Use Of English Language Research Articles

Challenges Experienced in the Teaching and Learning of English in Multilingual Classrooms: A Case of a College in Ashanti, Ghana

This study examined challenges experienced in the teaching and learning of English in a multilingual classrooms atmosphere, using the descriptive design. It took place at the Akrokeri College of Education in the Ashanti Region, Ghana. The study used a sample of 297 teachers and 67 teachers, using some sampling procedures. Data analysis took place through descriptive statistics in terms of frequencies and percentages. The study affirmed the existence of various challenges in the multilingual classroom, including weak linguistic background and learner anxiety. Others were communication-related issues and writing issues. While a good number of teachers demonstrated high proficiency in English, most of the students struggled. Based on these conclusions, the study recommended that teachers and students’ use of English language, both in and outside the classrooms, be maximized since frequent use of the language increases its mastery, which is beneficial in the process of teaching and learning in the multilingual classrooms.

ENGLISH SPEAKING BARRIERS IN VOCATIONAL EDUCATION: A STUDY OF SMK SPP SNAKMA STUDENTS

The English-speaking skills of students at SMK SPP SNAKMA remain underdeveloped due to specific challenges in using the language within a vocational context. This study explores and analyzes these barriers to understand the underlying factors that hinder effective English communication among vocational students. Employing a qualitative approach, the research gathers data through interviews, observations, and questionnaires to capture students’ perspectives and real-time experiences with English language use. Findings reveal four primary obstacles: limited vocabulary, grammatical difficulties, speaking anxiety, and insufficient practice opportunities. These factors collectively impact students’ confidence and fluency in speaking English, which is critical in vocational settings where practical language skills are increasingly required. The study suggests that a more communicative teaching approach, combined with structured and frequent speaking practice, could significantly address these challenges. By focusing on interactive and supportive teaching methods, educators can create an environment that encourages active language use, helping students overcome barriers and develop essential English-speaking skills for their careers.

Periodontal status after autologous tooth transplantation (ATT) of premolars and wisdom teeth.

This study explored the clinical and radiological outcomes after autologous premolar and wisdom tooth transplantation, with a focus on periodontal status. A systematic search was conducted using all relevant databases up to April 5, 2024. The inclusion criteria were as follows: a) human participants, b) a sample size of at least five autotransplanted teeth, c) molar or premolar transplants, d) English language use, and e) at least 1 year of follow-up. The following parameters were assessed: probing pocket depth, recession, tooth mobility, ankylosis, bone level, and tooth loss. Our search identified 466 records, and after our selection process, 25 articles were suitable for analysis, with a total of 3732 teeth (569 premolars and 350 molars) with a mean follow-up duration of 6.1 years. The 10-year survival rate of autologous tooth transplants ranged from 33.8% to 100%, and the mean complication rates of root resorption and ankylosis were 8.9% (13 studies) and 14.0% (10 studies), respectively. Periodontal complications such as periradicular radiolucency, periodontal defects, and attachment loss occurred in less than 10% of patients. The premolars exhibited superior clinical and radiological outcomes compared with the molars. In conclusion, the survival rate and periodontal status after autologous tooth transplantation (ATT) of premolars and molars were consistent with those of traditional dental implants. Therefore, autotransplantation may be considered in cases where dental implants are indicated. As specific reports on periodontal complications are scarce, further research is warranted to identify the specific factors associated with periodontal complications in autologous transplant recipients.

Escaping the midway trap: A mixed method study highlighting roadblocks and coping mechanisms of female researchers in Cameroon.

Across the world, women make most of the health workforce, but remain underrepresented in academia. This is even worst in Sub-Saharan Africa where women are the least represented as first and last authors in publications, especially in francophone countries. However, there is a lack of data on the reason explaining this inequity. Therefore, we sought to describe challenges which hinder the growth of Cameroonian female researchers and conducted a mixed method study over one year from January 2020 to December 2020. We included Cameroonian female researchers in health. For the quantitative arm, data was collected through an online google questionnaire. In-depth interviews were organized for the qualitative arm. Data was analyzed using python software version 21 for the quantitative arm and content analysis was performed for qualitative data. A total of 119 participants were included in this study. Most participants were aged between 25 and 35 years (72%) and they were Christians (94%). The majority had at least a PhD degree (29.6%) and they came from the West region of Cameroon (34.2%) the Northern regions were grossly underrepresented. More than half of our participants faced issues with balancing career, work, and academia and this is linked to culture. Socioeconomic, sociocultural, institutional, and environmental roadblocks hinder the progress and research productivity of most female researchers. The burden of unpaid maternity leaves, and sexual harassment remains high for most women. The use of English language as lingua Franca is perceived as another barrier for one on two women. However, there are coping strategies adopted by female scientists including the development of soft skills such as self-confidence, determination, and hard work. Extrinsic factors such as global policy, international partnerships, workshops, mentorship, and networking are also supporting women in global health. Gender-based interventions are critical to support women in escaping the midway trap.

Alternative Teaching Strategies in Learning Filipino Language among Dominant English Speakers

Alternative teaching strategies employed by grade school teachers were important in enhancing motivation in learning the Filipino language among students with dominant English language use at home. This qualitative research study explored these alternative strategies and their effects on the language learning motivation of the target student population. The study aimed to achieve two key objectives: (1) to identify the specific alternative teaching strategies utilized by Filipino teachers to enhance the motivation of English-dominant students in learning the Filipino language, and (2) to determine the effects of these alternative teaching strategies on the language learning motivation of the target student population. The findings of the study highlighted several effective alternative teaching strategies, including: the emphasis on the “Filipino word of the day” to enhance vocabulary acquisition and language proficiency; the incorporation of language games that integrated communication skills with learning, fostering more engaging and practical language experiences; the implementation of role-play activities to allow students to immerse themselves in real-life scenarios, enhancing their understanding and retention of language concepts; and the promotion of continuous exposure to the Filipino language in various contexts to solidify learning and improve practical application. The study also examined the effects of these alternative teaching strategies on the language learning motivation of English-dominant students. The results indicated that strategies such as encouraging language use outside the classroom, promoting engagement in reading activities, and incorporating student self-assessment and feedback had significantly improved students’ motivation, engagement, and overall language proficiency. The findings contributed to the existing body of knowledge on language education and offered recommendations for teachers to effectively motivate English-dominant students through the implementation of alternative teaching strategies.

A Study on the Use of English Language in on Urdu Novels: Literary and Sociolinguistic Implications

A Study on the Use of English Language in on Urdu Novels: Literary and Sociolinguistic Implications

A Psychological Anatomy of English Language Use by Both the Genders

A Psychological Anatomy of English Language Use by Both the Genders

FROM EFL TO EMI: A CASE OF THAI INTERNATIONAL STUDENTS’ L2 LEARNING MOTIVATION AND ENGAGEMENT IN CHINA

This study aims to explore Thai international students’ attitudes towards teaching approaches maximizing their second language (L2) learning motivation and engagement and the motivating and demotivating factors influencing their L2 learning experiences during the transition from EFL to EMI contexts. The participants, selected by the purposive sampling method, were five senior Business English major undergraduates in southern Thailand who were enrolled as international students in a Chinese multilingual university for two semesters. Semi-structured interviews were employed, and qualitative data was inductively analyzed using thematic analysis. The findings indicated that all participants felt motivated and engaged to take the English for International Business and Trade course within the field of Content and Language Integrated Learning (CLIL) in the EMI Business Program. They tended to sustain their intended effort to complete communicative-based tasks and term projects related to their future professional goals, acquire specialized business knowledge, and develop digital literacy skills. Despite experiencing fluctuating motivation and transitional challenges, they reported their native-speaker teacher helped them reduce their constraints regarding English language use by editing their writing tasks and presentation scripts. Furthermore, they developed their English language proficiency, L2 self-confidence, and intercultural competence. These findings illuminate several factors influencing the student sojourners’ L2 learning motivation and engagement in EMI settings. The study sheds light on the pedagogical implications of implementing practical courses and developing the instructional quality of the curriculum in internationalized higher education institutions.

Using TED Talks to Improve Motivation of Learning English Language Skills among Middle School Students with Learning Disabilities

This study aimed to use TED Talks, which are abundant with real-life examples of English language use, that might improve the public speaking skills of elementary-level Jordanian EFL students with learning disabilities. The study also aimed at identifying the attitudes of the students with learning disabilities toward using TED Talks to increase motivation to learn English. This research used a quasi-experimental approach. The present study included 68 female EFL tenth graders from the Irbid Schools for Girls, a public institution under the Irbid Directorate of Education. The researcher created an educational program based on the TED talks. The pre-post-test was used to measure the students’ progress and a questionnaire was used to measure their attitudes to this strategy. The program seems to have created good levels of interaction among the students and boosted their appetite to participate and engage with the visual and audio materials presented in the TED Talks videos. The students showed positive attitudes toward using the TED Talks program to raise their motivation to learn English language.

Pedagogic Strategies and Contents in Medical Writing/Publishing Education: A Comprehensive Systematic Survey.

Workshops or training sessions on medical writing and publishing exist worldwide. We aimed to evaluate published articles about such workshops and examine both the content and teaching strategies employed. We searched ISI Web of Science, Ovid EMBASE, ERIC, Ovid Medline, and the grey literature. We considered no language, geographical location, or time period limitations. We included randomized controlled trials, before-after studies, surveys, cohort studies, and program evaluation and development studies. We descriptively reported the results. Out of 222 articles that underwent a full-text review, 30 were deemed eligible. The educational sessions were sporadic, with researchers often developing their own content and methods. Fifteen articles reported teaching the standard structure of medical articles, ten articles reported on teaching optimal English language use for writing articles, nine articles discussed publication ethics issues, and three articles discussed publication strategies to enhance the chance of publication. Most reports lacked in-depth descriptions of the content and strategies used, and the approach to those topics was relatively superficial. Existing workshops have covered topics such as the standard structure of articles, publication ethics, techniques for improving publication rates, and how to use the English language. However, many other topics are left uncovered. The reports and practice of academic-teaching courses should be improved.

Teachers’ Perceptions towards English Language Teaching Pedagogy in Secondary Schools of Nepal

Recently research on English language teaching pedagogy has been receiving increased attention throughout the world, with a primary focus on classroom teaching strategies. This qualitative research study aims to explore the narratives of English language teachers about the use of English language teaching pedagogy in secondary schools in Nepal. The participants purposively selected for this study were four English language teachers teaching at the secondary level in public schools of Kanchanpur district. The researcher used narrative inquiry as a research method in which interview protocols with open-ended questions were employed as research tools to obtain information. The findings of the study showed that secondary English teachers have been shifting their classroom pedagogy from traditional teacher-centred approaches to modern innovative student-centred approaches. The study further revealed that teachers keep the knowledge of both teacher-centred and student-centred methods and techniques but practise them in the classrooms in their ways due to the limitations of prescribed methods. The study also revealed students’ level of English as the main barrier to their learning progress. The implication of the study is that the teachers should create more learning opportunities and environments inside and outside the classroom to increase students’ maximum time engagement in English learning-based activities that provide them with more exposure to English and enhances their learning.

Grammatical gender in spoken word recognition in school-age Spanish monolingual and Spanish-English bilingual children.

This study examined grammatical gender processing in school-aged children with varying levels of cumulative English exposure. Children participated in a visual world paradigm with a four-picture display where they heard a gendered article followed by a target noun and were in the context where all images were the same gender (same gender), where all of the distractor images were the opposite gender than the target noun (different gender), and where all of the distractor images were the opposite gender, but there was a mismatch in the gendered article and target noun pair. We investigated 51 children (aged 5;0-10;0) who were exposed to Spanish since infancy but varied in their amount of cumulative English exposure. In addition to the visual word paradigm, all children completed an article-noun naming task, a grammaticality judgment task, and standardized vocabulary tests. Parents reported on their child's cumulative English language exposure and current English language use. To investigate the time course of lexical facilitation effects, looks to the target were analyzed with a cluster-based permutation test. The results revealed that all children used gender in a facilitatory way (during the noun region), and comprehension was significantly inhibited when the article-noun pairing was ungrammatical rather than grammatical. Compared to children with less cumulative English exposure, children with more cumulative English exposure looked at the target noun significantly less often overall, and compared to younger children, older children looked at the target noun significantly more often overall. Additionally, children with lower cumulative English exposure looked at target nouns more in the different-gender condition than the same-gender condition for masculine items more than feminine items.

Effects of Technology and Social Media on English Language Use and Acquisition: A Study on Language Variation and Change

Effects of Technology and Social Media on English Language Use and Acquisition: A Study on Language Variation and Change

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.

Mother tongue instructions as a human right

The paper aimed at studying the challenges as well as the potential benefits associated with using African languages as the main medium of instructions in Namibian schools. Research indicates that there is more to gain in promoting African languages in all aspects of education and governance than the opposite. Countries that place greater emphasis on mother tongue instructions continue to thrive socially and economically. Countries such as China, Japan, South Korea, are some of the Asian countries who were once dominated by Europeans who opted for investing in their languages and are thriving economically. The results of the research indicates that the sole use of English language as the main medium of instruction in schools is the reason for high failure rates in grade 10 and 12 final examinations. Due to lack of enthusiasm from the government regarding the use of indigenous African languages as M.O.I , many teachers and students alike still prefer English to be the main medium of instruction in schools at the expense of their own languages. The government should revise its education policy on language instruction and put more emphasis on the need to robustly use indigenous African languages with English in all schools.

English Language, An Interactive Communication Tool Among Tourism Sector Employees and Foreign Tourists

Tourism is a very important sector in Albania's economy. With the promotion of tourist attractions, the number of foreign tourists has increased significantly. Language is of great importance for the communication of foreign tourists to tourist destinations. Today English is an international language and most tourist businesses require employees to speak English except the local language of the country. In this paper we will present a theoretical discussion on the importance and necessity of the English language in the development of the tourism sector from the point of view of tourist services providers and specifically hotel businesses. To fulfill the purpose of this search, the data collection was done by a self-administered questioner with closed thematic questions, with alternatives addressed to the service employees in tourism destinations in Durres, Shëngjin and Sarandë. The overall data collection of 250 questionnaires and total of 195 questionnaires were collected. Through descriptive analysis we have taken a picture of the characteristics of the monster in study according to the data of the structured questionnaire, respectively: Part 1 (socio-demographic characteristics), Part 2 (business stuff), (location and classification), Part 3 (language knowledge and opinion on its importance for employment in tourist businesses in Albania. The data was collected in January 2023. The article aims to highlight not only the most necessary language skills for tourism sector employees but also highlight the functions of English language use by employees of this sector, the most common problems they encounter in different skills, etc. The investigation and identification of such necessities puts the help of not only the employees of this sector but also the entrepreneurs of various tourist structures who can directly contribute to the improvement of their human resources employed as the motorcycle that sets in motion and guarantees financial income to their businesses thanks to professionalism

A research bibliography for world Englishes and Cultural Linguistics

AbstractThis research bibliography lists some of the hallmark works in the field of Cultural Linguistics and has an exclusive thematic focus on cultural‐linguistic approaches to world Englishes. Therefore, other important and congenial works that have been published under the umbrella of, for example, Conceptual Metaphor Theory (CMT) or deal with langauges other than English are excluded but can be found in the respective references of the individual contributions of this special issue. The research bibliography offers reference works for research strands of the world Englishes framework, such as English language teaching and language use in multicultural and multilingual contexts, as well as language use in the public space. Furthermore, with a collection of publications ranging from the 1980s to most recent state‐of‐the‐art works from the year 2024, the authors identify trends and topical developments in the synthesized research of Cultural Linguistics and world Englishes and offer an outlook on new frontiers in this realm.

Oral proficiency gains of study abroad students before and during the COVID-19 pandemic

Oral proficiency gains of study abroad students before and during the COVID-19 pandemic

Developing a multimodal corpus of L2 academic English from an English medium of instruction university in China

This paper describes the rationale for and design of a new multimodal corpus of L2 academic English from a Sino-British university in China: the Corpus of Chinese Academic Written and Spoken English (cawse). The unique context for this corpus provides language samples from Chinese students who use English as a second language (L2) in a preliminary-year programme, which prepares students for academic studies at university level, at a campus where English is used as the Medium of Instruction (emi). Data were collected from a variety of settings, including written (i.e., exam scripts and essays) and spoken assessments (i.e., interviews and presentations), covering the full range of grades awarded to those language samples, as well as from student group interactions during teaching and learning activities. The multimodal nature of the corpus is realised through the availability of selected audio/video recordings accompanied by the orthographically transcribed text. This open-access corpus is designed to help shed light on Chinese students' academic L2 English language use in a variety of written, spoken and multimodal discourses.

The dynamic role of the English language in contemporary Poland

AbstractSince the 2014 World Englishes report on English in Poland, the country has undergone shifts in education, politics and immigration. In this article, we summarize the key themes that have emerged in recently published research on English, including its use in everyday life, its impact on the Polish language, and its status and role in the Polish educational system, including K‐12 and higher education. We also discuss the impact of shifting national politics on the status and attitudes toward English in contemporary Polish society. In particular, we show how the growing neo‐nationalistic movement and the heated public debates on gender and sexuality play out in English language classrooms. We conclude the article with a discussion of future trends in English language use, teaching and learning.