English Language Requirements Research Articles

University EFL students’ perceptions of using second-generation web 2.0 tools in developing English language skills

In 2020, conducting education at a distance was obligatory while the world was fighting the coronavirus disruption. Technology utilization in distance education has demonstrated its significance in teaching English to instructors and learners. This quantitative study aims to examine university EFL learners’ perceptions regarding using second-generation Web 2.0 tools (Quizizz, Socrative, Edmodo, and Quizlet) in developing their English skills. This study is conducted with 150 students of the general English language requirement course at the University College of Applied Sciences in Gaza. The results of this study indicate that the participants appeared to have positive attitudes towards using Web 2.0 tools in general. The study results further indicate that both intermediate and low-level students reported more positive opinions about implementing the digital tools individually or all together when compared to other advanced-level students. The participants differed significantly in terms of their perceptions of the awareness and actual usage of the Web 2.0 tools. The implications of this study indicate that these repeatedly used Web 2.0 tools as curricular tasks could be substituted or replaced with other digital tools to alleviate the oversaturation and reluctance to use digital tools by EFL learners.

Exploring Identity Perception and Bilingual Education Dynamics in Taiwanese University Settings

In an increasingly interconnected world, proficiency in English is becoming indispensable, prompting Taiwanese universities to implement English language requirements ranging from one to four years. This initiative aligns with a national bilingual education program aimed at bolstering the English proficiency of college students to enhance their international competitiveness. Consequently, English-medium instruction has become prevalent in various university courses, facilitated by the Freshman English course serving as a transition to English-mediated teaching. While linguistic development is emphasized, the dynamics of identity perception among students cannot be overlooked, as language identity profoundly impacts their learning experiences and growth. This study delves into the identity perception of college freshmen in Taiwan, where bilingual education is heavily emphasized by the government. The purpose of the study is to investigate how Taiwanese college freshmen perceive their identity as they participate in English language learning. In addition, this study aims to examine the influence of gender and college major on the individual differences in identity perception among college freshmen engaged in English language learning. Employing Gao et al.’s (2005) Likert-scale questionnaire on self-identity change, the research surveyed 360 freshmen from a university in northern Taiwan. Data analysis performed with SPSS includes two stages. At the first stage, descriptive statistics revealed that participants exhibited agreement on self-identity changes in four categories: self-confidence, zero, productive and additive. At the second stage, a multivariate analysis of variance demonstrated significant main effects of gender and major on identity changes. Female students exhibited higher self-confidence, additive and productive changes compared to male students. Furthermore, liberal arts majors experienced more pronounced self-confidence, additive and productive changes than their counterparts in business, science, and engineering majors. A Post Hoc test unveiled significant differences, with business majors scoring higher than science majors in subtractive and split changes, while science majors differed significantly from liberal arts majors in zero change. The study’s implications extend beyond theoretical understanding, informing pedagogical practices to enhance language learning experiences.

English language requirement and educational inequality: Evidence from 16 million college applicants in China

This paper studies the unintended effect of English language requirement on educational inequality by investigating how the staggered rollout of English listening tests in China’s high-stakes National College Entrance Exam (NCEE) affected the rural–urban gap in college access. Leveraging administrative data covering the universe of NCEE participants between 1999 and 2003, we find that the introduction of English listening tests significantly lowered rural students’ exam score percentile ranks relative to their urban counterparts, resulting in a 30% increase in the rural–urban gap in college access. Our back-of-the-envelope calculations suggest that, as a result of this policy change, more than 54,000 rural students lost college seats to their urban peers between 1999 and 2003, and another 11,000 rural students who elite colleges could have admitted ended up in non-elite colleges, causing them significant future income losses.

Identifying Students’ English Language Needs: Digital Business Students' Perspectives

This study examined the English language needs of students studying digital business, aiming to clarify their difficulties and provide recommendations for educators and policymakers. English is essential for communication between multinational corporations, start-ups, and freelancers in the digital business sector, making collaboration, communication, and information sharing easier. Students from various linguistic backgrounds may struggle to assimilate to English language requirements for their academic and professional tasks. The lack of knowledge on the specific English language requirements of students studying digital business was the cause of the current research gap. This study reveals that digital business students prioritize speaking skills, particularly in phone conversations and meeting discussions, as they are crucial for real-time interactions in the digital business environment. Writing skills are deemed less important, with 15% deemed very important. This suggests a shift towards skills better suited for immediate, interpersonal exchanges. The students also rank the functions of English language proficiency most frequently employed in their daily tasks, such as answering meeting questions, participating in discussions, speaking to foreigners by phone, answering working interview questions, scheduling appointments, writing CVs and application letters, writing reports, and responding to emails. The most prominent issues identified were presenting project/term papers orally, executing simulation tasks, attending group talks, and accurately speaking words. Listening skills were also identified as significant, with 55% of respondents stating their difficulty in capturing lecture notes via listening. Reading and analytical skills were identified as the most challenging, with 55% identifying key parts in texts and 35% predicting new vocabulary interpretations from context. Writing skills were identified as the most challenging, with 40% stating their difficulty. These findings emphasized the need for tailored approaches to enhance academic success and prepare students for the dynamic communication demands of the digital business world.

GLOBALIZATION OF LANGUAGE PROCESSES IN KAZAKHSTAN

This study examines the trend of the changing linguistic landscape in the Kazakh labor market, where some employers place requirements on the proficiency of English among potential employees. The requirements of the labor market for candidates to have a good command of English is crucial for employment. As part of the study, one of the sites for job search in Kazakhstan was considered "headhunter.kz ". Ads were studied in which the proficiency of English and the level of English proficiency were an important requirement for applicants. The ads were published in 2021 and 2022 on the popular job site "headhunter.kz ". In addition, this study determined the demand for English in cities of national significance and regions (oblasts) of Kazakhstan. Based on the analysis, the growing importance of the English language and higher requirements for the level of English proficiency were confirmed, although these requirements varied in different employment sectors.

Elevating Employability: Analysing English Curriculum for Military Aviation Officers

Adequate English communication is vital for professional success, particularly in the aviation industry. As universities strive to enhance graduate employability, it is imperative to equip future employees with the necessary linguistic abilities to navigate the challenges and achieve organizational objectives within the workforce. One critical avenue for achieving this objective is the meticulous design of English language syllabi. The primary aim of this research, conducted in Malaysia, is to investigate feedback from aviation military officers former students of a defence university, regarding the existing English language curriculum and to identify their specific requirements for these courses. The study addresses two key questions: 1) Feedback on the existing English courses for military aviation officers, and 2) The English language requirements of military aviation officers. Semi-structured interviews were conducted with eight military aviation officers nationwide using a qualitative research method. These interviews were conducted online due to pandemic-related restrictions, with each participant interviewed individually. The study’s main findings emphasize the significant role of English language proficiency in the aviation profession. Participants highlighted the critical need for improved curriculum designs, focusing on accent and jargon mastery. These insights underscore the urgency of refining the current English language courses to better address the specific language requirements of military aviation officers, thereby promoting their sustainable employment. In conclusion, this research provides valuable recommendations for curriculum enhancement and analyses future research in English language instruction. Emphasizing the critical role of English language skills in the aviation industry contributes to creating more effective and tailored English classrooms in the aviation sector and beyond. This study ultimately advances the broader goal of enhancing graduate employability in aviation.

The Empirical Study of Graduate Students' English Language Requirements: The Case of Mongolia

The primary objective this study is to assess English language proficiency for academic and professional requirements of advanced law enforcement graduate students. This study has received attention because advanced level students' professional English language skills in their courses continue to meet their needs for a professional job. There are implement lots of curriculum such as law enforcement, police studies, criminal, forensic on the Graduate School at University of Internal affairs, Mongolia (UIAM). In the field of graduate school, a dual degree program is run by the UIAM and Mongolian University of Life Science (MULS). We gathered information from 98 graduate students who took the Executive Leadership Academy at UIAM and the dual degree program in security and economics offered by UIAM and MULS. Unique characteristic of our study was its attempt to demonstrate the analysis of metrological, correlational, multi-factor, and path analysis by using Smart PLS-3.0 programs.

Using the second generation Web 2.0 tools in developing university EFL students’ english language skills

In 2020, conducting education at a distance was obligatory while the world fought the coronavirus disruption. Technology utilization in distance education has demonstrated its significance in teaching English to instructors and learners. This quantitative study examines university EFL learners’ perceptions regarding using second-generation Web 2.0 tools (Quizizz, Socrative, Edmodo, and Quizlet) to develop their English skills. This study was conducted with 150 students of the general English language requirement course at the University College of Applied Sciences in Gaza. The results of this study indicate that the participants appeared to have positive attitudes towards using Web 2.0 tools in general. The study results further indicate that both intermediate and low-level students reported more positive opinions about implementing the digital tools individually or all together when compared to other advanced-level students. The participants differed significantly in their perceptions of the awareness and actual usage of the Web 2.0 tools. The implications of this study indicate that these repeatedly used Web 2.0 tools as curricular tasks could be substituted or replaced with other digital tools to alleviate the oversaturation and reluctance to use digital tools by EFL learners.

A SHIELD OR A SWORD? MIGRATION LAW AND POLICY AND MODERN SLAVERY IN AUSTRALIA

How might migration legislation and policies contribute to modern enslavement of migrants in Australia? Migration law and policy are a shield in the sense that they have been used and have the potential to be used to shield or protect trafficked individuals and those subject to modern slavery. Nevertheless, the state could be complicit in modern slavery through its migration law and policies exemplified by English language requirements for visas and for entering into certain professions. By placing the English language barrier between migrants and their economic and professional aspirations in obvious cases when a demand for proof of English language proficiency must not be made in the first place, the Australian Government and institutions create the environment conducive for excluding migrants from the professions and exposing them to economic abuse and exploitation. The stated basis of the English language requirements for Australian visas is that English language ‘is critical to getting a job’ and safely practising a profession and participating in Australian society. Yet migrants from non-exempt countries are required to sit for an English test when they apply for permanent resident visas (such as Subclass 186) and temporary visas (such as Subclass 485), even when they are present and already employed in Australia. Educational qualifications in English awarded by Australian and non-Australian tertiary educational institutions that satisfy the Australian study and qualification requirements are not the acceptable proof of competency in the English language. The effect of non-recognition of educational qualifications in English as proof of the English language ability is that visa applicants from non-exempt countries, even those present and working in Australia and/or who have completed a course of study in Australia, have to sit for an English language test. The content of this test bears no connection whatsoever with the English language used in practice. The test has an expiry date thereby tying migrants’ English language ability to the test expiry date, suggesting that once the test expires, so does their competency in English. Failing one component of the test requires resitting all the four components. Whereas an Australian educational qualification in English is required for admission to the legal, medical and nursing professions, the English language competence of migrants from non-exempt countries who hold the qualification is extracted from this qualification. Therefore, migrants cannot rely on the qualification as prove of their competency in English, even though the practice boards accept this same qualification as meeting the standards for admission to practise. The evidence disallowed or required to prove the English language capability both for Australian visas and to enter into the professions thus belies the stated purposes of the English language requirements. English is a global language that is spoken by different nationalities in different parts of the world. Therefore, taking a blanket approach that proficient speakers of English originate in the nations that are exempt from the English language requirements ignores the reality of English language usage. In these circumstances, the English language would seem a disguised legal and policy tool for gatekeeping, exclusion and nationality-based discrimination. The deliberate denial of the English language abilities of certain migrants and the stipulation of absurd and inexplicable evidentiary requirements as proof of the English language competency deprive such migrants of opportunity to enter into professions of their choice, ridicule and expose them to exploitation and modern slavery contrary to Australian values and legislation on equality and fair play.

Exploring English Language Learning Needs of Pakistani ESL Postgraduate Research Students A Qualitative Study

English has gained supremacy as the primary language in a range of domains including business, science, technology, higher education, and research. This dominance has created a necessity for a curriculum that meets learners' needs. In Pakistan, postgraduate students face challenges related to the English language in coursework, research paper writing, and dissertation preparation. The objective of this research was to examine the English language requirements of potential Pakistani postgraduate students, who were pursuing studies in science disciplines. The sample included 26 prospective MS students and 4 prospective PhD students, who were preparing for admission tests. The researchers used a semi-structured questionnaire to collect the data, which had been validated by two experts. Thematic analysis revealed that the prospective postgraduate students needed reading skills for reading and comprehending research papers, followed by writing skills for research proposal writing and thesis writing. Participants also recognized the importance of speaking skills for research presentations and communication with supervisors, and listening skills for better understanding of lectures and seminars. The findings suggest that ESP learner-cantered courses should be offered to Pakistani MS/MPhil and PhD candidates that focus on the four language skills for research purposes.

English training requirements and associated factors for non-native English-speaking nurses: A critical gap analysis based on the importance-performance method

Aims and objectivesTo investigate the English training requirements, priorities, and related factors of non-native English-speaking nurses. BackgroundFew studies have focused on the English training requirements of nurses in non-native English-speaking hospitals, and even fewer applied quantitative methods to analyze their English needs and related factors. DesignA total of 397 clinical nurses from a hospital in Zhejiang Province, China, were invited to answer questions from the 17-item English Language Requirement Scale (ELRS-17) through an online questionnaire system from May 7–12, 2021. MethodsThe importance-performance analysis (IPA) method was used to identify the critical training requirement gaps in the English skills of non-native English-speaking nurses in the case hospital. ResultsThe results of requirements showed that looking up foreign literature, writing medical/nursing academic articles and reports, and attending international medical/nursing academic conferences were the top three English learning purposes for nurses. Critical gap analysis with the IPA method revealed that medical dialogues (e.g., morning shift conversations), speeches (e.g., academic symposia), and everyday talk (e.g., telephoning and greetings) are very important yet inadequately trained skills for nurses at present, while nurses are adequately competent at the important tasks of understanding medical/nursing lectures and courses and oral international academic reports and reading academic articles and reports. ConclusionThe results of this study indicate that English training requirements for non-native English-speaking nurses revolve around facilitating contribution to nursing research and conference attendance, while more focus on spoken English is needed. Hospital decision makers can better understand the requirements and current performance of English language training for non-native English-speaking nurses. Furthermore, a suitable training plan and corresponding content can be designed for nurses.

REVISITING ENGLISH PROFICIENCY AND ITS POLICY IN HIGHER EDUCATION: THE CASE OF THE UNIVERSITY OF RIAU

The rapid change in today’s society forces higher education to adapt to it and transform to prepare their graduates for the future, which entails regulating minimum language proficiency levels for a graduation requirement in universities. This study aims to investigate university students’ English proficiency level to revisit English language requirements at higher education institutions. To do so, this study used simple descriptive research using a TOEFL Prediction test administered to 400 university students at the University of Riau. The score was converted to the Common European Framework of Reference for Language (CEFR) to investigate whether the scores are relevant to the university’s needs. The results show that the majority of students (N=258) have achieved the A2 CEFR level (Basic User – way stage). This suggests that it has fulfilled the minimum requirement set by the university. However, this is unlikely to reflect the objectives envisioned by the institution. Therefore, recommendations aroused from the findings will be provided in this research.

Changes in NMC language proficiency standards will benefit everyone.

Sam Foster, Chief Nurse, Oxford University Hospitals, welcomes the outcome of the nursing regulator's review of English language requirements for international nurses seeking registration in the UK.

Generating scholarly content with ChatGPT: ethical challenges for medical publishing.

Generating scholarly content with ChatGPT: ethical challenges for medical publishing.

The English Language Needs of Hospitality and Hotel Management Students at a Saudi University: Integrating Agile Philosophy into ESP

The English language plays a vital role in tourism, particularly in hospitality and hotel management. As a result, there is a need to investigate the English language requirements of this industry and train employees who can perform well both professionally and competently. This prompted us to investigate one of the Hospitality and Hotel Management (HHM) programs at King Abdulaziz University's (KAU) College of Tourism. This program is responsible for training graduate students who will work in the HHM sector. As a result, the researcher's aims in this study are to investigate the English language needs of Hospitality and Hotel Management program, and to introduce Agile English for Specific Purposes (AESP) as a new approach to teaching English in the field of English for Specific purposes. This research used a mixed-method approach to gather quantitative and qualitative data through a questionnaire, interviews and book evaluation. The study sample consisted of fifteen graduate and undergraduate students, five teachers from the HHM program at the same faculty, and six employees from different HHM sectors. According to the findings of this study, speaking was the most needed skill, as well as the way the current HHM program did not meet the English needs of the students. Moreover, this study presented AESP as a solution that combined all of the required needs into one.

Language tests: how are the rules changing?

Find out how the regulator is easing English language requirements for nurses trained overseas and when the changes will be made

English language requirements for overseas nurses to be eased

English language requirements for overseas nurses to be eased

EVALUATING EMPLOYERS’ DEMANDS FOR UNIVERSITY GRADUATES’ LEGAL ENGLISH PROFICIENCY IN EMPLOYABILITY

Assessing university graduates’ legal English proficiency in workability is a vital activity in legal English language teaching to meet the job requirements. This quantitative empirical study investigated 35 participants from standing legal organs operating in Vietnam, using a researcher-made questionnaire to evaluate employers’ requirements for school leavers, major in legal English for workability. There were seven dimensions relating to employers’ requirements, namely the evaluation of legal English language skills, the prevalence of legal English language skills applied, the effective level of English language skills at workplace, the proficiency of legal English language requirement, legal English proficiency meeting employees’ requirement for positions, methods of organizations evaluating the English language skills of applicants, and organization’s schemes for applicants with good English proficiency. The results reveal that the employers have high opinions on using legal English at workplace, mainly reading and speaking skills. The findings indicate that employers implement a rigorous process when recruiting new graduates with legal English proficiency and formal tertiary qualifications. In addition, employers carry out a prioritized policy for employees who demonstrate their good English proficiency during their working practices. The findings would benefit employers recruiting right employees, university stakeholders adjusting their training policies, and students preparing well before graduation to satisfy employers’ expectations and the society’s demand accordingly.

The contested role of translanguaging in English for academic purposes courses: the practices of Chinese international students

ABSTRACT In Australia, international students who do not meet university set English language requirements can alternatively attend intensive courses in English for Academic Purposes (EAP). Such courses are steeped in the traditions of communicative language teaching, often holding ‘English only’ classroom policies. This article draws on data from a larger research project to examine Chinese international students’ practices of learning English vocabulary in an EAP programme. Through the lens of the theory of practice architectures, the study reveals Chinese international students often engaged in translanguaging practices. These practices were enabled by the practice arrangements of their English language classroom, while concurrently resisted by teachers. Here, I argue for EAP teachers, curriculum writers and teachers to harness the translanguaging practices of their students to facilitate more effective learning.

Meteorological metaphors of “atmospheric electrical and sound phenomena” in the English and Kazakh languages

Relevance of research stems from the lack of knowledge of pecularities of the meteorological metaphor in the English and Kazakh languages as well as from the present-day trends of the linguistics development on the basis of the modern achievements of philological science and philological research approaches, general tendency of the modern scientific paradigm and its interest in language issues, culture and cognition. It’s common knowledge that metaphorization is one of the essential ways of understanding, comprehension and categorization of reality and its further representation in the language and in the minds of native speakers of a particular language. In the context of globalization striving to standardize and make cultures vanish, this objective solves an issue of preserving the national identity that is in full embodied in linguistic metaphors, metaphoricity of language – “historical memory, spirit of the nation”. In the research work we classify various metaphoric images being part of terms, figurative meanings, idioms, the so-called meteo-phraseological units or lexico-phraseological metaphoric units relating to the meteorological thematic group of words as a meteorological metaphor in a very broad sense. The following methods of research were used with a view to accomplishing the thesis objectives: structuralsemantic analysis, continuous sampling method, word definitions analysis method with the use of the component analysis elements, descriptive method and interpretation method, comparative method. Meteorological metaphor in two languages has phraseo-forming characteristics: meteorological metaphors in the form of prepositional structures prevail in the English corpora while meteorological metaphors in the Kazakh language have a word-forming nature. Verbal, substantival and adjectival metaphorical structures in the English and Kazakh languages showed both similar and different metaphorical values, which confirms the universal nature of perception of the meteorological phenomena having no equivalents or insufficiently meeting the English language requirements. Such meteorological phenomena have specific metaphorical values unified with positive, negative and neutral connotative contents. Key words: metaphor, meteorology, national identity, structure, semantics