English Proficiency Research Articles

Enhancing Communication Skills for Engineering Students

English is a crucial language in India, particularly in engineering, as it serves as both a lingua franca and a library language. It is essential for academic excellence in engineering, as it provides access to a vast repository of knowledge, advanced technical content, and enables students to understand complex concepts, participate in discussions, and perform well in exams. English also serves as a platform for interaction and collaboration, allowing students to share ideas, collaborate on projects, and engage in academic discussions. This exchange of knowledge enhances academic standards and fosters a collaborative learning environment. Effective communication in English prepares students for professional settings where they need to articulate their ideas clearly and work with peers from diverse linguistic backgrounds. The global nature of engineering careers also makes English indispensable; as Indian graduates often work in international environments or with multinational teams. Proficiency in English enables them to interact effectively with colleagues, present their work, and contribute to global projects, enhancing their career prospects and professional growth.

Variation in Non-native Speech: How Far Do Non-native Speakers Replicate Target Constraints on Variation? A Novel Approach

This paper introduces a new framework to analyze how non-native speakers adhere to native-speaker norms of variation in contact settings. The author focuses on a well-established phonological variable in both native and contact-induced varieties of English: consonant cluster reduction. This process involves either dropping or maintaining a final coronal stop (t,d) in a consonant cluster in words such as "mind" and "west." The paper uses standard variationist methodologies to establish the constraints on consonant cluster reduction in a native-speaker group (Wellingtonian English) and a non-native speaker sample (Arab migrants to Wellington). The study then compares these constraints, identifying any changes introduced by non-native speakers. The results show that the non-native group is highly attuned to dialect-specific aspects of variation and demonstrates a deletion rate close to native speakers. Additionally, they exhibit a strong transfer of target articulatory constraints related to consonant cluster reduction and acquire the social cues associated with this variation. Interestingly, these patterns of variation in non-native speech are consistent across similar non-native groups, irrespective of first language, proficiency in English, and the complexity of the target constraints on variation.

Factors Affecting College Students' Autonomous English Learning Ability and Strategies for Improvement

Autonomous learning is one of the advocated learning methods in a learning-oriented society and is also a requirement for reform in college English teaching. A semester-long investigation was conducted on non-English major college students' autonomous English learning, involving a series of studies with a questionnaire survey of 120 second-year non-English major students at a certain university. The results indicate that the current level of autonomous English learning ability among college students is still relatively low. Moreover, individual English proficiency, the class environment, and the amount of time spent on English learning outside of class significantly affect this ability. Therefore, universities should strengthen the reform of college English teaching, promote a shift in teachers' teaching concepts, and focus on enhancing students' self-efficacy. Additionally, improving students' motivation levels and appropriately extending the time for completing assignments outside of class are necessary to enhance college students' autonomous learning ability.

The pain, the pedagogy, and the politics of IELTS: a critical autobiographical inquiry

ABSTRACT Language tests, including international high-stakes English proficiency tests widely used around the world, are to be viewed as ideological constructs connected with power relations and center–periphery demarcations at different social levels. In this paper, we examine the International English Language Testing System (IELTS) as an instance of such tests to uncover some of its underlying sociocultural functions. Adopting a critical autobiographical approach that revisits three personal trajectories in relation to each other and in connection with wider contextual dynamics, we reflect on our own lived experiences of engagements with IELTS in various social and institutional settings and in different roles. Each one of us first shared narrative accounts of turning points in our learning, taking, teaching, and using IELTS within the past two decades. Then, we explored these narratives through multiple rounds of reflections and discussions of their common underlying ideas related to the sociocultural functioning of IELTS. Although the narratives presented unique trajectories, three common themes of Pain, Pedagogy, and Politics emerged from our collective analytic reflections. We discuss these themes and how they can problematize different aspects of IELTS from a critical point of view.

The Impact of Multilingualism on Second Language Acquisition: A Study of Cognitive and Linguistic Proficiency Among Ethnic Minority Groups

This study investigates the cognitive and linguistic differences in second language acquisition (SLA) among multilingual H'mong and Tay students compared to monolingual Kinh students in Vietnam. Using a mixed-methods approach, the study examined cognitive proficiency, including working memory and cognitive flexibility, as well as linguistic proficiency in English, focusing on vocabulary size, syntactic knowledge, and phonological accuracy. Quantitative data from cognitive and linguistic tests were analyzed using MANOVA, while qualitative data from focus group discussions provided insights into the sociocultural influences on language learning. The findings reveal that H'mong and Tay students exhibited higher cognitive proficiency, particularly in working memory and cognitive flexibility, than their monolingual Kinh peers. However, despite their cognitive advantages, multilingual students faced greater challenges in English vocabulary acquisition, syntax, and phonological accuracy, likely due to structural differences between their native languages and English. The qualitative findings highlight the role of sociocultural factors, including limited access to resources and the desire to maintain cultural identity, in shaping language learning experiences among ethnic minority students. The study concludes that while multilingualism enhances cognitive abilities, ethnic minority students require targeted instructional support to overcome linguistic barriers in SLA. The findings have implications for language education policies, particularly in designing culturally sensitive curricula and improving access to quality English education in rural and ethnic minority communities.

The Challenges in Learning ICAO Radiotelephony: Students' Perspective

This study investigates challenges faced by Batch 13 Air Traffic Control (ATC) students at Politeknik Penerbangan Surabaya in mastering standardized ICAO Radiotelephony skills. Through qualitative methods like interviews, observations, and document analysis, the research uncovers various hurdles, from linguistic complexities to practical issues. Students struggle with English proficiency, accent variations, and applying phraseologies in real-world scenarios. The study highlights the importance of continuous practice and peer collaboration in overcoming these obstacles, emphasizing interactive pedagogy's role in fostering professional skills. By building on existing research, the thesis offers insights for aviation education enhancement, advocating tailored approaches to accommodate diverse learning needs. It calls for an inclusive learning environment to facilitate effective mastery of ICAO Radiotelephony skills.

Linguistic Diversity and Inclusion: Exploring International Students Attitudes Towards Their Own Accents and Those of Native English Speakers

International students studying in English-speaking countries represent a diverse linguistic background and may exhibit varying degrees of accent, which can influence their self-perception and their perception of others. Accordingly, the paper examines the attitudes of international students toward their own accents and those of native English speakers, with particular emphasis on their adaptation processes in academic and social contexts. In this paper, semi-structured interviews were conducted with undergraduate and postgraduate students from China, with varying levels of English proficiency and length of residence in the UK, which aims to elucidate the nuanced attitudes of international students towards accents and their adaptation strategies. The results show that while many students initially perceived British and American accents as prestigious and attempted to imitate them, as they progressed through the language environment they were more inclined to prioritize effective communication and intelligibility over achieving a perfect native accent. This shift is consistent with existing literature, which emphasizes the importance of prioritizing clarity and mutual understanding. Inclusive language policies that prioritize linguistic diversity and communicative effectiveness, thereby fostering learning environments that are conducive to language acquisition.

Academic adaptation of international students in the chinese higher education environment: A case study with mixed methods

Although the number of international students (ISs) studying in Chinese higher education institutions is growing, their academic adaptation experiences remain under-investigated. This study employed a case study with a convergent design to understand how ISs experienced academic adaptation. It was found that ISs’ academic adaptation is related to a series of individual (motivation, language proficiency, acculturation strategies) and sociocultural (support resources, intercultural training) factors as well as the interplay of the factors over time. At the group level, academic adaptation was positively associated with motivation, bilingual proficiency (Mandarin and English), the integration strategy, perceived support from Chinese teachers, and intercultural training, and negatively related to the marginalization strategy. Further qualitative findings through reflective journals explained how ISs’ motivational adjustments, their improvement in Mandarin and English proficiency, the adoption of integration in different situations, and the use of heterogeneous functions of intercultural training and support resources contributed to individual ISs’ academic journey in China. Informed by these empirical findings, this study offers implications for the support and training of ISs.

Factors Shaping Academic Study Skills of University of Rwanda Undergraduate Students

This study examined factors that shape study skills of University of Rwanda undergraduate students, specifically at the National Police College. Using a qualitative cross-sectional design, the study involved 60 homogeneously sampled students from a total of 398 across three programs. Data was collected through focus group discussions and analyzed thematically. The findings identified both positive and negative influences on students' study skills under three key categories. Institutional factors include the living environment, rules and regulations, teaching methods and examination timetables. Student-related factors encompass individual personality traits, social media usage, demographic characteristics and challenges related to English language proficiency. Teacher-related factors involve practices, such as prohibiting note-taking in class, providing only soft copies of notes before sessions and not incorporating additional reading materials into assessments. There is a clear need for a holistic approach to enhance students' study skills, considering the diverse influences at play. A close collaboration between UR and NPC should be established to tackle challenges related to quality learning. Additionally, University of Rwanda should initiate a comprehensive campaign across all its colleges to raise awareness about the importance of study skills in higher education.

Vulnerable Research Participant Policies at U.S. Academic Institutions.

Background: Historically, some of the worst abuses of human research participants have involved populations which are vulnerable to coercion, harm, or exploitation, such as prisoners, children, and people with compromised decision-making abilities. Although there has been considerable philosophical and ethical debate about how to protect vulnerable populations, there have been only a handful of empirical studies on vulnerable population policies. Methods: We conducted a cross-sectional study on vulnerable population policies from the 105 top funded U.S. academic research institutions. We used deductive and inductive methods to develop our framework for coding the policies. We tested for associations between policies and research and development expenditure rank, public vs. private status, geographic region, and Association for Accreditation of Human Research Protection Programs accreditation (AAHRRP). Results: U.S. academic institutions have a variety of policies for research with vulnerable populations. Every institution in our sample had at least 2 policies for research with vulnerable populations (including a general policy) and most had 8 or more. As expected, the most highly prevalent policies pertained to populations covered in subparts B, C, and D of the Common Rule (pregnant women, fetuses, neonates, prisoners, and children) but other groups were well-represented, including people with disabilities; people with impaired decision-making capacity; students/trainees; and people with limited English proficiency including illiteracy. AAHRRP accreditation was positively associated with eight different types of policies. Conclusion: U.S. academic institutions have a variety of policies for research with vulnerable populations. Additional research is needed to better understand the types of safeguards that institutions have adopted to protect vulnerable populations and the factors that influence policy development.

Managing Language Development in Film Production: Leveraging the Metaverse and VR for Enhanced English Proficiency and Workforce Efficiency

Managing Language Development in Film Production: Leveraging the Metaverse and VR for Enhanced English Proficiency and Workforce Efficiency

Development of phonetic skills of students in teaching English in a non-linguistic university

Importance. The topicality of teaching students the right pronunciation is explained by the fact that phonetic aspect is one of the components of the language competence. The problem of necessity of forming a phonetic competence of students studying a foreign language at a non-linguistic institution is considered. The aim of the study is to consider the difficulties of developing students’ phonetic skills when teaching English in a non-linguistic university, as well as the suggestion of measures to eliminate these difficulties.Materials and Methods. Within the framework of the research, referring to modern scientific sources on the problem posed, the basic difficulties have been revealed, the material related to measures on solving the difficulties of students in the development of pronunciation skills has been systematized and generalized, various measures to eliminate errors and improve pronunciation skills have been proposed.Results and Discussion. The examples of traditional phonetic exercises of varying complexity, as well as innovative ones, the use of which is supposed to improve the pronunciation skills of students, are considered; methods for assessing phonetic skills have been defined.Conclusion. Forming of phonetic competence is an important component of the general language competence of students. By means of a variety of teaching materials, active practice and creating a suitable environment, students can improve their phonetic skills and achieve a higher level of English proficiency. The practical application of the results of the research can be used in teaching English at a non-linguistic university.

Investigating the Level and Factors of Speaking Anxiety among High Performing School Students

English is mandatory for Malaysian students from standard one until form five. The subject per se has been one of the prerequisites to pass Sijil Pelajaran Malaysia (SPM) and to attain a high school certificate. Regardless of the long years formally learning and acquiring the language within the classroom walls especially, many still fail to speak fluently. Furthermore, the issue of low English proficiency among Malaysians has been one of the primal causes of unemployment in the country. In terms of an individual’s speaking performance, it is found that anxiety during speaking a particular language can cause mental barriers that will prevent learners from speaking fluently. This quantitative study examined the levels of speaking anxiety of Form 1 students towards the English language and the contributing factors towards English-speaking anxiety. 138 Form 1 students took part and completed an adapted 33-item English Language Classroom Anxiety Scale (ELCAS) questionnaire. The questionnaire was then analyzed using Statistical Package for the Social Sciences (SPSS) for the mean and frequency values. The results show that 56.5% of the Form 1 students have moderate levels of English-speaking anxiety. It is also found that the highest contributing factor towards the students’ speaking anxiety is Fear of Negative Evaluation (FNE) with a mean of 2.59. In conclusion, English proficiency level, and socioeconomic as well as geographical factors influence the level of speaking anxiety among ESL learners in Malaysia.

Demographic influences on students’ self-efficacy for LGBTQ+ inclusion: a quantitative study in higher education in Sri Lanka

ABSTRACT The increasing demand for LGBTQ+ inclusive education has made it a significant area of contemporary higher education research. Understanding self-efficacy and its complexities is pivotal for effectively planning and executing LGBTQ+ inclusion initiatives in higher education settings. This study aims to assess the level of self-efficacy among students within a selected faculty of a state university in Sri Lanka regarding fostering LGBTQ+ inclusion. Additionally, this research explores whether demographic factors significantly influence undergraduates’ self-efficacy in promoting LGBTQ+ inclusion. Inspired by the positivist paradigm, the study employed a survey strategy to gather quantitative data on students’ self-efficacy to foster LGBTQ+ inclusion across various demographic factors. Conducted at the faculty level, researchers administered a structured questionnaire to collect responses from 324 participants. The findings revealed a moderate level of self-efficacy among undergraduates in interacting with LGBTQ+ peers. Moreover, students’ gender, sexual orientation, English language proficiency, and educational upbringing significantly impacted students’ self-efficacy in promoting LGBTQ+ inclusion. Conversely, ethnicity and religion showed no significant influence on self-efficacy in this context. These results underscore the critical role that universities can play in fostering inclusivity and support for LGBTQ+ individuals in Sri Lanka. The results suggest that universities can enhance the self-efficacy of undergraduates through the implementation of targeted interventions, supportive policies, and comprehensive training programs. Accordingly, this research promotes LGBTQ+ inclusion and contributes to the development of a more inclusive and equitable educational environment for everyone.

Digital Divide Among Homebound and Semi-Homebound Older Adults.

Using the 2022 National Health and Aging Trend Study data, we examined the digital divide among homebound and semi-homebound older adults. About 11% of older Medicare beneficiaries in 2022 were homebound or semi-homebound. Compared to non-homebound older adults, homebound older adults were significantly less likely to own a cellphone. Among those with any information and communication technology (ICT) device, homebound older adults were also less likely to have used email/texting and gone online. Older age, low income, dementia diagnosis, and moderate/severe depressive/anxiety symptoms contributed to the digital divide. Among homebound older adults, Hispanic older adults or those with limited English proficiency were less likely to have used ICT. To reduce the digital inequity among homebound older adults who are low-income, racial/ethnic minority, limited English proficient, and/or residents in non-metropolitan areas, social/structural inequities in accessibility and affordability, along with individual-level barriers, need to be addressed.

Understanding and Assisting the Recovery of Non-English-Speaking Trauma Survivors: Assessment of the NESTS Pathway.

Spanish-speaking trauma and burn patients have unique needs in their postdischarge care navigation. The confluence of limited English proficiency, injury recovery, mental health, socioeconomic disadvantages, and acute stressors after hospital admission converge to enhance patients' vulnerability, but their specific needs and means of meeting these needs have not been well described. This prospective, cross-sectional survey study describes the results of a multi-institutional initiative devised to help Spanish-speaking trauma and burn patients in their care navigation after hospitalization. The pathway consisted of informational resources, intake and follow-up surveys, and multiple points of contact with a community health worker who aids in accessing community resources and navigating the healthcare system. From January 2022 to November 2023, there were 114 patients identified as eligible for the Non-English-Speaking Trauma Survivors pathway. Of these, 80 (70.2%) were reachable and consented to participate, and 68 were approached in person during their initial hospitalization. After initial screening, 60 (75.0%) eligible patients had a mental health, social services, or other need identified via our survey instrument. During the initial consultation with the community health worker, 48 of 60 patients with any identified need were connected to a resource (80%). Food support was the most prevalent need (46, 57.5%). More patients were connected to mental health resources (16) than reported need in this domain (7). The Non-English-Speaking Trauma Survivors pathway identified the specific needs of Spanish-speaking trauma and burn patients in their recovery, notably food, transportation, and utilities. The pathway also addressed disparities in postdischarge care by connecting patients with community resources, with particular improvement in access to mental healthcare.

Enhancing Learner Autonomy and Cultural Awareness: Strategies of Vietnamese Tertiary-Level EFL Teachers

<p style="text-align:justify">This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.</p>

Innovative Strategies for English Language Learning in Ecuador: A Focus on Playful Learning

Education is a universal right that extends beyond core subjects to include cross-curricular content essential for preparing students for a competitive global landscape. In this context, English serves as a critical tool, recognized as both the first official language for 370 million users and a second language for 978 million (Eberhard et al., 2021). Despite its global importance, Ecuador faces challenges in English language proficiency, ranking low in Latin America due to inadequate methodologies and a lack of qualified teachers (Education First, 2021; Banegas & Sanchez, 2024). This project aims to implement a playful program tailored to middle school students (5th to 7th grades) at Eugenio Espejo Basic Education School, addressing their unique educational needs through the development of didactic materials and training for non-specialized teachers. A descriptive quantitative approach will guide the methodology, focusing on communicative competence through structured tutoring sessions that utilize reusable educational resources. The study will assess students' prior knowledge through a pre-test, which will inform the creation of a tailored curriculum designed to enhance vocabulary and overall language skills. This initiative not only seeks to improve English proficiency among students but also aims to equip teachers with effective pedagogical strategies, fostering a more conducive learning environment in Ecuadorian classrooms.

Analysis of English Learning Strategies Performed by Successful EFL Learners in Non-English Department

The objectives of this research were to know and describe English learning strategies that are used by successful EFL learners in non-English departments at the University of Mataram and the factors driving them. This is a descriptive qualitative study using purposive sampling. The samples were 5 Engineering students and 5 Economics students with TOEFL scores of 457 to 560. The data was collected through the Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 and semi-interview. The result of the study reveals that successful EFL learners in Engineering and Economics implement all learning strategies at two different levels. The learners use compensation, metacognitive, and cognitive strategies at a high level, then memory, social, and affective strategies at a medium level. This research found that each learning strategy that the learners performed is intertwined. The naturalistic factors that contribute to driving the appropriation and implementation of those strategies are their English proficiency, learning style, and motivation. While there is no significant influence from gender identity found in this research.

FOSTERING VIETNAMESE EFL LEARNERS’ LEARNER AUTONOMY AND READING COMPREHENSION ABILITY THROUGH ONLINE PLATFORMS

The ability of learner autonomy is a prerequisite for many university students in Vietnam. However, it is a daunting task for EFL teachers and learners to achieve that learning outcome. The present study aims to delineate second-year English majors’ perceived learner autonomy and reading comprehension ability in an online reading course at Van Lang University, Vietnam, with two online platforms (synchronous via Microsoft Teams and asynchronous via Moodle). During the ten weeks of this course, different online reading and vocabulary practices were assigned to 65 students in two intact classes. The results were obtained from reading tests, questionnaires, and a follow-up interview. The findings revealed that they could perceive their learner autonomy more positively and statistically remarkably improve their reading comprehension ability after the course. The students’ insights into the course’s effectiveness confirmed several benefits in addition to a few barriers (i.e., technical issues, English proficiency levels, learning motivation, and online self-study skills). The results have specific implications for the practice of English reading instruction at the faculty. Viable online platforms and pedagogical techniques should be applied to foster the students’ learner autonomy and reading comprehension ability.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0796/a.php" alt="Hit counter" /></p>