English Language Usage Research Articles

Influence of English Language Usage on Students' Academic Performance in Physics in Public Secondary Schools in Rwanda. A Case of Gakenke District

Influence of English Language Usage on Students' Academic Performance in Physics in Public Secondary Schools in Rwanda. A Case of Gakenke District

Using English as a Language of Instruction in Rural Schools in Thailand: Key Challenges for Teaching and Learning

Primary school teachers in Thailand are encouraged to use English as a language of instruction across all curriculum areas in their classrooms, not just in English lessons. However, many non-English major teacherswho teach in rural schools struggle to deliver lessons in English due to the lack of professional knowledge and ongoing support for English language usage. This paper considers the experiences of non-English major teachers working in rural schools in Thailand who participated in a coaching and mentoring program to support their motivation and confidence to use English as a language of instruction. A participatory case study research design was used for this study, which included classroom observations and semi-structured interviews with teacher–participants before, during and after the coaching and mentoring program. Some of the key challenges that arose included the use of Thai as a language of instruction, lack of resources and support for the use of English as a language of instruction, lack of clarity in school policies and the limited availability of professional learning for teachers in rural schools.There is an urgent need for additional professional learning support for teachers, especially those working in rural schools, to ensure success of the Thai government’s policy aim to make English available as a language of instruction in all primary schools.

Восприятия учителей о факторах, влияющих на использование английского языка в классе по естественнонаучным предметам c английским языком как средством обучения (EMI): Качественное исследование

This article explores the factors that affect the extent of students' English language use in English-medium instruction (EMI) science classrooms. Semi-structured interviews were conducted with seven science teachers from private and public schools in Astana city, and thematic analysis was employed to analyze the qualitative data. The findings from the study highlight several factors that influence the extent of English language usage in science subjects, focusing specifically on the teacher factor. The teacher's language skills and methods affect students' English usage, with negative factors including Kazakh/Russian language use. The initial level of English is also important, such as the number of years of English language training and preparation for international exams. Understanding these findings can help inform strategies and interventions aimed at promoting and enhancing students' English language usage in science subjects, ultimately improving their comprehension and academic performance.

Professional and cultural identity performances in transnational, middle-class migrants: A sociolinguistic case study of the United Arab Emirates

ABSTRACT Previous studies on English language users in the United Arab Emirates have largely focused on the local, native populations in higher education and its K-12 school environments. While significant and necessary, a large piece of the puzzle, a focus on UAE’s burgeoning and transient, professional, multilingual, middle-class, expatriate population, has been overlooked, most likely due to issues of access. The current study addresses this research gap by investigating the professional identities, language use, and cultural selves of a segment of the middle-class migrant population. Drawing on survey data, the paper argues that due to their transient and impermanent status in the UAE, this population has a higher propensity towards transnationalism which in turn heightens their cultural, linguistic, transcultural, and translinguistic flows and ways of being. In addition, this study calls for further and continued investigations of migrant populations to widen our understanding of the ever-changing sociolinguistic complexities of the UAE.

Overcoming Speech Anxiety in English Language Classrooms

This study investigates the impact of anxiety indicators on the speaking abilities of students in a bilingual junior high school setting, focusing on the challenges faced in English language usage within the classroom. Employing qualitative descriptive methods, including observations and interviews, the research encompassed 27 students and one English teacher. The analysis identified two predominant forms of anxiety affecting the students: a fear of making mistakes and a lack of self-confidence, which notably impaired their interaction in English with peers and educators. The study suggests implementing "English Day" activities as a strategic intervention to reduce linguistic anxiety and promote language skills, thereby improving students' communicative performance in English. This approach holds implications for enhancing language acquisition strategies in bilingual educational contexts.

Perceived experts are prevalent and influential within an antivaccine community on Twitter.

Perceived experts (i.e. medical professionals and biomedical scientists) are trusted sources of medical information who are especially effective at encouraging vaccine uptake. The role of perceived experts acting as potential antivaccine influencers has not been characterized systematically. We describe the prevalence and importance of antivaccine perceived experts by constructing a coengagement network of 7,720 accounts based on a Twitter data set containing over 4.2 million posts from April 2021. The coengagement network primarily broke into two large communities that differed in their stance toward COVID-19 vaccines, and misinformation was predominantly shared by the antivaccine community. Perceived experts had a sizable presence across the coengagement network, including within the antivaccine community where they were 9.8% of individual, English-language users. Perceived experts within the antivaccine community shared low-quality (misinformation) sources at similar rates and academic sources at higher rates compared to perceived nonexperts in that community. Perceived experts occupied important network positions as central antivaccine users and bridges between the antivaccine and provaccine communities. Using propensity score matching, we found that perceived expertise brought an influence boost, as perceived experts were significantly more likely to receive likes and retweets in both the antivaccine and provaccine communities. There was no significant difference in the magnitude of the influence boost for perceived experts between the two communities. Social media platforms, scientific communications, and biomedical organizations may focus on more systemic interventions to reduce the impact of perceived experts in spreading antivaccine misinformation.

From Trenches to the Crest, effectuating a Greater Beneficence of Terminology Development to National Language Policy: the Nigeria Case

Terminology development as a tool that propels the evolvement of educational and translation materials and services besides enhancing the formation of a robust terminology is widely celebrated as a great linguistic tool. This is because of its’ potency in knitting together a multilingual society like Nigeria towards a common understanding and purpose. The afore-stated promotion of national unity, effective communication and the preservation of indigenous languages directed towards the creation of an inclusive nation are the same goals pursued by the National Policy on Education which couches Nigeria’s Language Policy. Consequently, this study titled, ‘From Trenches to the Crest, effectuatinga Greater Beneficence of Terminology Development to National Language Policy: The Nigeria Case’, primarily aims to explore the meritorious services of terminology development in the evolution, realization and implementation of an effective language policy in Nigeria. By surveying the historical development of Nigeria language policy, it identifies and condemns the overemphasis of the usage of English language for instructional and legislative purposes, pointing out its disservices to indigenous languages. The study also highlights the fundamental roles and challenges impeding a fuller beneficence of a symbiosis of terminology development and the National Language Policy in achieving national integration. Adopting the hermeneutical and content analysis methods of enquiry, the research in conclusion, suggests a novel pragmatic and proactive terminology development model, which will drive a vibrant language policy and implementation.

National Education Policy 2020 and Multilingualism in India

The National Education Policy (NEP) 2020 in India casts its attention on establishing the interconnection between languages and the medium of instruction for teaching and learning. The present essay is going to deal with the role of languages in NEP – 2020 and figure out its recommendations to be imparted in the areas of medium of instruction, classical languages, foreign languages, and Indian Sign Language. The article underlines the factors that can either be proved positive or not by a concern on how NEP revised language related proposals can be implemented now through a review of existing literature and policy documents. The study demonstrates the emphasis that this policy places on mother tongue-based multilingual education in the early pedagogical years. As well, it encourages the usage of English language and other languages. The NEP as a policy of the language seeks for celebration of the linguistic diversity of India, improved lecturing outcomes and equips the students with the necessary and requisite necessary to perform in the 21st century; eventuality calls for the logical problem solving that involves teacher training and resource development. The National Education Policy (NEP) 2020 of India is at the very core a paradigm shifts in the country's education framework with a focus placed in multilingualism promotion. This article delves into the NEP 2020 main details anchored in multilingualism, including the "3-language formula", the mother tongue as the medium of instruction, and the promotion of both classical and regional languages. The literature review focuses on the existing studies which are addressing the multilingual education’s advantages and drawbacks. A part of the discussion and analysis chapter will focus on possible both positive and negative influence of the NEP 2020 on India’s language diversity, education, and social coherence. The final section of the article re-emphasizes on the effectiveness of the implementation process and follow-up procedure to ensure that the multilingual approach under NEP 2020 will have successful outcomes.

The Non-Formal Learning of English in the Interwar Period: Images of the OTHER in Self-Study Books and Magazines for English Learners

The subject of this article is self-study books and magazines addressed to Poles learning English in the years 1918–1939. The typological description of the sources, embedded in the text linguistics, draws attention to their specificity (structure, pragmatics, and cognitive aspect) and role in promoting the knowledge of English in the then popular self-education process. Discursively profiled in-depth analyses are used to reconstruct the ways of perceiving a native English-language user based on the content presented in the source material. They showed that the OTHER is a bearer of desirable features, both socially (respect for etiquette, respect for tradition, precision in expressing yourself) and psychologically (self-control, perseverance, well-understood cleverness), and is a representative of a powerful cultural heritage. The image created in this way motivated people to learn English and strengthened the growing prestige of this language in Poland.

Linguistic Landscape as a Pedagogy of Reading for English Learning: A Case Study of Shop Names in Sidoarjo City

Learning English does not only occur in the four corners of the classroom, but is possible even within the immediate community of learners. Learning English can be improved through a variety of sources such as the linguistic landscape available. Based on Cenoz and Gorter, LL is particularly on major shopping streets and in commercial areas, which is sometimes the text has only one language, however often has two or more languages (2017). Mainly, in ths research is focused on LL in English language learning as pedagogical resource for young learners. In this case, focusing on senior high school level in Sidoarjo city’s who Javanese as a mother language is. The methodology of this research tha use mix method. Those are qualitative and quantitative method. For the result, the LL in the shop names that written in English is the highest language. Many shop names English language usage as the follows (34%) of the precentage. And the second grade that written in Indonesian languages (30%) score. However, there is no one shop names that written in Javanese. It will be giving a bilingual and trilingual language that used in the shop names written when Javanese language conducted of that. It is a good things that LL can be applied in English language material for learning. Based on the senior high school students’ in Sidoarjo area, there are highest desires can be imply LL in the material of the schools program?

Implementation of Project-Based Learning Model to Improve Writing Skills of Descriptive Texts

This study aims to improve the writing skills of English descriptive texts for VII B graders at SMPN 1 Selong through the implementation of a project-based learning model. The identified problems were the low writing ability of descriptive texts among students and the lack of appropriate learning method. The research was conducted in two cycles involving 32 students of class VII B. In the first cycle, the project-based learning method was applied by providing guidance on accurate English language usage in the context of writing descriptive texts. The observation results demonstrated an increase in student activity, with the average student score improving from 57 in the pre-cycle to 68.75 in the first cycle. However, some students still did not achieve learning completeness. In the second cycle, improvement measures were taken by involving students in group discussions to improve their project ideas and content. Overall, this research highlights the effectiveness of the project-based learning method in improving students' writing ability in English descriptive texts. Student activities and learning outcomes showed significant improvements after the implementation of this learning model.

Wrong Usage of English Tenses in Student’s Essays: The Nigerian Experience

The paper examines wrong usage of English tenses in sentences contained in students’ essays. English as a language has distinct and peculiar rules governing its usage and the rules guiding the correct use of tenses is one of them. The theory adopted for this study is Error Analysis by Pit Corder and it is adopted because it has been observed over the years that learners and users of a second or foreign language, most often than not, transfer the grammatical and semantic features of their first language (mother tongue) to the language that is being learnt. During the study, it was discovered after a careful data analysis of students’ essays that English tenses are most of the time wrongly used by students. One of the recommendations given is that students should be encouraged and made to familiarize themselves with the distinctive English tense system so that they can easily identify their inadequacies in English tense usage and aim at improving on them to enhance their level of proficiency in English language usage generally.

Internet-Induced?: A Re-examination of Sources of Writing Errors in Educated Nigerian English

This study examines writing errors in the written discourse of Nigerian university-educated users of English (sophisticated variety). The aim is to determine the extent to which non-standard usages attested in the writing of Educated Nigerians are manifestations of the impact of internet language. The population of this study comprised three hundred (300) respondents who are university educated users of the English language. They were selected by a stratified random sampling technique from six universities in South- South Nigeria. Usage features considered distinctively internet features which occurred in the studied texts were identified and coded using the principles of Content Analysis. The analysis shows that internet language features like Alphanumeric features, initialisms respelling, shortening, and symbols occurred in varying frequencies in the subjects’ productions. Moreover, the analysis shows that these internet language features are not necessarily induced by the electronic medium alone, but by other factors like inconsistencies in the linguistic system as well as the inability of English language users to discern the requirements of specific writing contexts.

A Linguistic Analysis of COVID-19 Neologisms in English: Bangladesh Perspective

The COVID-19 pandemic has significantly impacted how we use language globally, resulting in an increase in new terms and expressions. Bangladesh, like the rest of the world, has also experienced this linguistic transformation. This study aims to identify and analyze the words, phrases, and acronyms that have gained prominence in English language usage during and after the COVID-19 outbreak in 2020. The study focuses on both global and Bangladesh-specific language usage. Through a systematic literature review and quantitative analysis of a corpus spanning from January to June 2020 in Bangladesh, the study compiled and examined COVID-19-related vocabulary. The objective was to pinpoint the specific terms and expressions that gained prominence in English during this period. Additionally, the study analyzed a selection of the newly emerged words to determine the techniques of word formation. This study's findings enhance our knowledge of language change dynamics and offer valuable insights into the direct relationship between societal upheavals, such as the global pandemic, and language evolution. The research illuminates how language adapts and expands in response to significant events, providing valuable insights into the interplay between language and society.

Speech intelligibility of the diastratic varieties of Philippine English

The rise of English globalization has prompted speech production variations that reveal the cultural and social backgrounds of the different speakers. However, intelligibility issues of the different varieties have also become a concern. Thus, the present study attempted to assess the intelligibility of Philippine English (PE) diastratic varieties’ speech recordings produced by local Cebuano speakers. Further, it aimed to specifically evaluate the speakers’ production differences, rate the intelligibility of the language varieties, and determine the effect of language variety on the listener-evaluators in terms of intelligibility and distraction ratings. Using an exploratory sequential mixed method design, the speech participants in this study were carefully chosen through multistage sampling first by social class and then by phonological variations. The three final sample speakers out of the initial eighteen were finally categorized as acrolect, mesolect, and basilect. The evaluating groups included English language users from the USA, the Philippines, Korea, and Thailand, and each group represented a region in Kachru’s concentric circle of the World Englishes model. The results identified acrolect as the most intelligible variety followed by mesolect. Basilect, on the other hand, was considered very distracting to the evaluator groups, resulting in a significantly low intelligibility score. Thai evaluators gave the lowest intelligibility ratings, which may be attributed to two factors, L1 interference and unfamiliarity of L2 variation. Finally, future directions and implications in the classroom and industry are stated to create a sense of cultural awareness and to promote a deeper intercultural understanding that comes with international intelligibility.

A comparative study of the characteristics of hate speech propagators and their behaviours over Twitter social media platform

The internet and social media have facilitated diverse communication genres, enabling widespread and rapid opinions-sharing. However, hate speech imposes a contemporary challenge on individuals and communities, given the user anonymity, freedom, and inadequate regulation. Therefore, it is imperative to identify the perpetrators responsible for spreading hate content and examine their behaviour to prevent and mitigate the negative impact. This study aimed to compare the characteristics of hate speech propagators and their behaviour with non-hate users on Twitter for the first time in Sri Lanka. The intrinsic and extrinsic profile features were extensively analyzed, employing Sinhala and English text analysis techniques. A corpus of 102882 posts from 530 hate and non-hate Twitter user profiles was selected for the study. This study investigates the unique characteristics of hate speech propagators and non-hate users by examining their profile self-presentation, conducting social network analysis, and analyzing sentiment and emotion through linguistic analysis. Hate users often refrained from expression, with infrequent account verification and geotagging. They tend to have a higher follower and following counts and more favourites, group memberships, and statuses than non-hate users. However, general Twitter user engagement with hate users was significantly low, with fewer likes, retweets, and replies. The limited involvement of normal users with hate content indicates that audiences can be effectively utilized to combat hate speech. The sentiment analysis between languages showed polarisation of negative tweets towards Sinhala, with the synergistic effect of English language users using positive sentiment to spread hate content. The novel findings shed light on the characteristics of hate users, facilitating their early detection and moderation of hate speech and aiding in developing algorithms to rank and categorize hate users using artificial intelligence. Moreover, it can be used for policy reforms, awareness programmes, and building social cohesion while combating hate speech.

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.

THE EFFECTIVENESS OF TEACHERS’ CORRECTIVE FEEDBACK (CF) AND SPEAKING PRACTICE ON UNDERGRADUATE LANGUAGE LEARNERS’ SPEAKING ANXIETY (SA)

The number of the English Language users is expanding quickly around the globe due to the irrefutable importance of the English language. This is because of a number of educational and economic benefits associated with it contributing a great deal to World Englishes. Despite English has been taught, till degree level, as a compulsory subject, learners face difficulties in the basic four-fold language skills such as listening, reading, writing and speaking. The present study focuses speaking anxiety of English learners. Investigating the impact of speaking practice and corrective feedback on listening anxiety, it measures levels of speaking anxiety of Pakistani undergraduate students before and after the speaking practice and corrective feedback. One hundred and fifty undergraduate students of a public college participated in this study. Foreign Language Speaking Anxiety Scale (FLSAS)) developed from (Horwitz et al., 1986) by Zulfiqar (2022) was adopted to answer the research questions. Mean scores and effect size were also calculated. Pearson correlation was run to check the correlation of pre and post-speaking data. There was a statistically significant decrease in scores of speaking anxiety (before speaking practice and corrective feedback (M= 3.0762, SD=0.45947) and after practice (M= 2.1885, SD=.41059; t (149) = 19.276. p=.000 (two-tailed). The mean decrease in speaking anxiety score was 0.88.77% with a 90% confidence interval ranging from 0.78 to 0.95. The eta squared statistic 0.69 indicated a large effect size

How Much English Grammar is Needed in the Ship’s Engine Room

At the Faculty of Maritime Studies in Split, marine engineers have the opportunity to attend an ESP (English for Specific Purposes) course as part of the Special Education Program for Seafarers, which is a prerequisite for their career advancement. A series of surveys were carried out to detect their needs, expectations and the ways they perceive ESP teachers, courses and themselves as English language users. The responses referring to teachers were always clear and consistent – they are expected to understand essential ship engine systems and processes, concepts and contexts, etc. to produce a good learning platform. On the other hand, the responses that were supposed to help teachers to strike a balance in the ESP concept (that includes both general and vocational English) were somewhat ambiguous. Most of the respondents think that their overall command of the English language is “good” or “very good”, while their command of grammar is “good” or at least “sufficient”. Nevertheless, 94% admit that, in their case, learning grammar is “very important” or “necessary”. In the most recent survey, featuring another type of questionnaire, where the respondents were asked to break down the 50-hour ESP course into units, they allocated only 12.44 class hours for grammar (less than 25% of the course time). Further research will, hopefully, help ESP teachers to strike a reasonable balance between grammar, general English and vocational content.

Semantic variant Primary Progressive Aphasia: Additional semantic features in Chinese language users

AbstractBackgroundTo date, most literature on Primary Progressive Aphasia (PPA) has been based on English language users. Yet, there are more than 7,000 living languages worldwide with vast heterogeneities in their linguistic features. Contrary to English language, Chinese language is a classifier language in which it is grammatically mandatory to have classifiers present between numerals and nouns. In addition, Chinese characters typically have an abundance of homophones (i.e., words with same pronunciation but vary in orthography and meaning) and heteronyms (i.e., words with same orthography but vary in meaning and pronunciation). Chinese language users rely on semantic knowledge to identify the accurate classifiers, homophones, and heteronym pronunciations. Thus, we hypothesize that Chinese‐speaking semantic variant (sv) PPA patients have difficulties producing classifiers, homophones, and heteronyms.MethodTo assess classifier production, participants are presented with pictures of nouns. Participants are first tasked with producing noun‐specific classifiers spontaneously. If failed, they are presented with four classifiers to select. To evaluate homophone selection skills, participants are shown short sentences with one character/word removed. They are then tasked to complete the sentences by choosing one of the four homophones presented. For heteronym reading, participants are asked to read out loud Chinese compound words with heteronyms (e.g., “windmill” and “wind up”).ResultWe recruited 22 controls and 47 PPA individuals (12 svPPA, 10 nonfluent variant (nfv) PPA and 25 logopenic variant (lv) PPA). In classifier production test, svPPA and lvPPA patients produce fewer accurate classifiers (p<0.0001, p = 0.001), with svPPA showing least improvement when presented with multiple choices (p = 0.003). In homophone selection test, svPPA and lvPPA scored lower than controls (p<0.0001 and p = 0.007). For heteronym reading test, svPPA showed the lowest performance when tasked with reading heteronym characters (p = 0.001). Using voxel‐based morphometry, we noted that the ability to produce classifiers, read heteronyms and identify heteronyms are correlated with grey matter volumetric changes over the anterior portion of the left temporal lobe and fusiform gyri, brain regions associated with language semantic functions.ConclusionPPA symptomatology may vary across languages. Thus, studying PPA symptoms via a linguistically diverse approach potentially provides a more comprehensive understanding to the syndrome.