Foreign Language Proficiency Research Articles

Skill Sets for the Hospitality Sectors: A Review

This article reviews the key skills required in the hotel industry, analyzing the importance of soft skills, technical skills, management, and leadership abilities. It also discusses the critical nature of cross-cultural competencies and language skills against the backdrop of globalization. The article emphasizes the foundational role of soft skills such as service attitude, communication, teamwork, and customer service. It points out the crucial role of technical skills like foreign language proficiency, information technology, and professional knowledge in enhancing service efficiency and market competitiveness. Management and leadership abilities, including organization, time management, and decision-making, are vital for the operational efficiency of hotels. Furthermore, the ability to engage in cross-cultural communication is essential for improving international competitiveness and customer experience. In the future, the demand for skills in the hospitality industry will be more diverse, and digital technology, multilingual competence and cross-cultural communication, the spirit of innovation and new training methods will bring greater challenges to practitioners in the hospitality industry.

Does the attractiveness of K‐culture shape the enjoyment of foreign language learners of Korean?

AbstractAttraction to the target culture can be a reason to study the language, especially in the case of languages other than English (LOTEs). Recently, the number of Korean language learners has surged alongside the growing popularity of Korean pop culture (K‐pop). However, it is unknown whether the initial attraction to the culture and the first steps in that direction shape foreign language (FL) emotions in the longer term. To fill this gap, this mixed‐methods study examined to what extent the attractiveness of the Korean Culture (K‐culture) predicts foreign language enjoyment (FLE) after controlling for other established learner variables (i.e., the length of FL study, FL proficiency, frequency of FL use outside of class, and attitudes toward the teacher and FL) through sequential regression analysis. The quantitative findings are complemented by the open‐ended responses to the sources of FLE using the American Council on Teaching of Foreign Languages 3Ps framework (products, practices, and perspectives) through NVivo. A total of 782 university students studying Korean as FL completed an online survey on the attractiveness of K‐culture and FLE. The results showed that the attitude toward the teacher and attractiveness of K‐culture are the strongest predictors of FLE.

The Impact of Sociological Situations, Psychological and Psychological-Situational Characteristics on Curious in Foreign Languages Learning Behaviors of Secondary Students of the Northern British International School

Background and Aim: This research explores the impact of sociological situations, psychological characteristics, and psychological-situational characteristics on the curiosity and behaviors of secondary students learning foreign languages at the Northern British International School. In today's globalized world, proficiency in foreign languages is crucial for academic and professional success. Understanding the factors that influence students' motivation and behaviors in learning languages like German and Chinese can help educators develop effective strategies to enhance their engagement and performance. Materials and Methods: The study involves 42 students from grades 7 to 12 enrolled in foreign language courses at the Northern British International School. A purposive sampling method was used to select the participants. Data were collected using a questionnaire designed based on a comprehensive review of relevant literature. The validity of the instrument was ensured by expert evaluation, and its reliability was tested using Cronbach’s alpha. Descriptive statistics and multiple regression analysis were employed to analyze the relationships between sociological situations, psychological characteristics, and psychological-situational characteristics with students’ foreign language learning behaviors. Results: The analysis revealed that psychological-situational characteristics had the strongest influence on foreign language learning behaviors, followed by sociological situations and psychological characteristics. The regression model indicated that these factors collectively explained 60.3% of the variance in learning behaviors. Specifically, positive learning environments and supportive relationships were found to significantly enhance students' curiosity and engagement in language learning. Conclusion: The findings highlight the importance of creating a supportive and stimulating learning environment that considers both individual and contextual factors. Educators and policymakers should focus on fostering positive sociological and psychological-situational conditions to enhance students' curiosity and motivation to learn foreign languages, ultimately improving their proficiency and academic performance.

Use of case study technologies based on feature films in teaching business English at a university

In the modern world, proficiency in foreign languages has become an important factor for successful employment and career growth. However, lack of motivation and sufficient speech practice can become an obstacle on the way to the formation of the necessary speech skills. In this regard, as a solution to this problem, the use of case study technology is proposed. The author of the study has developed a series of cases based on feature films in English, aimed at students of levels B1 and B2. The aim of the work was to create methodological recommendations for designing cases based on films and their implementation in English classes. The author examines the stages of case design, starting from formulating the problem and choosing a film to organizing classes using the developed cases. The paper emphasizes that the use of feature films as a basis for case studies activates the listening skills in a foreign language, enriches students’ vocabulary and stimulates their active participation in the discussion of the issue. The author comes to the conclusion that film-based cases contribute to the activation of students’ interaction in a foreign language, develop their communicative skills and teamwork skills, as well as formation of professional skills. In addition, the use of those cases facilitate the development of such soft skills as information analysis, critical thinking, and activity planning. Thus, the study demonstrates that the educational approach based on the use of feature films contributes to more effective teaching of English, improves the quality of the learning process, and increases students’ motivation in general.

FOREIGN LANGUAGE TRAINING OF FUTURE TEACHERS AT PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY

The article presents an analysis of the state of foreign language training of future teachers in particular the Faculty of Primary Education at Pavlo Tychyna Uman State Pedagogical University and outlines the prospects for the development of the English-speaking environment at the university. It has been established that the foreign language training of participants in the educational process at USPU complies with the current documents of the international, national and local levels; it continues throughout the training at all educational levels using practice-oriented, interactive and specific teaching methods. It has been studied that the activation of students is facilitated by a combination of different forms of education, the use of digitalization of education and the personal example of the teacher in improving foreign language proficiency through international internships, teaching in English in foreign universities, etc. It has been proved that the experience of organizing international and internal academic mobility confirms the need for high-quality foreign language training, while at the same time making it possible to improve the level of foreign language proficiency; the advantageous features of the university in foreign language training are foreign language courses, recognition of the results of non-formal/informal education for foreign language training disciplines, development and teaching of professional disciplines in English, holding guest lectures, thematic meetings, club classes in English, etc., creating conditions for academic mobility of students and academic staff, project activities, access to English-language research platforms and world libraries, educational resources, as well as involvement of stakeholders, including employers, to increase the motivation of students to learn foreign languages and professional disciplines in English. Based on the analysis of the results of the survey of students and teachers, it was established that they understand the importance of the conditions created at the university for foreign language training, as well as the role of the individual in mastering foreign languages, which contributes to the development and self-improvement of the individual, and the disclosure of his or her reserve capabilities and creative potential, the formation of a socially active and independent personality in the context of intercultural interaction.

A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development

Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom, and enjoyment. The hierarchical clustering analysis revealed three distinct profiles: Negative Emotion (NE; 21.43%), High Enjoyment (HE; 46.93%), and high in both Enjoyment and Anxiety (EA; 31.63%). We then analysed FL motivation and family background (household income and parental education) between the three groups. We also compared the FL proficiency levels (listening, reading, speaking, and writing) between the three groups from three perspectives: baseline scores (T1), scores one year later (T2), and growth (from T1 to T2). Multiple significant differences were found. The most common pattern was HE demonstrated higher scores than NE (e.g. in various aspects of language proficiency). EA also had higher scores than NE in some areas. HE and EA were largely similar, the only significant difference being HE having higher listening and speaking motivation than EA did. Interestingly, no significant differences were found in family background between the three groups.

Music listening in foreign language learning: perceptions, attitudes, and its impact on language anxiety

The present study explored university students' perceptions and attitudes toward music listening in foreign language learning, examining its perceived supportive role in their learning process. In this study, “music listening in foreign language learning” refers to the practice of incorporating music as a background accompaniment during language study. With 200 participants from various majors, findings indicated that a majority (94.5%) frequently listened to music in general, with a preference for slow ballad, fast dance, and classical music genres for language study. Of these, 142 stated that listening to music played a beneficial role in their foreign language learning, perceiving it not just as a stress-reliever but also a valuable tool enhancing language skills. A significant correlation emerged between music listening and decreased communication apprehension from the Foreign Language Classroom Anxiety Scales (FLCAS). Hierarchical regression highlighted the individual variables like gender, age, and English proficiency as influential factors in foreign language anxiety, while frequent music listening displayed a protective, inverse relationship with such anxiety. The findings suggest foreign language proficiency demands both knowledge and emotional stability, with managing anxiety through informal practices like music listening playing a critical role. This highlights the potential for further pedagogical insights and more detailed subsequent research.

EXPLORING THE IMPACT OF LINGUISTICALLY INFORMED FORMATIVE ASSESSMENTS ON EFL PROFICIENCY AMONG GREEK LEARNERS: A PILOT STUDY ACROSS PRIMARY AND SECONDARY EDUCATION ESTABLISHMENTS

This pilot study explores the impact of linguistically informed formative assessments on English as a Foreign Language (EFL) proficiency among Greek learners, focusing on primary and secondary education establishments. Leveraging five years of research data collected between 2017 and 2022 from over 360 students across urban and rural regions in Greece, this study examines how integrating linguistic theory into formative assessments can enhance students' morphological and syntactical proficiency. Using a mixed-methods approach, both quantitative and qualitative data were gathered through standardized language proficiency tests, linguistically informed assessments, and semi-structured interviews with students and educators. The findings indicate that students exposed to these linguistically informed assessments demonstrate significant improvements in EFL proficiency, particularly in verb conjugation and sentence structure, with enhanced long-term retention and application in both written and spoken English. These results underscore the potential for linguistically informed formative assessments to be a powerful tool in EFL pedagogy, with implications for curriculum design and instructional practices in Greek educational settings. The study also identifies areas for future research, including broader applications across diverse educational contexts and the scalability of such assessments.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0760/a.php" alt="Hit counter" /></p>

The Effect of Language Anxiety and Proficiency on Saudi EFL Learners’ Attitudes Towards Teacher Code-Switching

This study investigates the attitudes of Saudi EFL learners towards teacher code-switching in the classroom and explores the effect of foreign language anxiety and language proficiency on these attitudes. This mixed-methods study combined quantitative and qualitative approaches. The quantitative part involved the use of a self-reported questionnaire to elicit learners’ attitudes towards teacher code-switching and foreign-language anxiety. Additionally, qualitative data were collected through an open-ended question to explore learners’ perspectives on the role of teacher code-switching in the classroom. The sample comprised 146 Saudi EFL students. The findings indicated that the Saudi EFL learners generally held a positive attitude towards teacher code-switching, perceiving it as a beneficial instructional, communicative tool for language learning. Furthermore, the study revealed that foreign language anxiety had a significant effect on learners’ attitudes towards code-switching, with high-anxiety learners exhibiting more positive attitudes than low-anxiety learners in three dimensions: subject access, classroom management, and interpersonal relations. Language proficiency, however, had no significant influence on learners’ attitudes towards teacher code-switching. These findings have important pedagogical implications that could help language teachers implement code-switching as an effective instructional tool to reduce learners’ anxiety and enhance the language learning experience.

Dynamics of speech and language competencies formation while the level-based approach to teaching the discipline ‘foreign language’ is being implemented

Introduction. The level-based approach to organizing foreign language teaching at the university is designed to take into account a number of objective factors: heterogeneity of the degree of foreign language proficiency of students in non-linguistic areas of training entering the university, higher requirements for the quality of mastering the discipline ‘Foreign Language’, and a limited number of academic hours allocated for mastering this discipline in the curriculum. The study aims to identify the dynamics of foreign language teaching when the level-based approach is being implemented. Materials and methods. The study was based on first-year students of non-linguistic areas of training at two higher schools of Northern (Arctic) Federal University named after M.V. Lomonosov (236 people). The research methods were the entrance and final diagnostic tests, differentiation of teaching a foreign language (English) and statistical processing methods (the Shapiro-Wilk test, Spearman rank correlation coefficient and the Wilcoxon signed-rank test). Statistical data were processed using the IBM SPSS 23.0 computer software package. Research results. The data obtained allows assessing the qualitative growth of speech formation (reading and listening) and language (vocabulary and grammar) competencies. The differences between the entrance and final tests (p <0.001) are statistically significant and in all the aspects tested are in favor of the final test. Conclusion. The level approach proved effective for speech and language competencies formation in students of non-linguistic areas of training when studying the discipline ‘Foreign Language’, which is confirmed by statistical processing of the final test results. The level approach reduced the impact of such negative factors as heterogeneity of the initial language training of first-year students, psychological barriers, and short terms of teaching a foreign language to students of non-linguistic areas of training. Prospects for further research into the implementation of level-based teaching may be associated with analyzing how other components of foreign language communicative competence are formed.

Enhancing Customer Satisfaction in Cross-Cultural Tourism - Exploring the Impact of Employee Foreign Language Proficiency and Beyond -

Enhancing Customer Satisfaction in Cross-Cultural Tourism - Exploring the Impact of Employee Foreign Language Proficiency and Beyond -

Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese.

In the present study, we addressed (a) Chinese students' level of enjoyment in studying Japanese; (b) the independent and interactive predictive associations of student attitudes towards the Japanese language and their perceived Japanese proficiency with their Japanese classroom enjoyment; and (c) the gender as a potential moderating variable in these relationships. Three hundred participants completed three questionnaires assessing their attitudes towards the Japanese language, perceived Japanese proficiency, and Japanese classroom enjoyment. Descriptive analysis, multiple regression analysis, and path analysis revealed the following: (a) high overall student enjoyment in the Japanese classroom; (b) student attitudes towards both Japanese and their perceived Japanese proficiency were significant positive predictors of their levels of Japanese classroom enjoyment; (c) there was no significant interaction in the relationship between student attitudes towards the Japanese language and their perceived Japanese proficiency and Japanese classroom enjoyment; and (d) gender differences significantly moderated the relationships between perceived Japanese proficiency and Japanese classroom enjoyment, characterized by a stronger relationship among female participants; but gender was not a significant mediator in the relationship between attitudes towards the Japanese language and Japanese classroom enjoyment. We discuss these findings and their pedagogical implications, as well as the limitations of this study and future research directions.

Strategies for developing hard skills in higher education students through innovative pedagogical technologies in realistic professional environments

Introduction: the global emphasis on developing hard skills, essential for professional competence in digital optimization, has led to a focus on practical skills like foreign language proficiency, programming, and data analysis. These skills, acquired through education or experience, are crucial across various professions, especially in the digital era, where innovative pedagogical methods are key.Objectives: this study aims to analyze the impact of innovative pedagogical technologies on developing hard skills, particularly foreign language competence, in higher education students, simulating real-world professional environments.Methods: the study employs a range of general scientific methods, including analysis, synthesis, induction, deduction, formalization, and generalization. These methods help identify and describe the development of hard skills and digital competence, focusing on innovative pedagogical strategies.Results: the findings highlight a structural-functional model for professional training in the digital labor market, emphasizing interdisciplinary integration, professional training alignment with market needs, and the use of innovative technologies. Key skills identified include financial management, software development, and foreign language proficiency, essential for making informed managerial decisions in a globalized world.Conclusions: the integration of innovative pedagogical methods, such as incidental learning and argumentation, enhances the development of hard skills, particularly English language competence. The study underscores the importance of creating learning environments that closely mirror professional conditions, thereby improving the quality of education and preparing students for the demands of the modern labor market. Future research should focus on refining digital tools and methodologies to further enhance language skills and overall hard skill development

INTEGRATED WRITING IN DIFFERENTIATED ESP COURSE AT TECHNICAL UNIVERSITY

The current study aims to investigate the effectiveness of teaching integrated writing using differentiated tasks in an ESP university course. The mixed research method was used in the study. Eighty IT students of Igor Sikorsky Kyiv Polytechnic Institute voluntarily took part in the study in the 2022-2023 academic year. The integrated writing involved reading-writing, listening-writing, and reading-listening-writing tasks. The differentiation according to the level of foreign language proficiency and the learning style of IT students was implemented. The results showed that the percentage of IT students who improved their integrated writing skills due to the differentiation of foreign language proficiency level and the learning style in the first group was bigger than in the second one. It was concluded that teaching integrated writing with a focus on learners’ differentiation is a means of simultaneous development of reading-writing, listening-writing, and reading-listening-writing skills in the professional context. It also helps to diversify ESP instruction at technical universities.

A Review of Research on Foreign Language Enjoyment in Second Language Learning

Positive psychology (pp) is a branch of human psychology that specialises in the study of methods to evoke positive psychological dispositions in people. It advocates a focus on mental health and emotional experience, and on the well-being of people's lives. Pp was introduced to the field of second language acquisition around 2012. The past decade has seen a surge in research and discussion surrounding the emotions experienced by English language learners. Two of the most prominent emotions are foreign language anxiety and foreign language enjoyment (FLE). This study employs a literature analysis to investigate the influence of FLE on second language acquisition. The findings indicate that the degree of FLE experienced by different research subjects varies and that these emotions are correlated with foreign language anxiety. Finally, this study demonstrates How positive emotions affect the acquisition of foreign language proficiency and performance. The primary focus of the study is the influence of FLE on students' SLA abilities. This is a significant area of research that offers valuable insights for educators seeking to create positive learning environments in the English classroom.

Psychological and pedagogical conditions for teaching residents of foreign language professional communication based on an integrated approach

Importance. Proficiency in a professional foreign language at the present stage is one of the key requirements determining competitiveness in the labor market. The formation of professional foreign-language communicative competence of medical specialists gives them access to specialized research and journals, since most of them are published exclusively in English. However, in practice, when receiving medical education in residency, the main attention is paid to the study of natural sciences, while learning a foreign language is of secondary importance. Using an integrated approach to learning, it becomes possible to organize a more effective educational process through a comprehensive study of a subject discipline and a foreign language in a single educational space. The purpose of this work is to identify the psychological and pedagogical conditions of training residents of foreign language professional communication based on an integrated approach.Research Methods. The study was conducted using theoretical and empirical methods that allow to study and analyze scientific and methodological literature on the organization of foreign language teaching based on an integrated subject-language approach. The analysis of the literature revealed certain patterns that actualize the need to comply with a number of psychological and pedagogical conditions when teaching residents of foreign language professional communication based on an integrated approach. Based on the available research, the external and internal factors underlying the psychological and pedagogical conditions aimed at optimizing the educational process were summarized.Results and Discussion. In the course of the conducted research, the following psychological and pedagogical conditions for teaching residents of foreign language professional communication based on an integrated approach were identified: 1) motivation of residents to study professional English; 2) possession of professional foreign language competence by residents at the Advanced Mid level on the ACTFL scale; 3) formation of an integrated course of professional foreign language communicative competence and competence in the field of professional communication by the teacher; 4) the methodological dominant in the educational process are professionally oriented cases.Conclusion. The process of teaching residents of foreign language professional communication is not an axiomatic phenomenon, therefore it is directly dependent on a number of psychological and pedagogical conditions. The identified psychological and pedagogical conditions are of a recommendatory nature and act as a starting point for teaching residents of foreign language professional communication based on an integrated approach. The results of the study can be used in the methodology of teaching foreign languages to medical students and residents.

Code-Switching Used in Indonesian-Japanese Interpersonal Communication: A Sociolinguistics Study

This research analyzed code-switching used during interpersonal communication events between Indonesian and Japanese native speakers who understand both languages. This sociolinguistic analysis examines the phenomenon of code-switching based on socio-cultural and socio-situational. In this study, the data were collected using questionnaires and interviews. Findings have found that several factors underlie code-switching in interpersonal communication: the ability of language participants, speakers' shifting moods and wills, conversational topics, speakers' sense of solidarity, speakers' incapacity to use linguistic codes, and speakers' propensity to use the idea that a first-learned vocabulary (cognitive primacy). The purposes of code-switching in a conversation are to facilitate communication, strengthen the bond between the speaker and the speaking partner, respect one another's cultural backgrounds, facilitate discussion, enhance foreign language proficiency, and serve as a reminder to speakers to address specific topics or provide an answer to a question.

Analysis of self-esteem, level of claims and foreign language proficiency of non-linguistic students

Analysis of self-esteem, level of claims and foreign language proficiency of non-linguistic students

Film as a Linguosemiotic Phenomenon: Translational and Neurolinguistic Aspect

This study aims to study the potential of film as a semiotic and translational phenomenon for foreign language proficiency and translator training in the context of neurolinguistics. The article examines the theoretical foundations of the use of films in language education, focusing on the role of semiotics and translation in language learning and the didactic benefits of using films in the foreign language classroom. The research was carried out by reviewing the existing literature on audiovisual text and the peculiarities of its translation. It also presents an example of the experience of translation students who translated "The Interpreter" (2005a) from English to Ukrainian. The findings suggest that film adaptation for language learning has the potential to provide multiple benefits and can be a very effective tool in terms of developing communicative competence and translation skills as an aspect of neurolinguistics development. First, films can serve as a source of authentic and engaging language input, exposing learners to a variety of accents, dialects and registers of the target language. Second, films can promote cultural sensitivity and awareness by providing students with valuable information about the customs, traditions, and social norms of the target culture. In addition, movies are a manifestation of artificial intelligence and can support students' motivation and interest in language learning, as they are often strongly motivated to participate in watching movies in the target language.

Being a householder speaking a foreign language: Foreign language proficiency and the internet technology adoption of the household

This study employs microdata from the China Labor-force Dynamics Survey to investigate the influence of foreign language proficiency on the adoption of Internet technology within households. The results indicate that householders who are proficient in foreign languages are more likely to adopt Internet technology at home than those who lack such knowledge. The greater the foreign language proficiency of the householder, the greater the likelihood of Internet technology adoption. Further analyses indicate that the positive effect of foreign language proficiency on the Internet technology adoption of the household in China is more pronounced in male-headed households, in urban areas, and in eastern and central regions. This study also identifies three potential mechanisms by which foreign language proficiency influences household Internet technology adoption: the information effect, the trust effect, and the income effect. These findings contribute to the understanding of the role of language proficiency in technology adoption at the household level, offer new insights into the positive outcomes of foreign language education in China, and encourage measures to reduce digital inequality among households through language learning.