English-speaking Students Research Articles

Reproduction of Educational Disadvantage? Examining the Bachelor’s Degree Attainment, College GPA, and Graduate Degree Plan of Non-Native English-Speaking Students

ABSTRACT Using data from the Wabash National Study of Liberal Arts Education, this study examined non-native English-speaking (NNES) students on selected college experiences and outcomes. The results suggested that NNES students were less likely to have close relationships with faculty and satisfying relationships with peers. They also experienced greater difficulties in making friends and worked for longer hours compared to other students. However, NNES students tended to have higher college GPA than their peers. Additionally, there was no significant difference between NNES students and their peers in bachelor’s degree attainment and graduate degree plans.

A mixed-method inquiry into Arabic-speaking students’ experiences with English academic writing at the undergraduate level

ABSTRACT The challenges facing non-native English-speaking students (NNESSs) in adapting to the conventions of academic writing at the tertiary level in English-medium institutions have been widely canvassed in scholarly research. Nonetheless, there does not appear to be a great deal of research that investigates the experiences of Arabic-speaking students with English academic writing across the disciplines at undergraduate level. This mixed-method study aimed to fill in this gap by utilizing three data collection methods: focus groups, an online questionnaire, and semi-structured interviews. The findings suggest that Arabic-speaking students’ experiences with English writing are shaped by several factors. Such factors include past language learning experiences, the lack of clarity around discipline lecturers’ academic writing expectations, linguistic differences between Arabic and English, and the impact of IELTS.

Foreign Language Speaking Anxiety: A Study of English Language Learning

Speaking is the act of conveying information or expressing ideas and feelings in spoken English. Anxiety becomes a barrier to language mastery. This study analyse students' speaking anxiety in English. This research used quantitative research methods. Researchers selected class B of third semester consisting of 40 English Language Education students taken with purpossive sampling. Research instrument are used to obtain data from questionnaire. Meanwhile, the data collected by using Google Form. The total number of questions consists of 18 statements using the Likert Scale. According to the results of the questionnaire, the students have anxiety about speaking English, as evidenced by the percentage of responses in the question, which indicated that students had anxiety about speaking English at the time of wanting to speak while the teaching and learning process was in progress. Researchers discovered numerous findings from the anxiety of speaking English after analyzing the data. First, researchers discovered that the following cause contribute to anxiety in English-speaking students: fear self-prediction, irrational faith, sensitivity to dangers, sensitivity to anxiety, attribution of incorrect body signals, and inadequate self-efficacy. Second, the causes of students' speech anxiety are that students are not confident to speaking English, are afraid to make mistakes when speaking, anxious when teachers are asked to speaking, and embarrassed to perform in front of the class.

Diagnostic of the current situation with native English-speaking students in EFL classes

Introducción. Este estudio pretende diagnosticar el número de hablantes nativos y de lengua heredada del inglés en clases obligatorias de inglés como lengua extranjera en el sistema educativo de Cuenca. Objetivo. Se pretende que a través de esta investigación se analizan las percepciones de los nativo hablantes y de lengua heredada del inglés desde su propia perspectiva y la de los profesores en cuanto a aspectos de comportamiento en el aula, 5 habilidades lingüísticas vistas desde cada uno de los actores, y se discutan los posibles problemas, así como las futuras áreas de investigación. Metodología. Para ello, se encuestaron 12 colegios diferentes (7 privados, 3 fiscomisionales y 2 públicos) con la finalidad de determinar si existe o no un número significativo de estos dos tipos de alumnos. Resultados. Este diagnóstico sirve para identificar los siguientes aspectos: (1) existe un número considerable de hablantes de inglés nativos y de lengua heredada en Cuenca que estudian principalmente en colegios privados.(2) Este estudio puede servir de base para futuras investigaciones que analicen los aspectos afectivos y las otras percepciones en el aula (incluyendo las opiniones de los compañeros no nativos). Otro aspecto que se concluye es que (3) futuros estudios deberían abordar elementos que tienen que ver con lo que ocurre con las habilidades lingüísticas de los hablantes de inglés por herencia y nativos una vez que se trasladan a un país donde el español es la lengua dominante. Por último, (4) se necesitan estrategias que ayuden a los profesores a enfrentarse a clases con alumnos mixtos.

Cyclic visualization of the respiratory stages in teaching human physiology to english-speaking students

In the course of Human Physiology, students of different specialties learn cyclic processes reflecting the work of the cardiovascular, respiratory, female reproductive systems and sleep as well. Visualization of the cyclic processes is essential for better understanding of the organization and functioning of these systems and finding pathological deviations with formation of defective cycles.
 The objective of the work is to analyze the application of the visualization of the respiratory stages into the educational process. Dynamics of the physiological processes at various stages of respiration with the help of schematic visual figures allows effective formation of the students’ systemic understanding of the respiratory system functions and its interrelations with the cardiovascular system. These enable to apply the acquired theoretical knowledge while solving clinical situational tasks and formation of professional competence.

THE ROLE OF RESILIENCE IN PREVENTING PROCRASTINATION OF STUDENTS IN THE CONDITIONS OF MASTERING A FOREIGN LANGUAGE: UKRAINIAN-POLISH-SLOVAK EXPERIENCE

The article focuses on the peculiarities of procrastination based on resilience of the Ukrainian students while studying English, as well as of Ukrainians studying abroad (Slovakia, Poland) or of those forced to leave Ukraine due to russian aggression and being obliged to learn a foreign language (Slovak and Polish). The relevance of the study of procrastination inside both groups is evidenced by the results of an empirical study that demonstrates an advantage of high and medium levels of overall procrastination. The constructive role of resilience in measuring procrastination of the respondents of the first group has been statistically confirmed, and the dependence of resilience indicators of the respondents of the second group on individual scales of procrastination has been revealed. The emphasis is placed on the importance of developing resilience in order to prevent procrastination of the English-speaking students and on elaboration of a flexible response to the changed situation, as well as communicative control of the respondents studying Slovak and Polish languages.

TRANSLATION AND VALIDATION OF ENGLISH VERSION OF EVIDENCE-BASED PRACTICE COMPETENCE QUESTIONNAIRE.

Background: Valid and reliable tools must be implemented to measure nursing students' evidence-based practice (EBP) knowledge and skills that transfer to their practice. Purpose: To-translate and validate the English version of the Evidence Based Practice Competence Questionnaire (EBP-COQ-E). Methods: The EBP-COQ developed by Ruzafa-Martinez in Spain was administered to a sample of 279 undergraduate nursing students. Results: The content validity index was 96.16%, indicating that all items were correlated with the measurement of EBP competence. The Cronbach's alpha was 0.83, indicating good internal consistency. In confirmatory factor analysis, a three-factor solution was extracted with an eigenvalue greater than one, indicating a good measure of what it purports to be measuring. Conclusion: EBP-COQ-E can be recommended for standard implementation in English-speaking students taking EBP courses.

In my professor’s eyes: Faculty and perceived impoliteness in student emails

AbstractImpoliteness in student emails to faculty can have negative consequences. However, the nuances of perceived impoliteness by faculty with different language backgrounds have not been thoroughly studied in the literature. This paper explores how emails written by non-native English-speaking students are perceived impolite by faculty depending on social identity variables such as native speaker status, gender, and seniority. Participants (n = 152 faculty) read six emails and rated their perceptions of the emails on a questionnaire. The items on the questionnaire were about lack of face enhancement, use of face threat, acknowledgment of imposition, and not giving a choice in complying with requests. Results suggest that in their perceptions of the lack of face enhancement, senior faculty seemed to be more tolerant than their junior counterparts. Further, non-native speakers of English were found to be more tolerant of the lack of acknowledgment of imposition. However, no significant association was observed between the social identity of the faculty and their perception of face threat nor between social identity and giving a choice in complying with requests. The paper has implications for raising the awareness of the faculty and students about their potential biases in academic correspondence.

COVID-19 and Distance Learning: International Doctoral Students' Satisfaction With the General Quality of Learning and Aspects of University Support in Russia

Since this catastrophic crisis began, learning at universities has changed to distance mode to reduce person-to-person transmission of the virus. Using a survey, the article compares the experiences of international doctoral students in this COVID crisis with the general quality of learning and their experiences with various aspects of university support. The descriptive results suggest that the overall satisfaction with the general quality of learning was quite high among both Russian-speaking and English-speaking students. There were no statistically significant differences between English-speaking and Russian-speaking doctoral students. However, there was a statistically significant difference in fields of study, with international doctoral students in medical sciences being the most dissatisfied with the general quality of learning. After comparing international doctoral students' experiences with various aspects of university support, the results further reveal that English-speaking international doctoral students were dissatisfied with access to laboratory equipment, software for working on a dissertation, and library services the most. The article advocates that universities provide and improve their support systems, especially by making laboratory equipment, software for working on dissertations, and library services more accessible to English-speaking international doctoral students during this pandemic, to give them a positive learning experience.

Higher Education in Hungary in the Time of the Pandemic

In the spring of 2020, the coronavirus pandemic presented the world with new challenges. In the first half of March, parallel to the spread of COVID-19, teaching and lecture halls, colleges and other facilities in universities and university campuses were emptied almost simultaneously. Almost overnight, all higher educational institutions switched from face-to-face teaching to online teaching, namely absentee or distance learning. In our study, we surveyed students (both Hungarian and English-speaking students) and higher education faculty at the end of the second semester of the 2019/2020 academic year to explore their experiences with online education during the pandemic. In our analysis, we explore some aspects of distance learning during the pandemic that we consider important, and we seek to compare the student and teacher views. The results show that the introduction of fully online teaching during the pandemic was relatively smooth, but this period was not without challenges and difficulties that manifested themselves in the learning and teaching process, in the availability of learning materials, in the digital skills of students, and in the work overload of teachers. In summary, however, the response of higher education to digitalisation today, besides its inevitability, is to prioritise the incorporation of past experiences in determining the focus of further development.

Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students

With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.

Does Volunteering in a Language Learning Centre Help Non-Native English Speaking Students' Emotional Well-Being?

Does Volunteering in a Language Learning Centre Help Non-Native English Speaking Students' Emotional Well-Being?

Cross-cultural adaptation of a Spanish version of a previously validated HPV survey that evaluates dental students\u2019 knowledge, perception and clinical practices in Latin America

BackgroundThe global incidence of oropharyngeal cancer (OPC) is increasing. Dental professionals play a key role in the detection of oral lesions that could lead to cancer. However, scientific-based HPV-OPC visual inspection guidelines are underdeveloped and HPV knowledge and awareness has been reported to be low among dental students and professionals. The present study adapted and performed pretesting of a multi-scale survey evaluating knowledge, perceptions, and clinical practices regarding HPV and HPV-OPC for Latin American Spanish-speaking populations.MethodsA previously developed questionnaire for English-speaking dental students was translated to Spanish. The questionnaire was administered to first year dental students at two Latin American universities with dental programs. Internal consistencies were measured using Cronbach Alpha. Analyses were conducted in SAS Version 9.4.ResultsData from a total of 114 students, a majority of the which were female (61%), and Hispanic/Latino(a)/Spanish (91%). The HPV, HPV-OPC, and HPV vaccine knowledge subscales demonstrated good internal consistency, the Cronbach’s alpha was 0.83, 0.75, and 0.86 respectively. The Barriers subscale had a Cronbach’s alpha of 0.93, showing excellent internal consistency. The Clinical Procedures subscale, focused on factors surrounding dental students’ hypothetical clinical practice procedures, had a Cronbach’s alpha of 0.86. The Scope of Practice scale had a Cronbach’s alpha of 0.93.ConclusionsUltimately, this survey demonstrated reliability and applicability for the assessment of dental students’ knowledge, perceptions, and clinical practices regarding HPV and HPV-OPC in Latin America.

Non-Native English Speakers and the Development of Socially Responsible Leadership During College

Non-Native English Speakers and the Development of Socially Responsible Leadership During College Jiajun Liu (bio), Shouping Hu (bio), and Ernest T. Pascarella (bio) Developing leadership capacity for college students is a fundamental goal of higher education institutions (Astin & Astin, 2000). Contemporary perspectives consider leadership development of college students to be a process toward equity, social responsibility, and positive changes to the community (HERI, 1996). This process values the importance of understanding oneself and working with others for college students from all backgrounds. Further, promoting socially responsible leadership among college students is increasingly important with the ongoing pandemic and the growing awareness of racial injustice. At the same time, colleges and universities have been striving to meet the needs of diverse student populations. Since conveying ideas and working in teams are integral in leadership development, language background can be an important factor shaping college students' leadership capacities. In this study, we were interested in the leadership development of non-native English-speaking (NNES) students. NNES students are likely to be Students of Color, immigrants, or born in the US but speak another language at home (Liu et al., 2019; Nuñez et al., 2016). These students are receiving increased attention given their growing numbers in educational systems. According to the U.S. Census Bureau (2020), about 1 in 5 US residents speaks a language other than English at home. To date, there remains a dearth of knowledge regarding the leadership development of this student group. This presents a challenge to postsecondary educators and practitioners in their effort to meet the needs of these students. As such, the research question guiding our study was: Is being a non-native English speaker related to student leadership development during college? LEADERSHIP DEVELOPMENT AND NNES STUDENTS Perspectives on leadership development have evolved over time (Astin & Astin, 2000). Early research at the college level examined the attributes of student leaders (Astin, 1993). Later, scholars advocated for exposing all students to socially responsible leadership as a process for acquiring the values and perspectives necessary for leading positive changes. As such, leadership development should not focus on a select few [End Page 218] but on all who desire to work with others and make changes (HERI, 1996). More recent studies have explored the influence of student demographics on leadership development. Dugan et al. (2008) found that women had higher scores than men on socially responsible leadership. Hu (2011) examined high-achieving low-income students and found that scholarship awards can motivate students to engage during college and, hence, gain desired leadership development. Duckworth (2002) suggested that family values and cultural networks could influence the leadership involvement of international students. For NNES students, coming from a different language background can influence how ideas are communicated and understood. Additionally, NNES students tend to be less engaged during college due to family responsibilities and financial constraints (Nuñez et al., 2016), suggesting that they may experience difficulties in developing leadership capacity. The present study explored this possibility. CONCEPTUAL FRAMEWORK This study drew on linguistic capital and the social change model (SCM) for theoretical guidance. According to Bourdieu (1977), the dominant language in a society is imbued with symbolic capital—that is, linguistic capital. Individuals speaking the dominant language possess communicative codes that can help them better access legitimate resources. For those who do not speak the dominant language, their ability to gain desired resources and outcomes can be limited. Linguistic capital is related to other forms of capital. More linguistic capital can help an individual gain other forms of capital, such as social capital. The SCM conceptualizes socially responsible leadership as inherently connected with making changes to benefit the common good (HERI, 1996). It includes eight core values: consciousness of self (awareness of one's values and beliefs), congruence (consistency between actions and thinking), commitment (motivation and passion to serve), collaboration (team effort to achieve common goals), common purpose (ability to work with shared goals and values), controversy with civility (being able to accept different viewpoints and discuss the differences openly with civility), citizenship (connections to community and society through leadership activities), and change (adaptation to the changing environment while maintaining group values) (Dugan et al., 2008). In this study...

A CONSTRUCT OF INTERCULTURAL COMPETENCE FOR YOUNG LEARNERS

The paper tackles the issue of forming a basis of intercultural competence for young learners. Considering the fact that we live in the globalized world and in the era of communication technologies this issue is becoming more and more acute. It is getting incredibly easy to explore other nations and cultures either by travelling or by using social media. This fact has greatly influenced foreign language teaching. The goals of this paper are to develop the theoretical construct of intercultural competence for young learners, to analyze the current English textbooks – both Russian and authentic ones – on the matter of knowledge, skills ,and abilities that are represented and formed in them, and to compare the theoretical and practical results of the research: What is lacking? What can be added? As a research method, a theoretical analysis of the academic literature is used. Analyzing the educational documents, the theory of socio-cultural competence developed by Doctor Victoria Safonova and M. Byram’s theory of intercultural communication, I found out that it needs to be specified for young learners. As a result, the construct of intercultural competence for young learners is developed. The construct includes a set of knowledge, skills, acquired practices, abilities and attitudes. Furthermore, this construct might be useful for creating a set of tasks for developing young learners’ intercultural competence. Second, the current English textbooks, both Russian and English ones, were analyzed according to the knowledge, skills, abilities and attitudes represented in them. Then the author of the paper compared the practical construct from the English textbooks with the theoretical one by searching for the areas where intercultural competence might be developed more fully. As one of the possibilities to teach intercultural communication to young learners the author suggests organizing cultural – exchange between Russian and English-speaking students trough project work. Such work will allow students to deepen their intercultural knowledge and practice their cultural observation by comparing different cultures.

Psychological, pedagogical and organizational conditions of education of students with English-language education in the field of «Obstetrics and Gynecology» in the implementation of European standards of higher education in Ukraine

This work is devoted to the new methods of training of English-speaking students at the Department of Obstetrics and Gynicology of ZSMU. It is offered new methods of educational work by variety of scientific work, improvements of practical skills by independent student work, university’s clinic.

Grammatical Cohesion in Argumentative Essays by International EAP Learners in New Zealand

The challenges encountered by non-native English-speaking students in writing cohesive essays have been canvassed in scholarly research. However, cohesion problems in essays written by international English for Academic Purposes (EAP) learners in the New Zealand context do not appear to be addressed adequately. This may pose a challenge for educators when trying to unpack the issues these learners encounter in written discourse and how best to address such issues. Therefore, this paper aims to investigate grammatical cohesion in EAP learners' argumentative essays. The main instrument for this study was a sample of 37 argumentative essays written by international EAP learners at a tertiary institution in New Zealand. The study utilized AntConc software for analyzing instances of reference and conjunctions in the data. Frequencies of ellipsis and substitution were analyzed manually. The findings show that learners employed a variety of grammatical cohesive devices in their writing. The learners prominently used references and conjunctions. However, limited use of substitution and ellipsis was obvious in the essays, which seems to suggest that learners need further training on grammatical cohesive devices and how to employ them in written discourse.

An item response theory analysis of the Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF) in the workplace

Trait emotional intelligence (EI) predicts important outcomes in the workplace. This study is the first one that reports item and scale functioning in the workplace using item response theory (IRT) analysis of the global 30-item Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF). Past IRT research, performed mostly on undergraduate English-speaking students, showed that several items in TEIQue-SF were poorly informative. Data collected in Sweden from 972 employed persons were analyzed. IRT with a graded response model was utilized to analyze items of the global TEIQue-SF scale. As was found in past research, the lowest response category in all items had extreme difficulty threshold parameter values, and only low and moderate levels of latent trait EI were adequately captured, but most items had good values of the discrimination parameters, indicating adequate item informativeness. Four items, which in past research have also shown weak psychometric properties, were poorly informative. To effectively measure trait EI in today's organizations, there is an advantage in using the most informative items to best represent this construct.

Experience of teaching of propadeutic pediatrics to english-speaking students under quarantine limitations

The research is devoted to the issues of improving the educational content in the clinical discipline propaedeutics of pediatrics for English-speaking foreign students in COVID-19 epidemic conditions. Based on the peculiarities of the organization of the educational process in the conditions of quarantine restrictions, adjustments were made to the methodology of teaching the discipline. All methodological materials were adapted to the conditions of distance education, supplemented by educational videos, illustrative photo and diagrams and were posted on the website of the department and on the educational portal Moodle, so students had the opportunity to apply to them again at any time. Student feedback has been carefully established. By conducting an anonymous questionnaire, we studied the point of view of students as to the study in a mixed distance-classroom system. According to the survey, among 147 surveyed students, 87.1 % rated the quality of education on a five-point scale at "5" or "4", 12.9 % – at "3". The most frequently interviewed students suggested increasing the number of references to illustrative materials in the guidelines, making extensive use of video, photo, models during practical classes and expressed a desire to work with sick children in the clinic to better master the method of examination. Problems of organization of educational process can be connected with technical maintenance of Internet communication both on clinical bases of department, and in places of residence of students, computer literacy of teachers and students, sufficient availability of necessary models and phantoms at the department, medical and security regime in hospital wards. Also, ways to improve teaching are careful methodological and technical support of lectures and practical classes, active use of innovative technologies

Is language a 'right' in U.S. education?: unpacking Castañeda's reach across federal, state, and district lines.

Castañeda v. Pickard (648 F.2d 989, [5th Cir. 1981]) was a significant legal case in the history of educational policy for non-native English-speaking students in the United States. The case established a three prong ‘test’ for programs for those students, including the right for students to have an educational program based on sound educational theory; resources and personnel to properly implement the program; and evaluation of the effectiveness of the program. After 40 years of interpretation of the Castañeda case, the issue of language rights for non-native English speakers in United States public schools continues to be debated by scholars and interpreted through various legal statutes and case holdings. This article examines the Castañeda case and its recent interpretations in the literature as applied to non-native English-speaking students. We use a theoretical lens of orientations in language planning (Ruíz 1984) and language policy text as reported by Lo Bianco and Aliani (Language planning and student experiences: Intention, rhetoric, and implementation, Multilingual Matters, 2013). We then discuss the socio-historical context of the case and position it with respect to the 1974 seminal case of Lau v. Nichols. Using the state of Florida as an example, we next describe the complex language ecology of local and state language policies and how those relate to Castañeda and inhibit progress for bilingual students in Florida. We conclude with caution to academics and advocates who work on behalf of language minoritized students in the United States, with implications for international scholars.