instruction (EMI) research increasingly reports on students’ language-related challenges and a lack of academic and language support classes, collaboration between content and language teachers and overall teacher training. Our study explores EMI in Japan and China, two contexts where EMI has been referred to as emerging but is now “surging.” In these contexts, EMI is closely linked to English language proficiency goals, yet research on supporting students remains scarce. Data were collected via interviews and focus groups with students, English teachers and content teachers, who provided insights into approaches to EMI policy implementation, stakeholders’ attitudes, and the need for English for specific purposes (ESP) and English for specific academic purposes (ESAP). The results provide much needed insights for evidence-informed EMI policy implementation, curriculum development and teacher training. The study also provides insights into institutional infrastructure conducive to EMI policy, with findings revealing ESP needs of EMI students and the training needs of teaching staff. The study presented in this paper furthers the work that has been conducted in Anglophone settings on the complexity of ELT practitioner roles. The results also provide directions for future research.

Utilising gamified formative assessment to support English language learning in schools: a scoping review

ABSTRACT Gamified formative assessment (henceforth GFA) has been suggested as having a strong potential to improve English language learning. However, most previous reviews have examined gamification or computer-assisted formative assessment (hereafter CAFA) separately and included diverse disciplines. Moreover, most relevant studies were found to be conducted in higher education and neglect younger learners. To address these gaps, this scoping review synthesised existing empirical studies to examine the implementation and effects of GFA for school-aged (preschool, primary and secondary school students) English language learners and to identify potential research avenues. This scoping review drew on 30 articles (35 interventions) from 2016 to 2023. The results indicated: (1) points and leaderboards were the most popular gamification elements in GFA; (2) immediate simple written feedback was the most common feedback type provided by GFA; (3) immediate GFA delivered through quizzes was beneficial to students’ academic performance in overall English language proficiency, vocabulary, and grammar; (4) GFA could enhance students’ learning satisfaction, motivation, and engagement. Despite the positive findings, it is important to note that some reviewed studies suffered from relatively weak methodology and theoretical foundations. Therefore, future theory-driven research utilising rigorous experimental and longitudinal methodology is needed to meaningfully extend the understanding towards the use of GFA for young English learners.

Students’ challenges in Romanian tertiary education

This study explores the challenges faced by Moldovan students in their first year of tertiary education at the ‚Alexandru Ioan Cuza’ University of Iași, Romania. This article aims to explore the impact of these factors on higher education, particularly in the field of economics. Using a mixed-methods approach, including participant observation, interviews, and document analysis, the research investigates the intersection of literacy, academic progression, and English language proficiency among Moldovan students. Despite facing limitations such as sample size constraints and language barriers, the study uncovers promising insights into students’ experiences and the formation of a supportive learning community. As the research progresses, preliminary findings indicate enthusiastic student engagement and the emergence of a positive group dynamic. By addressing these challenges, the study seeks to contribute to the advancement of educational practices and the empowerment of Moldovan students within the Romanian higher education landscape.

Unleashing the Potential of TikTok: Exploring the Power of Mobile in Enhancing English Speaking Skills

The swift advancement of social media programs has facilitated their incorporation into language teaching. This study sought to examine the impact of the TikTok application on improving English language speaking abilities and learner independence in a cohort of 15 female English language students at the University of Jeddah, Khulais branch. A qualitative research methodology was employed to ascertain the students' perceptions regarding the efficacy of utilizing the TikTok application for enhancing their English language proficiency. This study utilized data collection and interviewing approaches to get information from a sample of pupils. An online survey was conducted utilizing a mixed method approach, which included both closed- and open-ended questions. The results demonstrated a beneficial effect of using the application for educational purposes on students' speaking abilities. Moreover, most participants indicated that their vocabulary range expanded and their pronunciation improved as a result of engaging with TikTok video content. Furthermore, it was observed that the application played a role in enhancing self-assurance in English communication.

Improving English Language Proficiency through Podcasts: A Multifaceted Educational Approach

This paper probes into the strength of podcasts in building the English language through varied dimensions of a learning approach. The paper sought to establish the applicability of podcasts in the learning of languages among EFL students, given that podcasts are increasingly becoming an informal learning platform. The study was carried out among learners of different age groups and language proficiency levels, and the collection of statistics regarding the use of podcasts within language learning was affected through both quantitative and qualitative data. Important findings indicate that regular use of podcasts can make the process of vocabulary acquisition, listening comprehension, and general proficiency stronger. Such findings support the use of podcasts in gaining better language competence in that it not only presents rich contextual content in an accessible manner but also puts into play learner skills. In effect, the inclusion of podcasts into the learning curriculum has implications that are far-reaching in that it could offer an effective improvement in the traditional methodologies of language learning by enhancing a dynamic and flexible learning environment that meets the needs of all learners. This research paper points out the imperative nature of podcasts in modern educational strategies and suggests their application in a wider context of language learning frameworks to bring about superior linguistic competence.

Challenges in English Oral Exams at Vocational High School

This study aims to investigate the challenges encountered by students during English oral exams at SMK 1 Vocational High School Gorontalo and elucidate their underlying causes. Through qualitative research methods, data were gathered from the participants. Employing thematic analysis, the research identifies two primary themes: insufficient vocabulary comprehension and low English mastery, compounded by psychological conditions. Methodologically, the study draws on participant narratives to uncover the intricacies of these challenges. The results reveal that inadequate vocabulary hindered participants' ability to articulate responses effectively, while low English mastery manifested in difficulties with grammatical concepts and comprehension. Psychological barriers, including anxiety and lack of confidence, further impeded oral proficiency. These findings align with prior research, highlighting vocabulary limitations and language anxiety among Indonesian students. Notably, the study underscores the pivotal role of vocabulary in oral proficiency and the influence of confidence on exam performance. Furthermore, environmental factors, such as limited English exposure, were identified as contributing to inadequate practice opportunities. However, the study acknowledges limitations, including its exclusive focus on speaking skills and the absence of proposed solutions. It calls for further investigation into effective strategies for addressing these challenges. Recommendations include the development of tailored learning materials and the creation of supportive environments to foster English language proficiency. By illuminating the interconnected nature of these challenges and their impact on student performance, this research aims to inform pedagogical practices and guide future research endeavors in the field of English language education. Keywords: English oral exams, vocabulary comprehension, learning materials, student performance

English proficiency of Japanese third-age learners: A Quantitative Inquiry

The EFL (English as a Foreign Language) participation and engagement of third-age learners, whose ages range from 50 up to 70 and above has received global attention. Japanese third-age learners' pursuit of English competence exhibits broader societal trends and personal desires for lifelong learning. Utilizing a descriptive-correlational approach, the study assessed the level of English language proficiency (ELP) of 59 Japanese third-age learners registered in the 2023-2024 EFL program in five cities of Aichi prefecture, Japan, when they were taken as a whole and when they were demographically grouped by sex, age, educational background, and weekly average study time. The results show that on average, third-age learners in Japan achieve an intermediate level of English proficiency or B1, with variances observed attributed to demographic criteria such as sex, age, educational background, and weekly English study time. The study found a significant relationship between ELP and the respondents’ demographic, indicating that ELP levels are influenced by sex, age, educational attainment, and the number of hours spent learning English per week, with males showing higher proficiency and older learners generally showing higher levels. The study underscores the need for tailored English language instruction for third-age learners, taking into account their specific demographics. It also considers the policy implications of institutionalizing programs for third-age learners in Japan, aiming to promote active aging, social integration, and overall well-being. Researchers, teachers, and curriculum designers may use this study as one of the bases for developing tailored curricula and instructional materials for third-age learners.

The Academic Achievement of Undergraduate Students with Different English Language Proficiency Profiles

ABSTRACT Many English-medium universities employ a compensatory model to establish cutscores on English language proficiency tests for student admissions. In this model, students can have different scores on different sections of the test provided their overall score meets the admission cutscore. This practice raises questions regarding potential variation in academic achievement among students with diverse score profiles. To address these questions, this study compared the demographic characteristics and academic achievement of 3,694 undergraduate students who met the required cutscore on the IELTS-Academic for admission to a Canadian English-medium university but have different scores on different sections of the test. The findings indicated that, generally, students with medium reading scores combined with low or medium writing scores exhibited lower academic achievement compared to those with high scores on all the IELTS sections or high reading scores combined with medium or high writing scores. The profile groups demonstrated significant differences in certain demographic characteristics, potentially explaining why they have different proficiency levels in different language skills. The implications of the findings are discussed, including whether to maintain the compensatory model or switch to a mixed one, and the implications for providing English language support to students with diverse proficiency profiles.

Challenges Vietnamese EFL Students Faced When Learning and Meeting the Requirements of B1 English Language Proficiency

Learning and meeting the requirements of English language proficiency focused on the Western model of the Common European Framework of Reference (CEFR) are required as essential learning outcomes of higher education programs for English as a foreign language (EFL) learners. However, university students may face difficulties in the process of learning and meeting the requirements of their English language proficiency. To address this gap, this descriptive study was conducted to explore the challenges Vietnamese EFL students encountered in learning and meeting the requirements of their English language proficiency. Participants were sixty Vietnamese EFL students majoring in Odonto-stomatology (Oral maxillofacial surgery) from a university in the Mekong Delta. Two core research instruments were utilized in this study consisting of a questionnaire and a semi-structured interview. Results revealed that the challenges university students faced when learning and meeting the requirements of B1 English language proficiency were significant. It was challenging for university students to achieve level B1 English language proficiency within the CEFR of Vietnam in terms of test-related, candidate-related, and environment-related challenges. The findings of this study could assist students in being aware of their linguistic knowledge and necessary skills so that they have abilities to apply appropriate ways for learning and meeting the requirements of the standards of level B1 English language proficiency in the context of Vietnam.

The Impact of English Language Proficiency on Business

English is important in the era of globalization. It is the most widely used global language and is the main language for international business. To succeed in today's global market, it's crucial to master English and other languages. High English proficiency helps individuals communicate effectively in SAARC, BIMSTEC, and EU member states. In business, English is a universal language that promotes effective communication and collaboration among diverse stakeholders. Effective communication is extremely important in business operations. Without seamless collaboration among producers, distributors, and consumers, entrepreneurial efficacy declines. Learning English allows us to confidently communicate with people from different countries and build meaningful relationships.

Teacher Candidates’ Self-Efficacy Beliefs Related to Four Basic Skills in English

The aim of the study is to explore the pre-service teachers' self-efficacy beliefs related to foreign language (English) skills within various variables. The "Self-Efficacy Scale for English Language Skills" developed by Sağlam and Arslan (2018) was used as a main data collection tool. Within the scope of this study, the relations between self-efficacy beliefs of senior teacher candidates and other variables such as gender and study programs were focused on. Based on the findings, it was seen that, almost all (90.8%) of the pre-service teachers did not allocate any time for self –study in English and more than half of them (56.1%) stated that they learned English only to pass the course. Additionally, in the analysis, it was observed that the English language skills self-efficacy belief levels of the senior teacher candidates were low. According to the independent sample t-Test results, no statistically significant difference was found between gender and self-efficacy beliefs in English language skills, except for listening skills. Related to the findings of the One-Way ANOVA Test, there was no statistically significant difference between study programs and English self-efficacy beliefs. Lastly, according to the chi-square test, no statistically significant relationship was found between the six study programs and the self- study time. Key words: Self-efficacy beliefs, Language skills, Teacher education, English language proficiency, Student teachers

Critical thinking skills in English academic writing: An exploratory interview study of the perceptions and the experiences of EFL tutors at a Hungarian university

The development of students’ critical thinking (CT) skills in English academic writing poses challenges for both educators and students within the realm of English language teaching. In response to these challenges, the present study examines two main research questions related to tutors' perceptions and their experiences in fostering CT skills in English academic writing classes at a Hungarian university. The study employed a qualitative exploratory approach and involved the participation of five EFL tutors. Data were collected through semi-structured interviews and analysed using thematic content analysis. The findings indicate that EFL tutors consider CT skills crucial for evaluating sources, analysing academic texts, questioning reliability, and expressing independent opinions. Various strategies are employed to foster CT skills, including sample texts, guided tasks, the process approach to teaching academic writing, technology use, written feedback, self-assessment, peer revision, and the Toulmin model. Challenges faced by EFL tutors include mixed English language proficiency levels of students, students' limited exposure to CT and academic writing, students' attitudes towards CT and academic writing, time constraints, and systemic issues. The study offers EFL tutors’ insights and effective strategies for enhancing students' CT skills in English academic writing.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

Unveiling the Lecturers’ and Students' Needs in English for Public Administration Program: Essential Vocabulary Topics, Instructional Methods, and Learning Challenges

The lack of attention given in scholarly research to the particular requirements of Public Administration has resulted in a knowledge deficit to suit students' interests in this discipline. Prior research has predominantly examined the quantitative dimensions of vocabulary acquisition while neglecting to adequately consider the qualitative aspects, including comprehension and language use, in a contextually appropriate manner. This study aims to fill in these knowledge deficits by investigating vocabulary themes or topics related to Public Administration, evaluating existing instructional approaches and challenges, and suggesting enhancements to bolster students' English language proficiency in Public Administration. The study employs a qualitative methodology, including an open-ended questionnaire and in-depth interviews with four lecturers and 100 first-year students from three universities in South Sulawesi, Indonesia. The findings revealed that the English for Public Administration curriculum requires a diverse vocabulary of topics from administration, management, and governance to more nuanced areas such as economics, finance, taxation, social and ethics, technology and digitalization, leadership, and regulation and law. Various teaching and assessment strategies regarding instructional methods, including interactive and collaborative methods, technology integration, and contextual learning, suggest the importance of engaging students with diverse and practically relevant content to prepare them for the multifarious nature of public sector roles. Students, however, found some challenges in the complexity of the Public Administration vocabulary, highlighting the need for tailoring educational strategies, such as project-based learning and vocabulary reinforcement techniques, to overcome these obstacles. The study's findings have substantial implications for policymakers, curriculum developers, and lecturers specializing in public administration education.

ESOL in the Digital Age: Crafting a Tailored Learning Journey

Abstract In today’s interconnected world, the demand for English as a Second Language or Other Language (ESOL) instruction in higher education has never been greater. As the global community continues to expand, the ability to communicate effectively in English has become a valuable skill for individuals seeking to pursue a college education, advance their careers, and engage in international discourse. ESOL online courses have emerged as a popular choice for college-bound individuals looking to enhance their English language proficiency, offering accessibility and flexibility for learners from diverse backgrounds. However, these online courses also come with certain drawbacks, including reduced engagement, the need for self-discipline, and variable quality courses. Adjusting the college admission process to align with ESOL students’ language proficiency is essential for equitable access to higher education. Ultimately, the decision to pursue ESOL online courses should be based on a careful assessment of both the benefits and challenges, ensuring alignment with each individual’s unique circumstances and college-bound aspirations.

Cultivating Reading Comprehension Habits to Promote Autonomous English Language Learning among Students at Tuyen Quang School for Excellence (TSE)

In the ever-evolving landscape of English language education, fostering autonomous learning has emerged as a crucial imperative. At Tuyen Quang School for Excellence (TSE), where students aspire to excel in their English proficiency, the cultivation of effective reading comprehension habits holds the key to unlocking their full potential as self-directed learners. This study explores the current state of reading comprehension practices at TSE and proposes a multifaceted approach to cultivate sustainable reading habits that can propel students towards greater autonomy in their English language learning. The research methodology employed a mixed-methods approach, encompassing both quantitative and qualitative data collection. A comprehensive survey of TSE students and in-depth interviews with their English language teachers provided invaluable insights into the challenges, perceptions, and needs surrounding reading comprehension development. The analysis of these findings revealed a clear disconnect between the importance placed on reading comprehension and the students' actual engagement and proficiency levels. To address this gap, the study presents a strategic intervention plan that combines targeted instructional strategies, technology-enhanced learning resources, and a collaborative community-building initiative. By equipping teachers with evidence-based pedagogical techniques, empowering students to take ownership of their reading practices, and fostering a school-wide culture of reading, the proposed framework aims to transform TSE into a vibrant hub of autonomous English language learning. The implementation of this holistic approach is expected to yield tangible improvements in students' reading comprehension skills, foster their intrinsic motivation to engage with English texts, and cultivate a lifelong habit of independent language exploration. The findings of this study hold significant implications for English language education programs in Vietnam and beyond, offering a replicable model for developing self-directed, adaptable, and proficient English language learners.

International Students’ Intercultural Interaction with Canadian Domestic Students: Observations from Literature Review

The main purpose of this review was to intensively review literature about to international students’ intercultural interaction with Canadian domestic students. More specifically, the review intends to (1) examine the status of international students’ intercultural interaction with domestic students at Canadian post-secondary schools. (2) identify the major challenges that limit the intercultural interaction between international and Canadian domestic students. To this end, various research documents, such as published and unpublished government documents, peer- reviewed articles, PhD dissertations, and empirical studies were consulted. In this review, studies conducted in other most popular study destinations for international students were also thoroughly reviewed to provide additional insight. The findings of this review indicate that at Canadian post-secondary institutions, the intercultural interactions between international and domestic students are few. The review findings further uncovered that English language proficiency and culture qualify as the main challenges for international students to make intercultural interactions with their domestic counterparts. Based on these findings, conclusions and implications were forwarded to hosting countries and institutions.