English Experience Research Articles

영어유치원에 자녀를 보내는 어머니들의 경험에 대한 현상연구

Objectives This study aims to investigate the cultural phenomenon of early English education through interviews with three mothers who chose English kindergartens through phenomenological research methodologies.
 Methods The participants in this study are three mothers who are sending their children to an English kindergarten at the time of the interview. As a data collection method, open-ended and semi-structured interview techniques were used. The contents of the interview were recorded and then transcribed. In addition, semi-structured interviews were conducted with questions about the motivation for sending to English kindergarten, mothers' beliefs about early English learning, and mothers' perceptions of their children's English kindergarten experience. Interviews took an average of 90 minutes, and telephone interviews were adopted, considering the mother's convenience.
 Results The motives of mothers who send their children to English kindergartens are as follows. Children's desire to learn English in nature, English as an area that mothers cannot teach, early English learning as an investment in the future, and positive attitude toward American English textbooks. In addition, mothers had a positive attitude toward their children's early English learning but also had awareness of the importance of their mother tongue. Mothers positively recognized early English learning based on their beliefs gained from past English learning experiences and recognized early English learning as the first step for the CSAT. Mothers felt satisfied through the evaluation of their children's English proficiency.
 Conclusions A parent's beliefs determine when and how a child learns English, and a mother's beliefs greatly influence a child's English learning. Therefore, it is necessary to think from the child's point of view, not the parent's, whether the child has difficulties learning English or what kind of thoughts the child has.

Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in English Using Rasch Methodology

ObjectivesAlthough mindfulness has been studied for multiple decades, psychometric research has yet to agree upon the optimal way to measure the mindfulness construct. Prior research has identified eight distinct aspects of mindfulness that were not adequately captured by any of the available measures. Hence, the Comprehensive Inventory of Mindfulness Experiences (CHIME) was developed. The CHIME contains 37 items and was originally developed in the German language. The CHIME has demonstrated excellent psychometric properties in both German and Dutch, but so far, no English version has been validated. The purpose of the present study was to investigate the psychometric characteristics of the translated English-language CHIME scale using Rasch methodology.MethodThe current study utilized Partial Credit Rasch analysis to evaluate the psychometric characteristics of the English CHIME. The sample included responses from 620 participants from the general population residing in the USA. The validity of the English CHIME was examined by correlating its scores with various measures of mindfulness and psychological functioning.ResultsInitial Rasch analysis of the English CHIME showed poor model fit, local dependency, and evidence against the assumption of unidimensionality. Several minor modifications, that involved creating super-items, were required to fit the Rasch model (χ2(45)=31.99, p=0.93). This model displayed evidence of unidimensionality, invariance across personal factors, and a high reliability (PSI=0.92). Ordinal-interval transformation tables were produced, which increase the English CHIME’s precision of measurement. The English CHIME’s external validity was established by moderate–high correlations with other measures of mindfulness and various measures of psychological functioning.ConclusionsThe results of this study provide evidence for the validity of the English CHIME scale, which can be used to assess the overarching construct of mindfulness.

João Vicente Melo, Jesuit and English Experiences at the Mughal Court, c. 1580–1615

João Vicente Melo, Jesuit and English Experiences at the Mughal Court, c. 1580–1615

Age, Experience and Language and Literacy Skills in English-Arabic Speaking Syrian Refugees

Although age of acquisition (AoA) is frequently used when examining the endpoint of second language (L2) learning, it is rarely used to examine the initial phases of L2 acquisition. The present study provided a unique look at the role of AoA in early language and literacy acquisition in the L2 by a priori selecting two groups of Arabic-English speakers based on their ages, 6–8-year-olds (N = 43) and 9–13-year-olds (N = 53). These Syrian refugees were matched on English experience, having immigrated to Canada and having learned English for two years or less. Raw scores on language and literacy measures were compared across groups. The older group had higher scores on all first language (L1) variables. The groups did not differ on most L2 variables except for English word reading. Additionally, L1 and L2 variables were examined in relation to English word and pseudoword reading with different patterns of relations found for the two groups. For the younger group, phonological awareness and vocabulary were related to reading, while for the older group phonological awareness and morphological awareness were key predictors. These finding points to the unique relations among age, age of acquisition, L1 skills, and L2 language and literacy skills.

Preventive measures in the Kuwaiti criminal procedure act: A comparative study with the English experience

الأهداف: هدفت الدراسة لمعالجة ثلاث مسائل أساسية: أولاً، دراسة مفهوم الخطورة الاجتماعية كضابط لتطبيق الإجراءات الوقائية، وتمييزها عما درج الفقه على تسميته بالخطورة الإجرامية. ثانياً، دراسة الأحكام القانونية للإجراءات الوقائية في قانون الإجراءات والمحاكمات الجزائية الكويتي رقم 17 لسنة 1960 ومدى كفايتها في صورتها الحالية لمواجهة ظاهرة الخطورة الاجتماعية. ثالثاً، مقارنة بعض أحكام الإجراءات الوقائية في القانون الكويتي بالقانون الإنجليزي؛ وذلك لتحديد مواطن القصور التشريعي في محاولة لجعل التنظيم التشريعي للإجراءات الوقائية في القانون الكويتي أكثر حداثة. المنهج: تبنت الدراسة منهج البحث القانوني الفقهي، الذي يلجأ لتحليل المفاهيم الأساسية في البحث في ضوء النصوص القانونية والآراء الفقهية القانونية. والمنهج المقارن؛ حيث استعانت الدراسة ببعض الدروس المقارنة من القانون الإنجليزي؛ لتطرح تصورات وإصلاحات تشريعية محددة لتطوير القانون الكويتي. النتائج: أشارت النتائج إلى أن للتدابير الاحترازية أو الإجراءات الوقائية دوراً مهماً في مواجهة حالة خاصة من حالات الخطر، وهي الخطورة الاجتماعية لبعض الأفراد حين تنذر سلوكياتهم بإيقاع ضرر بالمجتمع؛ فالتطورات الحديثة في السياسة الجنائية أظهرت أن الحاجة إلى هذه الإجراءات لا يقتصر على مرحلة ما بعد الإدانة فقط، بل هذه ضرورة للجوء إلى هذه التدابير الاحترازية في مرحلة ما قبل الجريمة Ante Delictum .الخاتمة: الإجراءات الوقائية الوارد في قانون الإجراءات والمحاكمات الجزائية الكويتي رقم 17 لسنة 1960 هي صورة خاصة من صور التدابير الاحترازية التي تطبق دون شرط الجريمة السابقة، وذلك على خلاف ما ذهب إليه غالب الفقه العربي. وقد توصلت الدراسة إلى أن التنظيم التشريعي لهذه الإجراءات قاصر عن مواكبة المخاطر الناجمة عن بعض السلوكيات الضارة أو التي تهدد بوقوع ضرر على حياة الأفراد أو تهدد جودة الحياة في المدن، التي تأتي نتيجة للتطور الاجتماعي. لذلك، تقترح الدراسة بعض الإصلاحات التشريعية في هذا الشأن.

The English Communication Experiences of Accounting Undergraduates During Internships

The issue of poor communication skills among undergraduates, which hamper their performance during internship and employment, has been researched extensively in the literature. However, empirical studies on what the interns have gained and learnt from the internship have not been widely explored. This paper presents the findings of a study of Accounting interns’ experiences in their English communication during their six-month internship at respective companies in Kuala Lumpur, Malaysia. The study employed a qualitative research method using semi-structured interviews with five undergraduate interns from the Faculty of Economics and Management of a public university in Malaysia. Interviews with the managers and supervisor who were in charge of the respondents were also carried out. The interview data was transcribed verbatim, coded and analyzed into specific themes and subthemes using Braun and Clarke’s (2006) six-step thematic analysis. The interns’ data was triangulated with supervisor and managers’ views and validated by three independent coders using the Cohen’s Kappa Reliability Test. The findings of the study show that during the internship, the accounting interns gained valuable experience in practicing their English communication skills, which included opportunities to communicate with clients, colleagues and supervisors, enhance professional communication, learn new terms and knowledge and lastly improve their self-confidence. The language and communication skills in which the interns were still lacking need to be addressed by the university in its efforts to produce Accounting graduates who are competent in English communication.

영어 교수·학습을 위한 인공지능 플랫폼 분석

The purpose of this study is to analyze the current status of an artificial intelligence-based teaching and learning platforms that are in use to teach English individually or interactively, and which also provide a self-directed approach to learning English. To this end, eight AI English teaching and learning platforms in wide use are chosen for an analysis. They are divided into three groups of contents service, teaching and learning support and AI tutoring service. The current study analyzes basic designs and modules of the platforms first. The main functions and characteristics of the platforms used in the platforms are also analyzed by aspects of the learning environment and the teaching/learning process. The current study analyzes each aspect qualitatively as well as occurrence counts of each designated criterion quantitatively. As a result of the analysis, it was found that a learning environment is enhanced by expanding English exposure time and experience and a self-directed learning can be created. An effective teaching and learning process can be implemented by supporting teachers' class design through various role changes.

영어 교수·학습을 위한 인공지능 플랫폼 분석

The purpose of this study is to analyze the current status of an artificial intelligence-based teaching and learning platforms that are in use to teach English individually or interactively, and which also provide a self-directed approach to learning English. To this end, eight AI English teaching and learning platforms in wide use are chosen for an analysis. They are divided into three groups of contents service, teaching and learning support and AI tutoring service. The current study analyzes basic designs and modules of the platforms first. The main functions and characteristics of the platforms used in the platforms are also analyzed by aspects of the learning environment and the teaching/learning process. The current study analyzes each aspect qualitatively as well as occurrence counts of each designated criterion quantitatively. As a result of the analysis, it was found that a learning environment is enhanced by expanding English exposure time and experience and a self-directed learning can be created. An effective teaching and learning process can be implemented by supporting teachers' class design through various role changes.

Language Learning Autobiographies, Identity Texts, and Critical Teacher Education

This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers’ autobiographies as a form of identity texts to develop reflective teachers, who affirm their identities and language learning histories. We thematically analyzed autobiographical reflection papers on English learning experiences of 73 undergraduate students enrolled in a compulsory elementary English education course at a public university in South Korea. The analysis revealed the predominance of referral to English private education experiences and a sense of linguistic insecurity felt by these pre-service teachers, who would later teach in public schools. Based on these findings, we provide suggestions for critical teacher education to foster critical language awareness and identity investment for the students. We conclude that language learning autobiographies, while incorporating characteristics of identity texts, might be a useful tool for critical pedagogies.

English Language Education in a Vocational School: A Qualitative Case Study

The purpose of this study was to provide a comprehensive understanding of Vocational School students’ experiences of learning English at a state university in Türkiye. After the application of a pre-survey which aimed to reveal the background of the students, four students took part in an interview about their English learning experiences in Vocational School. Interviews were also conducted with two instructors to obtain information about their perspectives of the Vocational School students’ English language learning motivation and process. Observations were also carried out in the real language classrooms. In data analysis categorical aggregation is used in order to have patterns in the qualitative data. The study unearthed the challenges that the students experienced in language learning process which were insufficient English background of students, their lack of motivation to general education, disregard to English education, and feeling of inferiority accompanied with low self-esteem. Furthermore, physical problems (students who are full or part-time workers), discontinuity in curriculum and limited lesson hours were also among the problems. The study implicated that information transmission which is still prevalent in lessons should be supported with other methods of teaching, the students need consciousness raising in terms of the place of English in their work life and some improvements are needed in the English curriculum.

TEACHING AND LEARNING ENGLISH THROUGH MOBILE APPLICATIONS

The article presents a research study conducted to examine the effectiveness of mobile devices in teaching and learning English from the perspective of university students. The research aimed to investigate the interest of students in using mobile apps for learning English, explore the potential of educational applications downloaded on students' mobile phones, and assess the integration of mobile devices into classroom activities at university for English language learning. The study collected responses from students studying at the university located in Atyrau through an online questionnaire created using Google Forms. The responses were analyzed by the authors, and follow-up interviews were conducted with a subset of students to link the reported mobile device use to its actual use for language learning. The article proposes that the use of mobile devices as an educational tool in the process of university study has the potential to expand perceptions of tutorial experience in teaching and learning English. In general, the use of mobile devices as an educational tool in university education has become increasingly common in recent years. Mobile devices such as smartphones and tablets offer students and educators the flexibility to access course materials, participate in collaborative activities, and communicate with each other anytime, anywhere. It is important to ensure that mobile devices are integrated into the curriculum thoughtfully and intentionally, taking into account the specific needs and goals of the students and the course. Keywords: information technologies, software, and hardware, application of the Microsoft Office software package, sociological research, the effectiveness of sociological research.

Impact of Information and Communication Technology Usage on Learning English Language

The integration of Information and Communication Technology (ICT) has brought about transformative changes in the domain of language learning. The objectives of the study were to assess the extent to which Information and Communication Technology (ICT) tools are integrated into English language learning and examine the perceived impact of ICT on English language proficiency among learners. It employs a qualitative research design, incorporating a qualitative data collection technique.Twenty English language learners from a public sector university participated in the study. The results revealed that the utilization of ICT tools and resources has redefined the dynamics of language instruction. It has enabled educators to adopt innovative pedagogical methods that cater to diverse learning styles and preferences. The availability of online platforms, interactive apps, and virtual classrooms has expanded the horizons of ELLs, making learning more accessible and engaging. As a result, learners are exposed to authentic English language experiences.

The use of translation machine on EFL high vocational students’ writing

This article is about using of the machine translation on EFL students’ writing ability. The writer tries to analyze the students into high vocational students that need more knowledge and skill in English usage in the workplace it means that they also need more experience in English as Specific Purposes (ESP). The combination between EFL and ESP will be seen in vocational education in which the writing activity of the English can be supported by computer as the translation using machine. Machine translation has many users in the world and the discussion of using it become an interesting object within EFL learning activity and it becomes special study on helping students’ writing ability. Keeping up with the developments, machine translation day by day has become popular in the English as Foreign Language (EFL) Students. There is various vendor of machine translation but the most popular are from two corporation are Google and Microsoft. Both are the most machine translation used by people in the world. Nowadays, music can be easy to be heard across the globe in industrial entertainment. Especially for people or students who enjoy music, they can write easily helped by machine translation, someone will understand the meaning or information that include in the lyrics, book, newspaper, etc. This article will discuss about EFL students in around the world not only from Indonesia as the effect of using computerized translation on EFL high vocational students’ nowadays.

Students’ Experience in Learning English Vocabulary Using Video on Youtube at The Eleven Grade of SMA Al-Washliyah 3 Medan in 2022-2023 Academic Year

This research is find out the students’ experiences and meaning of experiences in learning English using video on YouTube notably as extra resources for people learning English at home. The study attempt to answer research question, that is why do students’ experiences matter when learning English vocabulary using video on YouTube? That question were answered through a series of observation and interviews. All of the students were asked to reflect on their experiences and what those events meant to them. This research was conducted in SMA AlWashliyah 3 Medan. There were five students’ participants. The phenomenological investigation was applied to the research. Data has a narrative structure. After that, it was triple checked using member checking. The result of the analysis reveals that students’ experience some feelings, thought, and activities in learning. Before learning activities, learners bring the background of knowledge and learning style in their learning English using video on YouTube. During learning activities, the students experience some feelings such as lazy, happy, comfortable and motivated to learn. The students also think about the vocabularies which increase during the process of learning. The results are that video on YouTube offer a new strategy of learning English which is interesting and that video on YouTube provide audiovisual materials in which the students learn English vocabulary.

Learning English for Faith Work: The Australian Experience of Non-Anglophone Catholic Missionaries

ABSTRACT The Catholic Church is the oldest religious institution in the West and the biggest Christian denomination in Australia. Its success is partly due to its sustained efforts to supply missionaries across the globe. While the traditional missionary paradigm involved Europe-born religious workers being sent to colonies, this flow has been reversed in recent years. Increasingly, priests from the Global South are serving in Global North churches. This reversal of mission flows involves shifting from learning peripheral languages to learning center languages. This shift has important, but little understood implications in this context where language learning has moral consequences. This qualitative study examines the English language learning experiences in Australia of missionaries from Asia, Africa, and Latin America, highlighting their language socialization practices, challenges, and ideologies. Findings contribute to theorizing Catholic missionaries as a community of practice whose language learning strategies and views are partly shaped by their religious identity.

Demotivating Factors of English Learning for Chinese Middle-school Learners

Demotivation has not been extensively researched in the second language study compared with a well-investigated field on learning motivation. Motivation is significant to influence learning performance of language that students will gain. According to the reviews on many previous research solving demotivated English learners issues, the study specifically pays attention to Chinese younger middle school ESL (English as a second language) learners, as analysis of learners learning experiences in public education might promote findings on influencing factors of demotivation. In this research, it focuses on the demotivated English learners, and explores the main factors for deficiency of motivation. The instrument applied in this study is a questionnaire modified from Sakai and Kikuchis [20] and focusing on 6 possible demotivating factors from literature review, which includes 28 items and has been tested on 197 Chinese ESL younger students. The results in this paper illustrate that students might be positively influenced by teachers. However, features of classes and students English learning experiences are considered as the most demotivation items by Chinese younger learners of English study.

One Student’s English Language Learning Experience: The Story of a Non-English Major College Student in Indonesia

English plays an indispensable role in fostering academic, personal, and professional quality. In Indonesia, introducing English to students from elementary, secondary, and tertiary levels of education is highly demanding. Unfortunately, probing the non-major English student's learning experiences remains under-researched. Therefore, this study is aimed at scrutinising the English language learning experience of a non-English major college student in Indonesia. John (pseudonym), a talented and outstanding student from the non-English major of a state university in Tasikmalaya, West Java, was recruited as the investigative participant. The data were garnered through semi-structured interviews and analysed using Narrative Analysis (NA) (Labov & Waletsky, 1967). The findings reveal that supporting environment, learning motivation, and styles have become the most influential aspects for him to learn English. With this in mind, encouraging John to acquire Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) enables him to communicate in English successfully. Further, this study suggests that English is not only taught for classroom-oriented activities but also for real-life communicative purposes. Keywords: Language Learning Experience; Narrative Inquiry; Non-major English Student

Direct-to-patient telehealth equity: Reaching diverse pediatric populations in primary care.

Telehealth is the use of electronic information and technology for long-distance clinical care. In direct-to-patient (DTP) telehealth, the patient initiates care from a personal computer or mobile device to a medical provider. While information on standard clinic-to-clinic telehealth exists, less is known about DTP telehealth in pediatric populations. Using quantitative and qualitative data, we examined DTP telehealth for low-income pediatric patient-families and compared the experience of English and non-English speakers. Telehealth visits for acute and preventive care took place from April 2020 to May 2020 at a pediatric primary care clinic (80% Medicaid-insured, 40% non-English-speaking). Patients and primary care providers conducted the visit through the clinic's portal or other platforms (WhatsApp, FaceTime, Zoom). Providers completed an electronic survey with patient feedback about the telehealth experience and their own observations. An iterative inductive/deductive approach informed a coding scheme for free-text survey responses consisting of five domains. REDCap surveys were completed for 258 (52%) of telehealth visits. There was an overrepresentation of English visits compared to the overall clinic population and the majority of visits were via mobile phone. Visits with English speakers utilized the patient portal and had positive process ease ratings more often than those with non-English speakers. Providers rated most telehealth visits as satisfactory, with contributing elements including family call environment, technology process and experience, value added, and barriers. Expanding telehealth in pediatrics without worsening health disparities requires building digital health that is user-friendly on mobile technology, facilitating patient preferred language, and simplifying logistical processes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Distance learning during COVID-19 pandemic: A study of Moroccan university students

Because of COVID-19, distance learning was adopted by the majority of educational institutions as a strategy to ensure the continuity of education. In Morocco, forcing students to change their traditional learning methods has put them through an unprecedented learning experience. This study aims at investigating Moroccan university students of English experiences with distance learning during the pandemic in terms of readiness, satisfaction and perceived barriers. To achieve the objectives of the study, the researchers relied on an exploratory descriptive approach through a self-developed online questionnaire involving 138 respondents. The results indicate that students’ readiness to engage in distance learning was found to be at a moderate level. Additionally, the participants reported a low level of satisfaction with their experience of distance learning during COVID-19 pandemic. Thus, they preferred face-to-face learning over distance learning. Lack of previous experience with distance learning, lack of needed technology and inadequate internet connection were found to be among the major barriers to distance learning during the pandemic. Furthermore, the respondents expressed concerns on issues related to motivation, interaction and lack of technical skills. The findings of this study were discussed and compared to the findings of other related studies.

Semantic Difficulty for Bilingual Children: Effects of Age, Language Exposure, and Language Ability.

Semantic tasks evaluate dimensions of children's lexical-semantic knowledge. However, the relative ease of semantic task completion depends on individual differences in developmental and language experience factors. The purpose of this study was to evaluate how language experience and language ability impact semantic task difficulty in English for school-age Spanish-English bilingual children with and without developmental language disorder (DLD). Participants included 232 Spanish-English bilingual children in second through fifth grade with (n = 35) and without (n = 197) DLD. Data included children's performance on the English Semantics subtest of the Bilingual English-Spanish Assessment-Middle Extension Field Test Version (BESA-ME), age of English acquisition, and percent English language exposure. Task difficulty, a measurement of the relative ease of task completion, was calculated for six semantic task types included on the BESA-ME. Multilevel regression modeling was conducted to estimate longitudinal growth trajectories for each semantic task type. Results showed that language ability and grade level drive semantic task difficulty for all task types, and children with DLD experienced greater difficulty on all task types compared to their typically developing peers. Longitudinally, semantic task difficulty decreased for all children, regardless of language ability, indicating that semantic task types became easier over time. While children made gains on all semantic tasks, the growth rate of task difficulty was not equal across task types, where some task types showed slower growth compared with others. English language exposure emerged as a significant predictor of semantic task difficulty while age of acquisition was not a significant factor. This study clarifies developmental profiles of lexical-semantic performance in bilingual children with and without DLD and supports clinical decision-making regarding children's English language learning.