English Language Requirements Research Articles

Amending Federal Regulations to Counteract Language Barriers in the Informed Consent Process

Amending Federal Regulations to Counteract Language Barriers in the Informed Consent Process

ПОРІВНЯННЯ ОЧІКУВАНЬ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ І СТЕЙКХОЛДЕРІВ ЩОДО ПІДГОТОВКИ ФАХІВЦІВ ІЗ ФІНАНСІВ, БАНКІВСЬКОЇ СПРАВИ ТА СТРАХУВАННЯ

The market of educational services requires alignment of stakeholder expectations with the level of preparation of specialists by higher education institutions. Applicants and students expect that the knowledge and skills obtained during their studies are sufficient to get the first job in their specialty. Potential employers expect competences sufficient for the performance of job duties. The purpose of the research is to compare the expectations of higher education applicants and employers regarding the learning outcomes and competences obtained by graduates of the specialty «Finance, Banking and Insurance». The objectives of the study are: to investigate the opinion of higher education applicants of the specialty «Finance, Banking and Insurance» of Poltava State Agrarian University regarding their professional intentions and satisfaction with the formation of professional competencies; to study the opinion of stakeholders on the need for training specialists and implementation of the educational and professional program «Finance, Banking and Insurance» in the Poltava region; to compare expectations of higher education applicants. Additionally, knowledge of banking and related products is required in the banking sector, knowledge of financial management is mandatory in the real sector, etc. Students' and employers' expectations regarding graduates' ability to work with modern financial and accounting computer programs and databases are the same. English language requirements differ – students consider it as mandatory and employers consider it as desirable. At the same time, «soft skills» of communicative competences and additional social skills (in particular, the ability to work in a team, communicate with clients) are mandatory requirements.

The role of English language in the field of agriculture: A needs analysis

Identifying the target tasks of specialized learners via needs analysis (NA) is a crucial first step in language programs design. In Chile, schools that deliver vocational education and training (VET) programs in agriculture often use English language programs which are generally not designed based on the target language needs of this specialized group of students.This paper presents a needs analysis that explored the English language requirements of agricultural technicians in Chile. It also examined how these needs are perceived by actors involved in agricultural industries and actors involved in the education of this group. Using a qualitative approach, data were elicited from document analysis and interviews with five technicians at one company and five teachers at one VET school. Findings revealed that English language was necessary for technicians to carry out specific tasks. All teachers agreed that their students should be taught not only general English, but also English that is relevant to the students' interests and needs. However, the non-existence of vocational language programs makes it difficult for English teachers to teach the contents pertinent to their students’ specialization. This study contributes to an understanding of the relevance of the English language for learners in a specialized context.

Evaluating the frequency of English language requirements in clinical trial eligibility criteria: A systematic analysis using ClinicalTrials.gov.

A number of prior studies have demonstrated that research participants with limited English proficiency in the United States are routinely excluded from clinical trial participation. Systematic exclusion through study eligibility criteria that require trial participants to be able to speak, read, and/or understand English affects access to clinical trials and scientific generalizability. We sought to establish the frequency with which English language proficiency is required and, conversely, when non-English languages are affirmatively accommodated in US interventional clinical trials for adult populations. We used the advanced search function on ClinicalTrials.gov specifying interventional studies for adults with at least 1 site in the US. In addition, we used these search criteria to find studies with an available posted protocol. A computer program was written to search for evidence of English or Spanish language requirements, or the posted protocol, when available, was manually read for these language requirements. Of the 14,367 clinical trials registered on ClinicalTrials.gov between 1 January 2019 and 1 December 2020 that met baseline search criteria, 18.98% (95% CI 18.34%-19.62%; n = 2,727) required the ability to read, speak, and/or understand English, and 2.71% (95% CI 2.45%-2.98%; n = 390) specifically mentioned accommodation of translation to another language. The remaining trials in this analysis and the following sub-analyses did not mention English language requirements or accommodation of languages other than English. Of 2,585 federally funded clinical trials, 28.86% (95% CI 27.11%-30.61%; n = 746) required English language proficiency and 4.68% (95% CI 3.87%-5.50%; n = 121) specified accommodation of other languages; of the 5,286 industry-funded trials, 5.30% (95% CI 4.69%-5.90%; n = 280) required English and 0.49% (95% CI 0.30%-0.69%; n = 26) accommodated other languages. Trials related to infectious disease were less likely to specify an English requirement than all registered trials (10.07% versus 18.98%; relative risk [RR] = 0.53; 95% CI 0.44-0.64; p < 0.001). Trials related to COVID-19 were also less likely to specify an English requirement than all registered trials (8.18% versus 18.98%; RR = 0.43; 95% CI 0.33-0.56; p < 0.001). Trials with a posted protocol (n = 366) were more likely than all registered clinical trials to specify an English requirement (36.89% versus 18.98%; RR = 1.94, 95% CI 1.69-2.23; p < 0.001). A separate analysis of studies with posted protocols in 4 therapeutic areas (depression, diabetes, breast cancer, and prostate cancer) demonstrated that clinical trials related to depression were the most likely to require English (52.24%; 95% CI 40.28%-64.20%). One limitation of this study is that the computer program only searched for the terms "English" and "Spanish" and may have missed evidence of other language accommodations. Another limitation is that we did not differentiate between requirements to read English, speak English, understand English, and be a native English speaker; we grouped these requirements together in the category of English language requirements. A meaningful percentage of US interventional clinical trials for adults exclude individuals who cannot read, speak, and/or understand English, or are not native English speakers. To advance more inclusive and generalizable research, funders, sponsors, institutions, investigators, institutional review boards, and others should prioritize translating study materials and eliminate language requirements unless justified either scientifically or ethically.

Policies on minimum English language requirements in UK higher education, 1989-2021

ABSTRACT English language proficiency has long been recognised as important to the academic success of non-native English-speaking international students through the setting of minimum English language requirements as a condition of entry to Anglophone universities. The present study provides a historical account of the evolution in language entry standard setting in UK higher education from 1989 to 2021 from supply side, language policy perspectives. The primary minimum language entry policies from a range of micro, meso, and macro actors are contextualised within the broader political ideologies of the time, their rationale explained, and impact on higher education described. The trend of minimum standard setting from institutional self-regulation to government intervention and scrutiny underlies the study. Broadly, three periods of policymaking are delineated: 1) 1989–98, the era of institutional autonomy within a period of small-scale overseas student participation, 2) 1999–2008, the failure of minimum standard self-regulation unleashed by the economic imperative instilled by the Labour Government’s Prime Minister Initiatives, and 3) the introduction of government regulation from 2009 in the form of the CEFR B2 minimum standard, ‘Highly Trusted Sponsor’ status, and Secure English Language Testing.

English language entry requirements in EMI degree programs at Bachelor level in Italy

The internationalization of education at university level is rapidly leading to the proliferation of English Medium Instruction (EMI) programmes in many educational contexts around the globe. This study deals with the entry requirements for prospective candidates for accessing EMI degree programmes at bachelor level (BA) in Italian universities, with a focus on English language proficiency. So far, this particular aspect has received little attention, especially from a comparative perspective among Italian universities. However, language competence is crucial to learn effectively in an EMI context. This paper illustrates the results of a survey involving eighteen Italian universities which offer such programmes at bachelor level. To identify the English language requirements, the relevant webpages of the institutions have been explored, starting from the Universitaly website - a platform which presents an overview of the Italian universities providing EMI programmes. All the undergraduate degree courses delivered in the English-only formula have been considered. The results show that not only are the institutional webpages and their admission requirements sections quite different from one another but, most importantly, the required level of English proficiency varies considerably across universities and degree courses, ranging from B1 to C1 (according to the CEFR descriptors). In addition, programmes also differ in terms of how students' English proficiency is verified. This study, therefore, suggests that, at least as far as entry language requirements are concerned, EMI in Italy is far from being a homogenous phenomenon and that local practices tend to shape this educational policy.

Transnational Education in the Anglophone University: A Viewpoint Article

This viewpoint article provides a critical reflection on the gatekeeping and academic language practices of Anglophone universities, evaluating these in light of the promotional claims universities make about internationalization and global reach. I then consider the arguments put forward in each of the main articles in this special issue from this critical perspective, connecting the authors’ accounts of EMI practices in transnational higher education contexts with the language requirements and practices of the Anglophone university. I argue that there is considerable overlap between the concerns of stakeholders in EMI settings and those of international students and academics in Anglophone universities in a UK setting. I find that the English language requirements for admissions as well as orientations to academic language in higher education curricula can in EMI settings and ‘international’ Anglophone universities alike be underpinned by language ideological positions that do not reflect an especially global outlook, and that remain in many senses tethered to ‘native’ language and ‘native’ academic discourse norms.

International Radiographers in Danger: A Letter to the Editor

I have published a case study about how British universities −who offer radiographic reporting programs for radiographers− put admission conditions and tuitions on radiographers in three categories which are; British citizens, European citizens, and internationals [1]. I compared the three categories by collecting the data from the universities’ websites directly. The case study has a simple methodology which is clearly explained in the paper [1]. The case study showed that there is no English language requirements for Europeans due to the Bologna Agreement in June 19, 1999 and the Copenhagen Declaration in November 2002. The English language is not the mother tongue of any European country besides the UK. The tuitions for international students are very high compared to the UK/European citizens where they (UK/European) have the same low tuition. In addition, the international students can’t join approved programs from the HCPC, while UK/European citizens can join HCPC approved programs. The interpretation modules are not allowed for international students and they are allowed for UK/ European students. Training, ability to have the HCPC registration, and the ability to work all are allowed for UK/European citizens, while international students are not allowed to do so. After I published this case study which shows the facts in solid data that there is segregation on all levels and discrimination against international Radiographers, the Society and College of Radiographers and the Head of Radiography Education sent two letters threatening the journals Editors and I [2,3]. They said they are so perfect and they do not have any discrimination whatsoever [2,3]. They demanded to remove the paper from the online source and publish an apology [2,3]. They threaten and bullied me and the journal editors that they will legally be suing us for defamation. Therefore, I publish this letter challenging them to sue me. What I have published is accurate 100% and I did not make the numbers from my head. I collected the data from the universities’ websites directly. All that they claimed in their letters are wrong and emotionally driven. They did not stop here, no they continued by sending their trolls to report my researchgate account to suspend my account for more than one month. Is well known that the HCPC and the British media when someone is not British get suspended or not allowed to do any medical practice in the UK for any issue, the British media and HCPC publish their names, age, gender, ethnicity, nationality, and what mistake they did, but when the person is a white British citizen, the HCPC and the media tend to hide their identity and usually they get suspended for a short period of time. The HCPC, Society of Radiographers, and Heads of Radiography Education are discriminating on all levels against us as international radiographers and this is supported by numbers and solid data. They claim that they are so perfect and do not have any issue. This level of denial indicates that there is a massive issue and this is only the tip of the iceberg. The Society of Radiographers did not help the UK or international Radiographers in any way, shape, or form. Instead of denying their discriminatory behaviors against us, they should help the international Radiographers to rebuild their health care sector which collapsed after the pandemic (i.e. SARS II CoV a.k.a Covid-19). They have already a large shortage of Radiographers in the UK and with these behaviors, they will never solve the problems which the British citizens face every day in UK hospitals. No one should forget the number of international health care workers who sacrificed their lives during the pandemic to help the patients in the UK.

Assessing L2 learners’ pragmatic ability in problem-solving situations at English-medium university

This paper discusses the oral pragmatic ability of current and prospective university students (international students) in an English-speaking country by examining how they are differentiated in the assessed levels of this target ability. A total of 67 students, all of whom were second language (L2) speakers of English, completed a set of oral discourse production tasks simulating interpersonal settings encountered at university. Their task performances were analyzed qualitatively and quantitatively. The results show a substantial gap between the highest performing university students and the prospective students in terms of their measured pragmatic ability. However, some university students scored quite poorly and were actually outperformed by a certain number of prospective students who were preparing to satisfy the English language requirements for university admission. These findings suggest that being a university student is not necessarily an indicator of having sufficiently developed pragmatic ability to participate in interpersonal settings in an academic environment. The findings shed light on the importance of providing students learning and assessment opportunities for pragmatics so they can gain greater awareness of their own developing pragmatic ability in an English-medium university.

SVM Machine Learning Classifier to Automate the Extraction of SRS Elements

The process of extraction of software entities such as system, use case, and actor from an English natural language description of a user’s software requirements is a linguistic and semantic process of a natural language processing application. Entity extraction is known to be a complicated and challenging problem by researchers in the fields of linguistics or computation, due to the ambiguities in natural languages. This paper presents a named entity recognition method called SyAcUcNER (System Actor Use-Case Named Entity Recognizer), for extracting the system, actor, and use case entities from unstructured English descriptions of user requirements for the software. SyAcUcNER uses one of the Machine Learning (ML) approaches, that is, the Support Vector Machine (SVM) as an effective classifier. Also, SyAcUcNER uses a semantic role labeling process to tag the words in the text of user software requirements. SyAcUcNER is the first work that defines the structure of a requirements engineering specialized NER, the first work that uses a specialized NER model as an approach for extracting actor and use case entities from English language requirements description, and the first time an SVM has been used to specify the semantic meanings of words in a certain domain of discourse; that is the Software Requirements Specification (SRS). The performance of SyAcUcNER, which utilizes WEKA’s SVM, is evaluated using a binomial technique, and the results gained from running SyAcUcNER on text corpora from assorted sources give weighted averages of 76.2% for precision, 76% for recall, and 72.1% for the F-measure.

Shifting perspectives on native speaker teachers (And new roles for collaboratori linguistici

In this paper I examine the profile of the collaboratori ed esperti linguistici (formerly lettori ) in the light of a thirty year old and ongoing debate contrasting the role of native English speaking teachers (NESTs) with that of non-native colleagues (NNESTs), and against a background of rapid change in English language requirements in Italian and European universities. The picture which emerges from the PRIN survey of 75 CEL is of a professional category which is largely a product of the ‘communicative revolution’ in language teaching, and which is less wedded to native speaker norms than its NNEST colleagues. I conclude that the traditional distinction between native and non-native teacher is increasingly problematic, and potentially misleading, while there are many possible future roles for collaboratori linguistici which transcend the basic requirement of ‘nativespeakerism’.

Factors that influence Australian early career nurse employment outcomes and settings: A prospective cohort study.

To identify the factors influencing employment outcomes and settings for early career nurses. A shortage of nurses attracted to work in out-of-hospital settings exists. Despite this, not all nursing graduates can secure work as a nurse. Information on the factors that impact wider graduate employment is available. However, a nursing perspective is missing, especially for hard to recruit to areas. A prospective cohort study was conducted. Participants were 293 final-year undergraduate nursing students, recruited from two universities. Data were collected over 12months, commencing November 2016. English as a first language was the greatest predictor of employment for graduates. Previous health care experience and workplace preferences predicted employment in the out-of-hospital setting. Misalignment between English language requirements and industry expectations about language may lead to bias in recruitment of graduate nurses with English as their second language. Recruitment to out-of-hospital settings may be promoted by having health care experience and targeting those with a preference. Reviewing current employment policies to ensure they reflect the need for cultural diversity in the nursing workforce is critical. Additionally, research that aims to understand how preferences for out-of-hospital settings are developed will help target graduate employment strategies.

English language requirements for enrolment in EMI programs in higher education: A European case

While many studies investigate the validity of TOEFL and IELTS scores, as well as stakeholders’ opinions about their usefulness for international student admission at Anglophone universities, little is known about their utility and relevance for admission in English medium instruction (EMI) programs at non-Anglophone universities. The purpose of this study is to explore various political, economic, socio-cultural, and academic dimensions within a specific EMI context in order to build an argument regarding the usefulness of standardized English test score requirements by detailing the consequences that would result from the use of standardized test scores and the decisions based on their use within the EMI context. Data from a lecturer survey, interviews, and documents were used for the analysis. Based on the findings, the use of commercial English test scores will streamline the screening of all students based on English language proficiency and establish equality among different student groups. However, although these scores may provide a solution to some language-related issues in content learning in EMI, broader educational planning (e.g., secondary school education, teacher training, integrating content and language) may be necessary in order to achieve long-term positive effects and avoid political and ethical issues.

A model of interplay between student English achievement and the joint affective factors in a high-stakes test change context: model construction and validity

Research on test change often documents high-stakes English test impact on English language learning, whereas evidence for simultaneous impact on affective predictors of learning is still missing. We tested a theoretical model positing that changing high-stake English tests (English Language Requirements for University Entrance, in this study) influences learners’ attitude, perceived test-anxiety, learning stress, and motivation for learning, and that perceived motivation, test-anxiety, and learning stress mediate the link between attitude and achievement (English language achievement). Results of a structural equation modeling (SEM) confirmed the model yielding support for the strong total effects of attitude and motivation on achievement (N = 468 EFL learners). Under such a program, test-anxiety and learning stress negatively correlated with attitude, mediated the effects of attitude on achievement, and their joint effect negatively influenced motivation having the second strongest direct effect on achievement. Motivation was also documented as important mediator of the effects of attitude, text-anxiety, and learning stress on achievement. The model was used as a means to validate the new tests in terms of their perceived consequences and effectiveness and, in effect, helped observe a discrepancy between the idealized policy behind the change and the real practices within the change context. Educational implications are discussed.

Mapping English language proficiency cut-off scores and pre-sessional EAP programmes in UK higher education

Over the last two decades, UK higher education institutions have performed successfully in the competitive global market of international student recruitment. A key explanatory factor is the increased provision of pre-sessional English preparation pathways, which allow universities to enrol students whose language proficiency at the time of application falls below programme requirements. Yet the scale and nature of pre-sessional EAP provision is poorly documented, particularly how the length, intensity, and frequency of courses converge with the minimum English language requirements of degree programmes. The present study provides a comprehensive description of the English proficiency cut-off scores (measured in IELTS) of 132 UK higher education institutions and documents the extent of institutions’ pre-sessional EAP programmes in the 2018-19 academic year. The results indicate universities tend to set cut-off scores towards the lower end of what is permitted by the Home Office. To boost the supply of international higher education and meet the demand for enrolment, institutions adopt multiple and sometimes lengthy English for general academic purposes pre-sessional programmes that often serve to bridge linguistic shortfalls of 1.0 or more IELTS bands overall and across the four components. Recommendations are made for institutions to set linguistic cut-off scores that reflect best practice.

Impact of English Language Training on Linguistic and Cultural Identity of Call Center Employees

The Call Center Industry in the Philippines has been attracting employees from different cultural and linguistic backgrounds. Such industry requires employees to have a strong command of the English language. More specifically, American English serves as the model for English language requirements. The problem is that these requirements may have a negative impact on linguistic and cultural identity of Filipino employees. This study explored the Filipino English language trainers’ integration with the American culture and language and whether this has any influence on the way they teach the language. It also investigated whether the Call Center Industry training has any impact on the language and cultural identity of employees. Methodologically, this study was a critical ethnography that was conducted by an experienced customer service representative. The results of the study can be useful to socio-linguists, school administrators, psychologists, families and educators, the Philippine government, the business process outsourcing employers, managers, and agents.

On (Not) Speaking English: Colonial Legacies in Language Requirements for British Citizenship

This article examines the colonial legacies shaping current language requirements for immigrants applying for settlement or citizenship in Britain. The article argues that common sense understandings of ‘national language’ and monolingualism/multilingualism were developed in the context of imperial expansion, the legacies of which resonate today in a disdain for multilingualism and other Englishes conceived as hampering cohesion. Put simply, other languages and other English are spoken here because English was there. Drawing on interviews with applicants and English teaching professionals, the article discusses how participants variously experience English language requirements. The analysis shows how the colonial legacies supporting the rise of English as a ‘world language’ cast it as the locus of a regime of audibility that establishes a hierarchy between ‘the English’ and the ‘anglicised’. In today’s Britain, the multilingualism of the other is not external and prior to Britain, but rather speaks volumes to and about contemporary Britain.

The academic and personal experiences of Mainland Chinese students enrolled in a Canadian Master of Education Program

PurposeThe purpose of this paper is to communicate the positive and challenging aspects of a Master of Education program, as perceived by Chinese students at an Atlantic Canadian university.Design/methodology/approachAssuming a qualitative methodology, 21 Mainland Chinese students participated in individual, paired, and focus group semi-structured interviews. Interviews were member checked. Data were analyzed through content analysis. The findings are discussed using Deardorff’s (2006, 2009) concept of intercultural competence.FindingsStudents perceived the best features of their educational experience to be personable instructors, their enhanced English skills, and practical course-based experiences embedded in the program. The main challenges were social isolation, English language requirements and related assignments, and theoretical expectations of the program.Research limitations/implicationsThis study contains a somewhat small qualitative small sample size (i.e. 21 participants), therein, disabling any generalization of results. In other words, the data findings are unique and non-generalizable beyond the particular research case. However, transferability, which refers to the extent in which the results of an original study can be applied to similar people, contexts, or settings (Lincoln and Guba, 1985), may be applied to the findings if the reader deems the context of this study in alignment with his/her situation.Practical implicationsApproximately, 82 percent of Canadian universities rate internationalization as a top priority, supporting the need for research in this area. An implication of the study is that internationalization of higher education must be more than just the recruitment of international students. Universities have direct and fiduciaries responsibilities to support the academic needs, personal needs of their international students, as well as the intercultural competence of all students, instructors and staff.Originality/valueThere is a plethora of research documenting experiences of international students, in general, but such research is not directly transferrable to the Chinese student. The issues and problems encountered by Chinese international students are unique and should be addressed independently from international students. Moreover, a lot of the research that focuses on Chinese students enrolled in North American universities, predominantly, is conducted within the USA, and such research tends to spotlight the challenges only. In turn, the authors’ research addresses a specialized focus of the international Chinese student in Canada.

NMC English language requirement too high.

The English language requirement by the NMC is far higher than that for UK universities, and it is hurting nursing and patient outcomes.

Comparison of the Curricula of Master of Science in Nursing (MScN) Programs in Iran and Japan: A Descriptive Comparative Study

Background: Lack of suitable educational programs in nursing causes irreparable damage to the community’s health and reduces the academic credibility of universities. In Iran, the master of science in nursing (MScN) program is not tailored to the needs of the community, and graduates lack the required nursing skills. Considering the distinguished quality of higher education in Japan, the aim of the present study is to perform a comparative analysis of MScN programs in Iran and Japan. Methods: In this descriptive comparative study, an extensive electronic search was carried out in Persian and English databases, including PubMed, Iran Medex, Medline, Scopus, Google Scholar, scientific information database (SID), and MagIran among articles published during 1997 - 2016. The gathered data were categorized and compared according to the study objectives. Results: In comparison with Iran, Japan has a longer history of postgraduate nursing programs, and its educational system has prominent strengths and advantages including: admission interviews; English language requirements for admission; versatility and flexibility of the educational curricula to facilitate student employment during education; integration of research-based units in the curricula; and attention to community-based and home care nursing. Conclusions: Comparison of the educational systems of Iran and Japan highlights the need for more flexible curricula in Iran in accordance with the community’s needs. Keywords: Comparative Study, Educational Planning, Curriculum, Nursing Education, Iran, Japan