Undergraduate English Research Articles

Undergraduate English Students' Use of Google Translate in Afghanistan

Google translate (GT) is widely used by students around the world. The current study examined English students' use of GT in Afghanistan. A survey questionnaire was used to collect data from 132 randomly selected students from a public university in Afghanistan. Descriptive and inferential statistics were used to analyze the data. The findings showed that the participants had positive attitudes towards GT, and they were aware of GT drawbacks. The participants utilized GT for numerous reasons including not feeling confident in their own translation. They used GT for a number of purposes to varying extent. They frequently used GT to look up general and technical words as well as idioms and collocations. They also used it for translation purposes. There were differences between female and male students' attitudes towards GT. The study recommends instructors to adopt GT, particularly those teaching in Afghanistan, in their classes and encourage students' critical use of GT.

Voices from National University of Bangladesh: Students’ perception of the value of linguistics and ELT courses in providing pre-service EFL teacher education

The purpose of this study was to provide an insight into student-cum-supposed teachers’ perceptions about the value of linguistics and ELT courses (LELTC) in imparting pre-service teacher education (PTE) for the undergraduate English students of National University (NU) affiliated colleges in Bangladesh. This is based on the postulation that students’ perception has a critical function in executing the goals and objectives of particular course(s). Through a self-explorative semi-structured questionnaire this study piloted a survey on one hundred five English students studying in their final year of Honours at three higher education colleges purposively selected from a divisional metropolitan city of Bangladesh. Findings revealed varied perceptions in students regarding value of the LELTC. Three separate perceptions of the students participating in the survey could be noticed regarding the value issue: positive, negative and ambivalent. Positive perceptions were perceptible among one-third of students; yet again almost the same quantity of students exhibited negative perceptions. Furthermore, the ambivalent perceptions exposed by a large number of students might designate their lack of awareness and their irresolution about the importance of the said courses in developing student-cum-prospective teachers’ teaching expertise. Lastly, this study offered a few recommendations for exterminating the prevailing wrong perceptions of students about the significance of the discussed courses in cultivating students’ teaching expertise. Thus, this study will deepen our understanding of students’ internal thought processes regarding the value of the LELTC as a part of a typical pre-service teacher education programme, and thus help us remove the challenges of misconceptions about the necessity of the courses from student psyche which can ultimately contribute to the effectiveness of the said courses in the NU context.

Insights into Chinese College English Undergraduates’ Higher Order Thinking Skills

In recent years, educational institutions, administrators, and college EFL teachers in China have advocated for increased emphasis on fostering English undergraduates’ higher-order thinking skills. The relevant studies are widely limited in theoretical approaches without extensive empirical examination of Chinese English undergraduates’ higher-order thinking. Therefore, it is significant to conduct empirical research to explore English undergraduates’ higher-order thinking attitudes and skills separately. This study also assesses their correlation and the impact of different learning stages and language proficiencies on these aspects. By doing this, the study holds substantial significance for empirical inquiries into the characteristics of English undergraduates’ HOTS, serving as the reference for Chinese EFL teachers to implement higher-order thinking instructions. A quantitative design of questionnaires and tests was employed on a sample of 240 Chinese-English undergraduates from Hebei Finance University. The data analysis contained descriptive statistical analysis, independent-sample T-test, one-way ANOVA, and Pearson correlation analysis. The findings show that although the responding participants have relatively positive attitudes toward higher-order thinking skills, they exhibit variations in their ability to utilize them. Differences in learning stages and language proficiency do not significantly influence the development of the respondents’ higher-order thinking skills. There is no significant correlation between higher-order thinking attitudes and skills among the participants, indicating that having a positive inclination to higher-order thinking differs from having the skills to think.

Language development in writing through pair-reviews in EFL learning

English as a foreign language (EFL) writing is one of the most important skills besides speaking for candidate teachers in the undergraduate English programs at higher institutions. The current study hypothesizes that pair-reviews or collaboration in the teaching and learning process of paragraph writing contributes to students’ successful language development. The subject of the study was a class (N=28) of third-semester students majoring in English language teaching at the Faculty of Islamic Education and Teacher Training of Universitas Islam Negeri Imam Bonjol in Padang, Indonesia. The students’ writing skills were developed through exposure to actual writing by introducing paragraph developments. Through the process of planning and writing, they were guided to the use of pair-reviews. After a training period, they were tested for the final exam, in which no review was allowed. The study found that students’ writing competence as the result of pair-reviews varied depending on the type of paragraphs being developed. The student’s average score was 73.5 in the illustration type, 78.28 in the comparison type, and 71.96 in the categorization type. In general, students’ average scores during this pair-review were 74.58. In the post-test, students’ average score was 79.3, indicating that pair-reviews significantly affect their writing competence. A conclusion was drawn regarding the influence of pair-reviews on their final writing product (post activity). The study further elaborates on the activities during pair-reviews, roles, and the practice of collaboration in Minangkabau culture and traditions in Padang.

Cooperative Training of Undergraduate Translation Students: Trainee Perceptions and Job Market Alignment

The study examined the cooperative training course at an undergraduate English translation program at a public university in Saudi Arabia with the aim of tapping into the perceptions of a sample of undergraduate translation students regarding their cooperative training experience. The study also aimed to identify the extent to which the students’ university training is aligned with job market needs. To achieve these aims, a qualitative study was conducted, and 87 undergraduate students were surveyed using a questionnaire designed for the purpose of the study. The findings indicated that the students generally had positive perceptions towards cooperative training. The findings also indicated that the students’ undergraduate training is aligned with job market requirements in some respects while there is room for improvement in others

Analysis of Problem of Employment and Corresponding Solutions for English Major Undergraduates--Taking “Double First-Class” Universities in Jiangsu as an Example

At present, against the backdrop of increasing employment pressure in China, the data released by the Ministry of Education shows that the English major has been regarded as a dead-end major for many years, and the employment prospect of English major undergraduates is not good. The research method adopted by this study is a combination of questionnaires and interviews, and the research subjects of this study are English major undergraduates from “double first-class” universities in Jiangsu province. This study draws three conclusions. First, the low employment among English majors is partly due to English major undergraduates’ own drawbacks and limitations. Second, external reasons also to a certain extent contribute to the employment difficulty of English major undergraduates. Third, alleviating the low employment rate of English undergraduates requires the joint effort of English major students themselves, schools, and society. This study is based on the analysis of the reasons for the employment difficulties of English major undergraduates and is committed to providing effective measures to alleviate the problems.

An Investigation into the Enhancement of Vocabulary Knowledge Using the YouTube Stories of Undergraduate English Language Learners

An Investigation into the Enhancement of Vocabulary Knowledge Using the YouTube Stories of Undergraduate English Language Learners

The Role of Technology in English Language Learning in Online Classes at Tertiary Level

The primary objective of the study is to investigate the relationship between the TAM (Technology Acceptance Model) factors and online applications usage for language learning. Additionally, the influence of gender and prior technology use practice have been investigated by the study. In order to comprehend the user's responses to the technology used for language learning, this study used a quantitative approach and a TAM questionnaire to collect data. The study's participants are one hundred undergraduate English as a second language students who took online courses during the COVID-19 pandemic. Students' behavioral intentions, attitudes, and app use were found to be significantly positively correlated in the research results. Besides, a positive affiliation exists between the factors; seen usability, perceived use, genuine use, and behavior. In addition, the experience has been found to be positively correlated with TAM factors, whereas gender does not appear to be associated with any TAM factors. The study suggested using technology in the classroom to make learning a second language more fun for students.

Writing Knowledge and Writing Performance of Undergraduate Students

This paper describes an investigation about the relationship between students' writing knowledge and second language writing performance. Metacognitive and metalinguistic knowledge contribute significantly to writing performance. As a foreign language, 78 undergraduate students took a writing knowledge class and a writing proficiency test. The knowledge process has a strong influence on writing performance. Except for vocabulary knowledge, other aspects and sub-aspects had no significant effect on writing performance. Vocabulary knowledge had a negative impact on writing performance. In other words, while some aspects and sub-aspects of writing knowledge did not significantly influence writing performance, others did. The pedagogical implication is that all aspects of writing knowledge must be explicitly taught in writing instruction in order to improve students' writing quality. However, there must be a priority of aspect as the core of the material to be taught, with the other aspects and sub-aspects serving as complementary materials. This could result in a moderate relationship finding and a low percentage of contribution. Undergraduate English as a Foreign Language students from various institutions and provinces may have varying levels of language proficiency and writing skills.

Assessing the Nexus of EFL Learners’ Academic Self-concept and Their Formal English Vocabulary Knowledge

Vocabulary is unquestionably the cornerstone of language learning. No matter the learners' first language, foreign language, age, or level of ability and skill. Yet, it is scarcely founded studies regarding formal English vocabulary knowledge. This investigation expected to explore the correlation between undergraduate EFL learners’ academic self-concept and their formal English vocabulary knowledge. The quantitative research method has been applied. The participants completed a written vocabulary test in English and filled in an academic self-concept questionnaire. The data were analyzed using simple correlation regression and qualitative analysis from data obtained from the interview. The results show that the undergraduate English as a Foreign Language learners’ academic self-concept has a positive correlation with the learners’ formal English vocabulary knowledge. Based on interview results confirm that illustrates the power of contextual language learning. Vocabulary learning was influenced by the amount of exposure, word self-regulation, general intellectual ability, motivation, and creativity factors that support the learners’ vocabulary knowledge achievement. The results suggested that teacher educators should pay more attention to the enhancement of the power of EFL learners’ academic self-concept to help the acceleration of teaching and learning English as a foreign language. For strengthening the academic self-concepts of EFL students as well as some essential considerations to be made before beginning the development of learners' English vocabulary knowledge are discussed. Last but not least, some pedagogical implications are proposed for EFL teacher educators.

Discussion on Information Technology “Emabling” Undergraduate English Teaching

Discussion on Information Technology “Emabling” Undergraduate English Teaching

Developing a Comprehensive Reading Test for Undergraduate Students: An LMS-Based Reading Test

There has been a significant increase in the development of reading assessment methods by educators and researchers. However, very few of these assessments have been integrated into a Learning Management System (LMS) platform, with current LMS usage primarily focused on course content delivery. This research aims to address this gap by developing a comprehensive LMS-based reading test to measure students' reading competence. Additionally, the study seeks to explore students' perspectives on the use of the developed instrument. The development of the instrument followed a Research & Development (R&D) approach using the 4D model, which consists of defining, designing, developing, and disseminating stages. The participants of this study were undergraduate English as a Foreign Language (EFL) students from Universitas Madako Tolitoli. In total, 50 reading test items were successfully developed. Both validity and reliability tests were conducted: the validity test was performed by experts in the field and followed by a pilot test with a small sample of students. The results indicated that the test items were reliable, with a Cronbach's Alpha score of 0.75. However, 6 of the items (12%) were deemed to need improvement or were considered invalid, while the remaining 44 items (88%) were judged to be valid. Students' perceptions of the LMS-based reading test were generally positive across three aspects: usability and accessibility, engagement and motivation, and the impact of the LMS on language learning outcomes. In light of the limitations of the current study, suggestions for improvement were also provided. These will serve to guide future research in this area, with the aim of refining the LMS-based reading test and further enhancing its potential benefits for student learning.

Peace and well‐being with storytelling in TESOL: Exploring peacebuilding through voices of English language learners in Pakistan

AbstractStorytelling was initiated, as a part of this study, in a Pakistani university's undergraduate English class, involving reflective discussions and journal writing, to create a safe space where students can raise their voices. In a collectivist society, like Pakistan, society's norms are preferred over individual agencies (Bittles & Small, 2016), which instills a “collectivist obligation” amongst the youth to follow society's ways (Watkins & Biggs, 2001, p. 282) and, ultimately, distancing critical thinking (Feyyaz, 2016) and muting disparate voices (Zaidi et al., 2016). Moreover, Pakistan, being a developing country, faces multiple social and political issues (Droogan, 2018; Saeed et al., 2014) adding further pressure on these young minds. With technology, media, and education, the country's youth, especially majors in English, have started comparing their norms with modern values (Zubair, 2006) resulting in adjustment issues (Haidar, 2021a) which require attention and ventilation. In this study, the classroom was developed as a venting space for students whereby storytelling helped students in confronting conflicts, deliberating causes and navigating solutions. Data from journaling, discussions, and students' interviews revealed these practices were helpful in attaining mental peace, developing tolerance and building stronger human connections.

Using Telecollaboration to Develop English Learners’ Intercultural Competence in the Chinese Context

One of the most recent concerns of foreign language education is intercultural competence, which has been recognized as one of its major objectives due to the increasingly globalized context. Intercultural competence was even incorporated in the National Standards of Teaching Quality for Undergraduate English Majors issued by the Ministry of Education of China in 2015. Telecollaboration is argued to be an effective tool to develop students’ intercultural competence, especially in the post-epidemic era, in which face-to-face intercultural communication seems increasingly difficult to realize. Based on Chinese scholars’ assessment framework, the research aims to explore effective ways to improve English learners’ intercultural competence by carrying out an empirical study of intercultural engagement among 30 junior English major students at Hebei Finance University in China. They were paired up with 27 students who majored in graphic design at Ibrahim Sultan Polytechnic in Malaysia and communicated through WeChat on given culture topics for six weeks. Quantitative data was collected through pre- and post-project self-evaluative questionnaires, and analyzed by SPSS paired samples T-test analysis. Qualitative data was collected through reflective journals and post-project interviews and analyzed by content analysis. The results show the telecollaboration project between Chinese and Malaysian students benefited the development of Chinese English majors’ intercultural competence.

An Analysis of Undergraduate EFL Students’ Perceptions of Intercultural Sensitivity

Intercultural sensitivity, which is seen as an affective component of intercultural competence, is crucial to cultivating one’s favorable emotions about cultural differences experienced in intercultural communication. This qualitative study was conducted to find out how undergraduate English as a foreign language (EFL) students in Vietnam perceived intercultural sensitivity. The results showed that although the majority of students had not previously heard the phrase “intercultural sensitivity” before taking part in the survey, their intuitive understanding of the term was rather close to that of the literature. The participants were well aware of the evaluation of their intercultural sensitivity level. EFL students had different strategies for improvement of intercultural sensitivity depending on their study level and intercultural awareness. All participants, especially those who were learning a second language, believed that intercultural awareness is crucial. The study findings point to the recommendation that educators strive to further integrate intercultural sensitivity instruction and learning to improve EFL students’ capacity for intercultural communication.

A Study on the Critical Thinking Disposition of English Major Students -- A Case Study of Undergraduate English Majors at S University

This article focuses on undergraduate English majors at S University as research subjects, using the Chinese revised version of the California Critical Thinking Disposition Inventory (CTDI-CV) by Peng Meici. Using SPSS 26.0, the study analyzed the current status of critical thinking disposition among S University students and the differences in scores among different groups. The following conclusions were drawn: Overall, the critical thinking disposition of S University undergraduate English majors is at a moderate to high level, and there are varying degrees of differences among different student groups in terms of gender, parents’ education level, grade, high school type, and whether they have taken the “English Speech and Debate” course. Based on these survey results, corresponding suggestions are provided.

Citation Practices in Colombian Undergraduate English Teachers’ Academic Writing

Citation is a crucial rhetorical aspect that plays a fundamental role within academic writing and it is a problematic area for novice writers, especially nonnative undergraduate English teachers. However, little is known about how these teachers cite in the theoretical framework chapters of their monograph. This articles aims at describing the citation practices in a corpus conformed by 22 theoretical framework chapters of monographs written by undergraduate English teachers (UETs) in Colombia. The analysis was constituted by the citation typology of Swales (1986,1990) and Petriḉ’s (2007) functional taxonomy of citations. The results indicate that integral citation is the most used citation type in the corpus of UETs which depicts a simple for of citation. Related to functions, the attribution is highly dominant in this corpus which entails an undergraduate English teachers’ limitation in the variety of function citation. This study can be used to raise awareness on nonnative undergraduate English teachers towards better citation practices in their disciplinary academic papers.

Test Anxiety in Pre-service English Teachers at Universidad Técnica del Norte

This research aimed to describe test anxiety experienced by English Major students from Universidad Técnica del Norte. This study was conducted during the academic period of October 2021 – February 2022. It applied a qualitative approach whose main instrument was the Westside Test Anxiety Scale to gather the required data to identify the anxiety levels experienced during English tests. For this purpose, 250 students were the participants, the whole population of the undergraduate English program. The data was collected using an online questionnaire. The main findings evidence that anxiety before a test ranges between Moderate and High, regardless of the level, which disregard the incidence of age. Besides the anxiety evidenced before tests, the anxiety levels evidenced during and after report to be High and Extremely high for students. In conclusion, teachers must be trained in strategies to teach students how to cope appropriately with test anxiety. Therefore, pre-service English teachers were selected as the target population for this study.

The Mediating Role of Academic Passion in Determining the Relationship Between Academic Self-Regulation and Goal Orientation With Academic Burnout Among English Foreign Language (EFL) Learners.

One of the most significant current discussions in educational psychology is academic passion. This research aimed to investigate the mediating role of academic passion in the relationship between goal orientation and academic self-regulation with students' academic burnout. However, so far, there has been little discussion about these variables together. The statistical population of the present study includes all undergraduate English students of Islamic Azad University, Tabriz, whose strength is equal to 598 people, and the sample size is determined by the convenience sampling method and Cochran's formula (248 participants). Data collection methods in this study include four questionnaires of the academic passion; goal orientation; self-regulatory and academic burnout. The Pearson test results showed that the correlation coefficient of academic burnout with goal orientation, self-regulatory, and academic passion is statistically significant at 0.05%. These variables are inconsistent with academic burnout, and with increase in these variables, academic burnout significantly decreases. The correlation coefficient of goal orientation with self-regulatory variables and academic passion is statistically significant at the level of 0.05%. These variables are consistent with goal orientation, self-regulated learning, and academic passion, and with increase in the aforementioned variables, they significantly rise. Goal-oriented and self-regulated goal orientation can predict academic passion. Academic passion has a direct and significant relationship with academic self-regulation and goal orientation. Finally, the obtained fit indices of the general model have the desired fit with the collected data. The implication is that academic passion plays an important role in creating a positive learning environment that will lead to effective learning and teaching. It may influence student learning. Passion inspires and stimulates, and teaching with passion promotes learning.

The Application of Lesson Preparation in Vocational Undergraduate English Teaching

The Application of Lesson Preparation in Vocational Undergraduate English Teaching