Level Of English Skills Research Articles

The Needs of English for Islamic Studies (EIS) in Traditional and Modern Pesantren

This research aims to analyze the needs, English skill levels, and necessities of students in English language learning when undertaking Islamic studies. Designed as quantitative-descriptive, the researchers use survey methodology by distributing questionnaires to students. The results regarding English fluency show that their English competence needs improvement. Their ability needs to be improved in four skills (speaking, listening, reading and writing). In the context of items necessary for English for Islamic Studies (EIS) courses, the results indicate that the students highlight two skills that they see as needed in EIS: speaking and reading.

One Size Does Not Fit All: Individuality and Perceptions of Improvement and Satisfaction Among TE Students

Academic self-regulation is a key factor for motivation and learning achievement. Yet with the large range of individual factors, this is not a one-size-fits-all proposition. This study of L2 Technical English students at two German universities explored learners’ expectations and motivations, in particular regarding self-regulation and self-efficacy via the individual’s time investment in self-led study. In an initial survey, learners (N=1646) reported on their English skill levels and anticipated learning habits. Complementarily, the retrospective survey investigated learners’ (N=796) actual behavior during the course, their perceptions of language skill improvement, and their satisfaction. The initial survey indicates a clear understanding that time investment in self-regulated study will lead to greater improvement, an outcome confirmed in the retrospective survey. Additionally, students who invested more time in their coursework were more satisfied with their achievement, although most learners acknowledge they should have studied more. The results verify that learners recognize the nexus between self-regulation and language skill improvement, yet university students are not satisfied with their capacity to self-regulate their language learning strategies. While differences in students’ skill levels and academic self-efficacy result in divergent degrees of progress, students of all types report benefits to their language skills when motivated to self-regulated study.

Reform and assessment on English curriculum for medical doctor-postgraduates based on the requirement analysis theory

Objective To reform and assess the English curriculum for medical doctor-post- graduates based on the requirement analysis theory. Methods All of the medical doctor-postgradu -ates in grade 2012 of the Third Military Medical University were surveyed using questionnaires and face-to-face interviews on randomly chosen students, which collected information on the current Eng- lish skill levels, the requirements and the motivations of English learning, the satisfiable degree of English curriculum, and the outcomes of the curriculum reform. Statistical analysis methods were ap- plied in this study, especially χ2 test which was used to test the impact of current English levels on the requirements and motivations of English learning and the analysis results were applied to guide the curriculum reform and assessment. Results The questionnaires were handed out for twice, 340 in total. Before and after the course setting, 168 and 170 effective ones were got respectively. The first questionnaire showed the requirement of English learning wasn＇t influenced by the current English skill levels （P=0.329）. That was to say 70.2%（118/168） of the surveyed students whether they were in level 4 or 6 all desired to improve English listening and speaking skills; and regard to English lear- ning motivations, publishing SCI papers, studying abroad, personal interest, or passing the course＇s exams accounted for 53.6%（90/168）, 24.4%（41/168）, 15.5%（26/168）, 6.5%（11/168）respec- tively, but relevant to their English levels （P=0.036）. Regardless of their English levels, publishing SCI papers was the chief motivation of English learning. However, passing curriculum examinations as a motivation was more relevant to low-level students. The second survey also showed that 86.5% （147/170） students satisfied the setting of ＇ listening and speaking＇ to ＇ reading and writing＇ （2：1 ） and 86.3%（145/168） of students considered necessary to have a SCI dissertation writing course. However, once taking it, 30.3% （44/145） out of the 86.3% （145/168） students expressed dissatisfac- tion to the course. In addition, about 48.8%（83/170） of students supported the tiered teaching model. Conclusions The requirement analysis technique is conducive to curriculum setting for medical doc- tor-postgraduates. However, the curriculum system needs to be optimized from the aspects of teaching methods, tile tiered teaching model, and the teaching staff team. In particular, the cooperation be- tween English language teachers and medical major teachers should be strengthened in order to ap- proach an adequate and effective curriculum. Key words: Requirement analysis; Medical doctor-postgraduates; Curriculum; Englishteaching

Are Refugees Different from Economic Immigrants? Some Empirical Evidence on the Heterogeneity of Immigrant Groups in the United States

This paper analyzes how the implicit difference in time horizons between refugees and economic immigrants affects subsequent human capital investments and wage assimilation. The analysis uses the 1980 and 1990 Integrated Public Use Samples of the Census to study labor market outcomes of immigrants who arrived in the United States from 1975 to 1980. I find that in 1980 refugee immigrants in this cohort earned 6% less and worked 14% fewer hours than economic immigrants. Both had approximately the same level of English skills. The two immigrant groups had made substantial gains by 1990; however, refugees had made greater gains. In fact, the labor market outcomes of refugee immigrants surpassed those of economic immigrants. In 1990, refugees from the 1975-1980 arrival cohort earned 20% more, worked 4% more hours, and improved their English skills by 11% relative to economic immigrants. The higher rates of human capital accumulation for refugee immigrants contribute to these findings.

Are Refugees Different from Economic Immigrants? Some Empirical Evidence on the Heterogeneity of Immigrant Groups in the United States

This paper analyzes how the implicit difference in time horizons between refugees and economic immigrants affects subsequent human capital investments and wage assimilation. The analysis uses the 1980/1990 Integrated Public Use Samples of the Census to study labor market outcomes of immigrants who arrived in the U.S. from 1975 to 1980. I find that in 1980 refugee immigrants in this cohort earned 6 percent less and worked 14 percent fewer hours than economic immigrants. Both had about the same level of English skills. The two immigrant groups had made substantial gains by 1990; however, refugees had made greater gains. In fact, the labor market outcomes of refugee immigrants surpassed those of economic immigrants. In 1990, refugees from the 1975-1980 arrival cohort earned 20 percent more, worked 4 percent more hours, and improved their English skills by 11 percent relative to economic immigrants. The higher rates of human capital accumulation for refugee immigrants contribute to these findings.