General English Course Research Articles

Students' Perceptions of Lecture-style Classes and Reading Journal Activities in College General English

The purpose of this study is to examine how the self-directed learning of writing a reading journal helps students learn English compared to lecture-style classes and how students perceive these two types of classes. 145 first-year students participated in the study. The class consisted of a lecture with news articles in the first half and activities involving the reading of articles or books and the writing of a reading journal in the second half. In week 15, students filled out a questionnaire to investigate how these two types of classes helped them in their studies. The results showed that lecture-style classes were helpful for 75.86% of the students and that the activities related to reading and writing a journal were helpful for 79.81% of the students. Grammar was mentioned most frequently for lecture-style classes, and improvements in writing, reading, and vocabulary learning were mentioned often at a similar rate for the reading journal activities. Thus, writing a reading journal was found to be a useful activity to improve students’ reading and writing abilities. 71.03% answered that the reading journal activities were more helpful than lecture-style classes, and self-direction was found to be the greatest factor that contributed to the improvement of their English skills. This is because a considerable number of students mentioned keywords such as ‘direct,’ ‘self,’ and ‘alone.’ 26.21% answered that lecture-style classes were more helpful to them. Also, the frequent mention of ‘explanation’ showed that the instructor's explanation helped such students more than when they were learning on their own. The results of this study reveal that self-directed learning of reading journal writing is more beneficial to students' English learning than conventional lecture-style classes. Based on these results, this study suggests that activities involving individual reading and reading journal writing should be properly introduced into college general English courses, and that the ratio of lecture-style classes and self-directed learning should be adjusted in consideration of the students' English proficiency levels.

A case study of implementing generative AI in university’s general English courses

A case study of implementing generative AI in university’s general English courses

Examining Validity and Reliability of General English Course Assessments in Higher Education

This study investigated the validity and reliability of a General English Course assessment tool at Universitas Harapan Bangsa. Using a quantitative descriptive technique, the study examined the assessment items using point-biserial correlation for validity and Cronbach's alpha for reliability. While the instrument had high overall reliability, several items needed to be revised to improve its validity. The findings indicate that the assessment instrument is generally reliable and valid; nevertheless, continuing monitoring and adjustment are required to maintain its quality and assure accurate evaluation of student English competence.

Improving English Speaking Skills in a College General English Course Using Metacognitive Strategies

Improving English Speaking Skills in a College General English Course Using Metacognitive Strategies

ChatGPT 사용 경험에 대한 대학생 인식: 영어 글쓰기 과제 수행 중심으로

This study explores the experiences and perceptions of Korean college students using ChatGPT as a tool for completing assignments in a general English course focused on academic writing skills. A total of 93 students participated in the study by completing a questionnaire that addressed the purpose and satisfaction of using ChatGPT, its advantages and disadvantages, and its overall effectiveness. Descriptive statistics and thematic analysis were employed to analyze the data. A Word Cloud was used as an analytical tool to visualize the keywords from the two open-ended questions regarding the advantages and disadvantages of ChatGPT. The results indicated that Korean college students generally had a positive perception of ChatGPT. In terms of the purpose of using ChatGPT, it was found that ChatGPT was most frequently used for academic purposes, such as completing assignments and understanding course content. In the context of studying English, students primarily used ChatGPT to revise grammar and sentence structure. For English writing, ChatGPT was most often utilized for proofreading and editing. The keywords associated with the advantages of ChatGPT were “easily,” “information,” and “desired,” while those related to its disadvantages were “errors” and “mistakes.” Interestingly, students reported relying more on ChatGPT’s feedback than on that of their peers or dictionaries, yet they still valued human instructors’ feedback more highly than ChatGPT's. These findings suggest that ChatGPT can be a valuable tool for English writing, given the students' positive perceptions and satisfaction. However, the discussion of the complementary roles of artificial intelligence and human instructors remains important for educators.

Impact of the curriculum system on the quality of stomatology graduates: a multivariable analysis

BackgroundThe curriculum system is a central component in achieving the goals and specifications of talent training schemes. However, problems and difficulties exist in curriculum provision due to a lack of curriculum system design logic. This study aimed to investigate the correlation between the university curriculum system and graduate quality and to reveal the design logic of the curriculum system.MethodsA total of 699 stomatology graduates from a university in Zhejiang were selected as research subjects from 2015 to 2022. The students’ curriculum system and graduate quality data were collected and classified. The graduate quality information contained (1) the National Board Dental Examination (NBDE) pass rate and score, (2) the postgraduate entrance rate and destination, and (3) the employment rate and work institution. Regression analysis was also conducted to assess the correlation between the curriculum system and graduate quality.ResultsRegression analysis revealed significant associations between general education, specialization, and stomatology X courses and NBDE score, postgraduate entrance rate and destination, and work institution. All courses except public elective courses had significant impacts on NBDE score. General basic, medical English, and employment guidance courses significantly influenced the postgraduate entrance rate and destination. Restricted elective and public elective courses had significant effects on employment rate and work institution.ConclusionsIncreasing the quality of specialized and stomatology X courses in the curriculum system is beneficial for deepening graduates’ expertise and enhancing their education. Moreover, English courses are suggested to be offered in the early stage to lay a better language foundation.

Мнемотехники для запоминания иноязычной лексики в процессе самостоятельной работы студентов по созданию ассоциативных карт в неязыковом вузе

The research aims to substantiate the potential use of mnemonic techniques for memorizing foreign language vocabulary during independent work on creating association maps in a general English course by non-language university students. The paper examines three groups of mnemonic techniques: visual, audiovisual, and auditory, and provides examples of association maps that include visual images, definitions or examples of the use of lexical units in context, as well as associative chains related to students’ personal experiences or contexts of their lives. The scientific novelty of the work lies in clarifying the advantages of using association maps as a means of teaching foreign language vocabulary from the perspective of students who participated in the preparation of these maps during independent work. The research findings indicate that students display a positive attitude towards the use of association maps for memorizing foreign language vocabulary. Students highlight the following advantages of such maps: 1) the time spent on their creation has an impact on deep memorization; 2) students can successfully recall and apply vocabulary during the final control task; 3) they perceive the work on producing maps as a creative task. The research also shows that it is important for students to organize additional practice with association maps for systematic repetition of lexical units in order to preserve them in long-term memory.

The bright side and the dark side of foreign language boredom in learner engagement: a moderated mediation model of foreign language playfulness and boredom-coping strategies

ABSTRACT This study investigates the influence of foreign language boredom (FLB) on various dimensions of learner engagement mitigated by the application of boredom-coping strategies (BCSs). It also examines the role of foreign language playfulness (FLP) as a moderator in the relationship between BCSs and learner engagement to determine whether FLP amplifies the impact of BCSs as well as the indirect effect, via BCSs, of FLB on engagement. Data were collected from 457 university learners in general English courses offered in three Iranian universities. To evaluate our model, we used partial least square structural equation modelling (PLS-SEM). Results suggest that FLB can indirectly influence engagement positively or negatively depending on the use of different BCSs (approach vs. avoidance strategies). Furthermore, FLP strengthened the link between BCSs and engagement along with the indirect link between FLB and engagement via BCSs; these links were stronger for participants with a higher level of FLP. The theoretical and pedagogical implications of the research are discussed.

INTEGRATING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN FOREIGN LANGUAGE HIGHER EDUCATION: FROM DIGITALIZATION TO AUTOMATION

The article is a synthesis of a series of studies conducted over the last 10 years at the Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University and is devoted to the current topic of digital technologies application in linguodidactics. The paper provides an analysis of legal acts regulating the development of artificial intelligence technologies in the Russian Federation in all spheres of activity, including education, national standards that apply to the field of education and establish general provisions and terminology in the field of the use of artificial intelligence technologies in education, a description of the basic principles of the operation of generative artificial intelligence technologies, an analysis of the formats of tasks for the introduction of mobile, electronic and generative tools, including those based on neural networks, into General English courses. The main results of the study are the identification of new task formats based on artificial intelligence technologies, as well as the need to form provisions for updating the regulatory framework for the introduction of artificial intelligence technologies in foreign language higher education.

A case study of implementing ChatGPT for university’s general English courses: Focusing on English language learners’ self-regulated learning and grit

A case study of implementing ChatGPT for university’s general English courses: Focusing on English language learners’ self-regulated learning and grit

Examining the impact of flipped learning on second language development: A quasi-experiment in higher education

This article reports on a study that examined the impact of a flipped English as a Foreign Language (EFL) course on college students’ second language (L2) development. Specifically, an 18-week quasi-experiment was administered in a general English course at a Chinese university, with a total of 612 first-year students randomly assigned to the treatment (n = 137) and control (n = 475) groups. Using the propensity score matching and difference-in-differences (PSM-DID) model, we analyzed norm scores on high-stakes assessments administered on the entry and completion of the intervention. The results revealed a causal link between flipped learning (FL) and improved L2 language performance though the impact of FL had substantial heterogeneity as greater gains were found in reading than in writing and listening. Quantile regression analysis suggested the effectiveness of FL varied greatly by proficiency level in that students in the lowest quantiles achieved high improvement in reading and listening but moderate improvement in writing. We discuss the pedagogical implications of these findings to college L2 flipped instruction and recommend that future research be conducted in a more rigorous experimental design to obtain robust and accurate estimates of the effectiveness of FL.

Technology-infused teams-games-tournaments in English language class: a mixed method study on students’ achievement and perception

Technology in language instruction has become a new norm due to its effectiveness, and one example is the Teams-Games-Tournaments (TGT) method. The purpose of this study is to measure students’ achievement in English language classes by using technology-infused TGT and ask the students to evaluate their learning experience with this method. This research involved 30 students as the control group and 30 students as the experimental group from two sections of the same general English course at a Thailand university. Pre- and post-tests of the control and the experimental group were conducted to assess the success of the method. At the end of the term, a questionnaire consisting of closed and open-ended questions was used to record the students’ perceptions. The findings showed that the experimental group’s scores were higher suggesting the success of the method in improving students’ achievement. The experimental group’s perceptions as expressed in the questionnaire under cooperation, motivation, achievement, and satisfaction were highly positive as students gave, on average, ratings of more than 4.0 to all categories. The implication of these findings was the effective application of this method in English classes.

Unveiling the dynamic connection between a socially responsible activity and English learning motivation at a Taiwanese university

ABSTRACT Purpose In response to the growing acknowledgment of University Social Responsibility as an integral component of higher education, this study aimed to explore the relationship between a socially responsible initiative, Happy Reading Worms, and the motivation for English learning, as well as awareness of social responsibility among Taiwanese university freshmen. The study adopted an autonomous learning approach with the goal of boosting students’ motivation to learn English. Design In Fall 2022, 58 university freshmen in a General English course participated in Happy Reading Worms at a local hospital. Their involvement included reading English stories and offering companionship to child patients. The students received training in empathy, story-reading skills, and guidelines for interacting with child patients during the four two-hour sessions. Assessment involved two scales measuring community engagement awareness and English learning motivation, supplemented by one-on-one interviews to further explore students’ experiences. Findings The findings revealed that students recognized the importance and various personal gains associated with community engagement. Students’ satisfaction with their psychological needs was associated with an extrinsically motivated approach to learning English. Furthermore, in the assessment of students’ perception of USR, the category ‘Listening to Others’ stood out, with female students exhibiting a significantly higher inclination than their male counterparts. However, the examination of their motivation in learning English indicated a negative association with their community engagement, suggesting the intricate nature of motivation. Originality/ value The findings offered valuable insights into the advantages of incorporating socially responsible activities within the university’s English learning environment, particularly in EFL contexts.

University EFL students’ perceptions of using second-generation web 2.0 tools in developing English language skills

In 2020, conducting education at a distance was obligatory while the world was fighting the coronavirus disruption. Technology utilization in distance education has demonstrated its significance in teaching English to instructors and learners. This quantitative study aims to examine university EFL learners’ perceptions regarding using second-generation Web 2.0 tools (Quizizz, Socrative, Edmodo, and Quizlet) in developing their English skills. This study is conducted with 150 students of the general English language requirement course at the University College of Applied Sciences in Gaza. The results of this study indicate that the participants appeared to have positive attitudes towards using Web 2.0 tools in general. The study results further indicate that both intermediate and low-level students reported more positive opinions about implementing the digital tools individually or all together when compared to other advanced-level students. The participants differed significantly in terms of their perceptions of the awareness and actual usage of the Web 2.0 tools. The implications of this study indicate that these repeatedly used Web 2.0 tools as curricular tasks could be substituted or replaced with other digital tools to alleviate the oversaturation and reluctance to use digital tools by EFL learners.

Effects of supplementary and mainstream education on the secondary–tertiary transitional challenges in English medium higher education

Despite the rapid growth of English medium instruction (EMI) in higher education, little research has been conducted to pinpoint the challenges faced by students. This quantitative study explored the challenges posed by the secondary–tertiary transition to first-year students with different English proficiency levels in EMI higher education institutions. In addition, we also investigated students’ perception of the usefulness of supplementary and mainstream education in preparing them for those challenges. 91 participants studying at two tertiary institutions in Hong Kong completed a 52-item questionnaire. The questionnaire included items in relation to three major aspects of challenges: ‘academic studies and skills’, ‘socialization’, and ‘college/university life adaptation’. It was found that students with low proficiency regarded all three aspects as significantly more challenging than the high proficiency ones in their first-year studies. However, despite the different proficiency levels, students similarly perceived mainstream education to be significantly more useful than supplementary education in preparing them for those transitional challenges. The findings together suggest that more English support is needed for low-proficiency students at the tertiary level and argue that mainstream education plays an essential role in assisting students in this secondary–tertiary transition. Implications are discussed in terms of the benefits of having a general English course as perquisite for low English proficiency students before they enroll in English for Academic Purposes courses, and the development of a variety of tasks with more emphasis on communication and collaboration at the secondary level to support them in this transition.

Beyond Syntax: Exploring Moroccan Undergraduate with AI-Assisted Writing

Amidst the rapid integration of artificial intelligence into education, this research aims to uncover patterns and themes within student-written assignments, shedding light on the diverse impacts of AI tools on the writing process. This study explores the intricate dynamics of undergraduate EFL learners’ interaction with AI-supported writing tools, focusing specifically on writing. The investigation, guided by questions about student use of AI-supported writing tools and the influence of different tools on writing quality, addresses notable gaps in the existing literature. A quasi-experimental study was conducted with purposive sampling of 62 Business Law undergraduates enrolled in a general English course at the International University of Rabat, Morocco, dividing them into two groups: one received structured AI training, while the other acted as a control group. Results revealed positive outcomes in language proficiency, creativity, organizational skills, and vocabulary use with AI assistance, emphasizing the transformative impact of AI on writing. The study also observed shifting preferences in AI writing tools, urging educators and developers to adapt to evolving user choices and promote continuous innovation in AI writing tools.

The Likelihood of Cheating at Formative Vocabulary Tests: Before and During Online Remote Learning in English Courses

Introduction: Early review studies identified the prevalence of cheating and the emergence of various forms of cheating in academic institutions. Now, there is growing concern about the rise of academic dishonesty in an unproctored online test environment that is conducted remotely. Purpose: This study examined the likelihood of student cheating at formative vocabulary tests that were conducted before and during online remote learning in English courses. The vocabulary tests were administered using the Socrative application in both learning conditions. Method: Using a quantitative research design, including Multiple paired-sample t-tests and independent t-tests, this study collected 2971 first- and second-year students’ formative scores across six general English courses. Results: Multiple paired-sample t-tests confirmed that students’ scores were significantly higher during online remote learning, with score differences ranging from 0.10 to 2.21 between before and during online remote learning. This difference in score patterns indicated the likelihood of students cheating during online remote learning. Then, independent t-tests did not reveal the tendency that male students are more likely to cheat on online tests more often than female students. Conclusion: The findings of this study may serve as an initial phase of inquiries into the identification of formative test cheating in online English classes.

Non-majored English Students’ Learning Autonomy through Extensive Listening at a Public University

Enhancing English language proficiency, especially in listening skills, is crucial for students completing General English Courses at universities in Vietnam these days. Unfortunately, non-majored English students are often overlooked in assessments of this vital skill in their final exams, resulting in a lack of autonomy in their language learning, particularly in listening. This research explored students' perspectives on fostering autonomy through extensive listening activities, conducting a qualitative case study with 10 non-majored English students. Interviews revealed that extensive listening motivated students’ learning and improved their listening skills. However, despite these benefits, the findings highlighted a need for educators to play a more active role in designing and delivering comprehensive guidance in extensive listening strategies. This study contributed valuable insights to the ongoing discourse on optimizing learning autonomy in English language education.

Effectiveness of Periodicity Theory in Enhancing Student’s Writing Skills

This study investigates the integration of periodicity theory into teaching methodologies to address academic writing challenges among students. Periodicity theory focuses more on the cyclical nature of the writing process, offering insights into the organization and development of written discourse. This study examines the effectiveness of incorporating periodicity elements into teaching writing skills through a comprehensive methodology involving 10 students enrolled in the General English course. The results show significant improvements in students’ writing, with notable improvements in coherence, organization, and the incorporation of periodicity elements. However, not all students have similar learning speeds, leading to others in the study requiring further refinement in grammar and the inclusion of new Macro or Hyper-Themes. Despite the few students who did not improve significantly, the study showed a substantial increase in students’ writing skills when educators employ the periodicity concept.

The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership

This paper outlines a collaborative research project established via a research partnership within a Global Englishes (GE) theoretical framework. The aim of the quasi-experimental classroom-based study was to examine the effect of a GE curriculum intervention embedded within a general English course in a commercial language school. The study adopted a longitudinal mixed methods design, collecting data from 24 school-aged learners via the English as an International Language Perception Scale at four time points, and via dairies at five time points. Quantitative findings reveal that students' perceptions toward the diversity of English became significantly more positive after the GE intervention with qualitative findings providing further evidence of change in students' attitudes toward the legitimacy of non-standard Englishes. Evidence was not obtained for a significant effect of the intervention on students' perceptions toward the current status of English, strategies for multilingual and multicultural communication, or English speaker identity. In this paper we discuss how researcher and teacher partners collaborated from project inception to the dissemination of the findings, intertwining and leveraging important theoretical, methodological, and professional knowledge throughout the research process. We highlight the importance of partnership research for the bidirectional development of teacher-researcher holistic identities.