General English Research Articles

A QSPR Model for Henry's Law Constants of Organic Compounds in Water and Ethanol for Distilled Spirits.

Henry's law describes the vapor-liquid equilibrium for dilute gases dissolved in a liquid solvent phase. Descriptions of vapor-liquid equilibrium allow the design of improved separations in the food and beverage industry. The consumer experience of taste and odor are greatly affected by the liquid and vapor phase behavior of organic compounds. This study presents a machine learning (ML) based model that allows quick, accurate predictions of Henry's law constants (kH) for many common organic compounds. Users input only a Simplified Molecular-Input Line-Entry System (SMILES) string or a common English name, and the model returns Henry's law estimates for compounds in water and ethanol. Training was performed on 5,690 compounds. Training data were gathered from an existing database and were supplemented with quantum mechanical (QM) calculations. An extra trees regression model was generated that predicts kH with a mean absolute error of 1.3 in log space and an R2 of 0.98. The model is applied to common flavor and odor compounds in bourbon whiskey as a test case for food and beverage applications.

Elevating Students’ Oral and Written Language: Empowering African American Students Through Language

A consistent pattern emerges where African American students’ scores lag behind their counterparts on both national and state literacy assessments. One possible explanation is rooted in the fact that approximately 80% of African American students speak African American English, which differs from the General American English, the language expected to be used within educational settings. African American English encompasses distinct phonological and grammatical (morphosyntactic) features compared to General American English. This paper aims to delineate the differences between these two languages, review research on African American English, and explore the prevalence of bidialectal or multidialectal abilities among African American students. Additionally, it will address research indicating that many teachers and teacher educators lack awareness of African American English, leading to a deficit-oriented perspective that views African American English as a linguistic deficiency rather than a linguistic difference.

Using critical reflection as formative assessment of learning quality of general English at Nguyen Tat Thanh University

The present study investigates the use of critical reflection as formative assessment of learning outcomes in the context of English as a foreign language. It aims to explore learners’ perception of how effective critical reflection is on the learning quality of knowledge and skills outcomes. Data was obtained from a purposeful sample of 113 participants who used critical reflection to assess their own learning quality against lesson learning outcomes. A questionnaire was employed to elicit responses on the learners’ experience of using critical reflection as well as self-assessment on their own learning quality. The results from pair samples t-test revealed that the participants’ use of critical reflection resulted in differing extents of achievement of knowledge outcomes and skills outcomes. While the findings suggest the helpfulness of the critical reflection as a means of self-assessment, they raised a question of designing critical reflection in a way it is better suited to different types of learning outcomes for optimal implementation in English classrooms.

Promoting linguistic and cultural diversity through global Englishes teacher education: classroom practices, challenges, and rewards

This multiple-case study is framed within the Global Englishes Language Teaching (GELT) paradigm, calling for a break from standard English norms in teacher education. Though relevant literature underscores the positive influence of GELT-focused teacher training on teachers’ perceptions, classroom applications remain underexplored. Thus, this study explored the long-term impact of a GELT course on teachers’ instructional practices along with enablers and challenges of Global Englishes practices in diverse settings. The findings show that teachers’ practices became more inclusive linguistically and culturally, offering insights for teachers and teacher educators keen to integrate GELT-informed strategies into their practices.

What Are the Effective Tests for Measuring English Proficiency in a Japanese Project-Based English Program? A Comparison of the Test of English for International Communication, Global Test of English Communication, and CNN Global English Test Service

What Are the Effective Tests for Measuring English Proficiency in a Japanese Project-Based English Program? A Comparison of the Test of English for International Communication, Global Test of English Communication, and CNN Global English Test Service

Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching

Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching

Indexical deprivation: The dominant link between cochlear implants and global English among Taiwanese deaf individuals

AbstractThis paper develops the concept of “indexical deprivation” from the experiences of English learning in relation to cochlear implant use among Taiwanese deaf adults. Based on the framework of language ideological assemblage, this paper traces how institutional discourses and practices at different levels contribute to the indexicalization between cochlear implants and elevated proficiency in English as a global language. By examining the top‐down discourses and bottom‐up narratives of two Taiwanese deaf women, the study demonstrates how enhanced English proficiency has been linked to cochlear implants and how individuals are deprived of the capacity to recognize alternative links. This paper highlights how global English has promoted the status of cochlear implants in a sociolinguistic context where English is spoken as a foreign language and increasingly gains prominence at multiple societal levels.

Navigating linguistic ideologies and market dynamics within China’s English language teaching landscape

Abstract This study explores the intricate interplay of linguistic ideologies, market dynamics, and linguistic habitus within the context of English language education in China. Analysis of Chinese English language teachers’ (CELTs) discourse on linguistic insecurity reveals a strong association between accentedness and incompetence, as well as between nativeness and teacher expertise. Despite dissatisfaction with nativeness-oriented criteria prevalent in the field, most CELTs reported experiencing anxiety due to the social stigma surrounding Mandarin-accented English. While certain Inner Circle English varieties are viewed as the most valuable capital, local and other non-Inner Circle varieties are considered the least valuable. Notably, Mandarin-accented English gains higher symbolic value than other perceived nonstandard English varieties beyond the teaching domain. This pricing mechanism within China’s English language teaching (ELT) landscape deviates from the price formation model of world Englishes proposed in previous work, which assigns a greater value to Outer Circle varieties than Expanding Circle varieties. By contextualizing CELTs’ experiences within broader language policies, this study illustrates how national interests, beyond the influence of Inner Circle publishers, intensify native-speakerism in China’s ELT market, thus emphasizing the intricate nature of explaining nuanced pricing patterns in the autonomous market within Expanding Circle contexts.

A bibliometric analysis of World Englishes based on WOS database

ABSTRACT World Englishes (WEs) was introduced to highlight the diverse and multi-polarized development of English. Many studies attempted to establish models or theories of WEs to generalize the global use of English. However, few studies reviewed the development of WEs from the bibliometric perspective, showing its current research status. The present study employed VOSviewer and CitNetExplorer to analyze 644 and 564 articles respectively, which were downloaded from Web of Science from 2013 to 2023. Both quantitative and qualitative research methodologies were utilized. The data revealed the top ten sources, organizations, countries and research hot topics in WEs. Additionally, attitude differences toward various English varieties and the transition from the WEs paradigm to English as a Lingua Franca (ELF) in the 21st century were examined. The findings were conducive to providing an overview of the present WEs research and contributing a bibliometric viewpoint on it, shedding light on future research directions.

Reimagining English Language Teaching in Nepal: Educators' Insights on Paradigm Shifts

The field of language teaching has undergone significant transformations, with advancements reshaping traditional methodologies and incorporating innovative techniques.The present study aimed to explore educators’ insights on a paradigm shift in English Language Teaching (ELT). The researcher adopted interpretivism as a philosophical ontology and subjectivism as an epistemology of the research paradigm as the researcher believes on the multiple views of the respondents. Here, the present research was based on the insights and experiences of secondary-level English teachers. The researcher selected three secondary-level English teachers from Rupandehi district using purposive sampling. Here,he prepared an interview guideline and interviewed the sampled teachers for in-depth information.The results reveal that English Language Teaching (ELT) has shifted from content-focused, authoritarian approaches to more student-centered methods, emphasizing skills such as communication, collaboration, and critical thinking. Teachers now act as facilitators, leading to improvements in classroom management, ICT integration, and continuous assessment.Professional development is prioritized, and new concepts such as 21st-century skills, global Englishes, and technological advancements are shaping the modern ELT.This study highlights key trends in traditional and modern ELT, making it useful for educators seeking to adapt their teaching strategies to current best practices. ELT practitioners, who want to enhance their expertise, can benefit from this study.

Importance of English in Commerce from International Perspective

English is a widely spoken language, which is used in day-to-day transactions in international sphere. Without English international communication can’t happen smoothly and there lies the importance of English. Present research paper will try to understand the importance of English in commerce from international perspective and the solution over the problem where still the knowledge of English is not provided and thereby commercially those people are backward due to barrier of language. Commerce is a very important sector, which deals with monetary transactions, sales and marketing, portfolio investments and all banking transactions. When you think about International Commerce you see the communication is purely business but it involves English extensively. In international transactions English is a barrier to those who don’t know the language and for the people who are fluent in English, for them it is like their mother tongue. English and Commerce are two different sectors, but in international sphere they are interdependent. Mere commercial transactions won’t run successfully if you can’t communicate in English. So, it’s very important that the people who are involved in Commerce sector should have sound knowledge of English and they should fluently able to communicate in English. In this research paper, we will find the difficulties faced by the people involved in commerce sector while dealing with English and will try to find out the solution over this.

The pain, the pedagogy, and the politics of IELTS: a critical autobiographical inquiry

ABSTRACT Language tests, including international high-stakes English proficiency tests widely used around the world, are to be viewed as ideological constructs connected with power relations and center–periphery demarcations at different social levels. In this paper, we examine the International English Language Testing System (IELTS) as an instance of such tests to uncover some of its underlying sociocultural functions. Adopting a critical autobiographical approach that revisits three personal trajectories in relation to each other and in connection with wider contextual dynamics, we reflect on our own lived experiences of engagements with IELTS in various social and institutional settings and in different roles. Each one of us first shared narrative accounts of turning points in our learning, taking, teaching, and using IELTS within the past two decades. Then, we explored these narratives through multiple rounds of reflections and discussions of their common underlying ideas related to the sociocultural functioning of IELTS. Although the narratives presented unique trajectories, three common themes of Pain, Pedagogy, and Politics emerged from our collective analytic reflections. We discuss these themes and how they can problematize different aspects of IELTS from a critical point of view.

Language teachers’ awareness of their accents at a Thai university

Abstract The need to incorporate Global Englishes (GE) awareness and informed practices into English language teaching (ELT) has encouraged practitioners to revisit their language curricula and include Other Englishes in their language teaching practices, impacting how language is taught and learned. The present study explores how five non-native English language teachers at a university in Thailand are aware of and view their accents when speaking English and how such awareness is reflected in their language pedagogy for Global English Language Teaching (GELT). Findings from the in-depth semi-structured individual interviews reveal that participants are aware of their accents and have a favorable disposition toward their own accent, linking it to their heightened sense of linguistic ownership based on their nationality and race. In their pedagogical practices, such awareness enables the participants to innovate their language teaching, giving an important implication in integrating GE awareness and informed practices into ELT. The findings also demonstrate how important teachers’ accents are in encouraging and incorporating GE-informed practices into ELT.

Admissions pathways and international undergraduates’ academic achievement

ABSTRACT Background There are a number of pathways available for international students to gain admission into universities in English-speaking countries. While many international students for whom English is not their first language succeed academically, there is concern that some do not cope with the demands of university which can affect their retention and academic success. This study considers the effects of different admissions pathways on international undergraduate students’ academic success in one New Zealand university. Purpose Findings from the first phase of this research revealed that international students who entered university with the National Certificate of Educational Achievement (NCEA) gained at high school in New Zealand performed significantly worse academically than their peers who entered through three other admissions pathways. This study aimed to ascertain whether there were salient features of students’ prior education and undergraduate experiences which contributed to this outcome. Method In-depth interviews were conducted with nine students who entered a university in New Zealand via two admissions pathways: NCEA or the International English Language Testing System (IELTS). The data generated through these interviews was analysed to enable qualitative comparisons between the two groups. Findings Results suggest that the IELTS group outperformed their NCEA peers due to maturity and prior education in their home countries. While the NCEA students had spent some years at high school in the host country, they did not, in general, demonstrate the same level of academic literacy as their IELTS peers. Conclusion International students’ outcomes appear to differ due to previous educational experiences. Students who enter via NCEA are potentially more likely to need support, as they may still be dealing with language proficiency issues, whereas those who enter via IELTS with prior higher-level education in their home country may be more academically prepared. It is important that institutions promote learning support opportunities for all international students, to ensure they experience a positive social and learning experience, which can ultimately contribute to their retention in learning, and their academic success.

Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

AbstractThis study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language and teaching are in accord with an orientation toward or away from principles of Global Englishes Language Teaching (GELT), we drew on theories of translanguaging space and stance (García, Ibarra Johnson, & Seltzer, 2017; Li, 2011) and the GELT framework (Rose & Galloway, 2019) to examine preservice teachers' experiences in teacher training. Through multimodal conversational analysis of lesson recordings, we found that preservice teachers created translanguaging spaces to utilize different languages in the critical negotiation of pedagogies. In addition, they displayed traslanguaging stance by strategically incorporating multimodal and multicultural resources in microteachings. We also carried out semistructured interviews in which the preservice teachers, influenced by factors such as language ideologies and curriculum design, displayed mixed views toward translanguaging practices in teacher training, and the ELT classroom. By investigating the feasibility of GELT in TESOL teacher training in China, this study emphasizes the need to empower preservice teachers as critical agents in terms of assessment design and curriculum delivery for sustainable Global Englishes‐oriented innovations to occur.

Fitting the mixed Rasch model to the listening comprehension section of the IELTS: Identifying latent class differential item functioning

This study applied the Mixed Rasch Model (MRM) to the listening comprehension section of the International English Language Testing System (IELTS) to detect latent class differential item functioning (DIF) by exploring multiple profiles of second/foreign language listeners. Item responses of 462 examinees to an IELTS listening test were subjected to MRM analysis. Three classes emerged: (1) ‘Medium-level Stimulus Processors’ who can somewhat synchronize top-down and bottom-up processing, handle multitasking to a certain extent, comprehend moderately complex items, and manage input delivered at a relatively fast pace; (2) ‘High-level Stimulus Processors’ who have greater abilities in synchronizing top-down and bottom-up processing, multitasking, understanding complex items, and handling fast delivery input and more paraphrased content; and (3) ‘Low-level Stimulus Processors’ who rely more on bottom-up processing, have limited lexico-grammatical knowledge, struggle with multitasking and complex items, and find fast delivery input and paraphrased content challenging. Differences across the classes were further explained.

Pragmatic motivation and willingness to communicate as predictors of L2 pragmatic knowledge

AbstractAlthough language learners' knowledge of second language (L2) speech acts is postulated to be substantially influenced by learner variables, there is little empirical evidence of the influence of pragmatic motivation (PM) and willingness to communicate (WTC). To address this gap, this study sought to investigate the impact of PM and WTC as two important multifaceted learner variables on L2 speech‐act knowledge. The participants included 500 Persian‐speaking learners of English as a foreign language. The researchers developed and validated three instruments for data collection: a multiple‐choice discourse completion task (MDCT) including five common English speech acts, a PM questionnaire, and a WTC questionnaire. Data were collected in two subsequent phases. First, the MDCT was administered, and then the participants filled out the two questionnaires. Data analysis using multiple regression revealed that both PM and WTC significantly predicted L2 speech‐act knowledge. However, PM turned out to be a stronger predictor of this knowledge than WTC. The findings imply that PM and WTC are implicated in L2 pragmatic knowledge and hence language teachers should consider these two variables to help learners enhance their pragmatic acquisition.

Translanguaging as a counterpoint to World Englishes: the case of Kongish

ABSTRACT This article examines the emerging register of Kongish by raising two questions. First, in what ways does Kongish distinguish itself from the longstanding variety of Hong Kong English (HKE)? Second, to what extent might Kongish be used as a test case to interrogate the premises of World (or Asian/Postcolonial) Englishes, in which English is the perennial frame of reference in understanding local Anglophone developments across the globe? Drawing on examples from the Facebook page Kongish Daily and text-based commodities from Hong Kong, the article demonstrates that Kongish is a largely uncodified, intrinsically multimodal, and highly experimental urban dialect-in-writing. It belongs to a different order of things than HKE not merely because of its formal features, but because it articulates a nuanced transcultural sensibility and self-reflexive performativity hitherto unseen. Adopting a translanguaging perspective as a counterpoint to the World Englishes paradigm, the article conceptualises Kongish as a heteroglossic semiotic disposition and a creative sociocultural practice that experiments with flexible, always-evolving forms across languages, modes, and media.

EFL Teachers’ Emotions Toward Online-Merge-Offline Teaching Mode in University

The Online-Merge-Offline (OMO) teaching mode has emerged as a prominent new approach in language education reform with the expansion of online teaching in China. Due to the emotional complexity involved in educational reforms, this study explores the emotions expressed by Chinese EFL teachers in OMO classes, investigates the situational causes, and examines emotion regulation strategies in English Language Teaching. A questionnaire was distributed to 48 Chinese EFL teachers teaching General English (GE) using OMO mode across three normal universities, followed by semi-structured interviews for deeper insights. After collecting and analyzing data from questionnaires and interviews, the findings revealed a spectrum of emotions were experienced by EFL teachers, with positive emotions prevailing, particularly in GE classes. Love, surprise, and joy were prominent across different settings. Situational triggers encompassed classroom dynamics, institutional factors and social influences; reflecting teachers’ beliefs and identities, students’ learning engagement, behavior and academic achievements, colleagues and administrators’ work support and emotional support, policy makers’ reform mandate, and the Confucian heritage cultures. To regulate positive and negative emotions, Chinese EFL teachers primarily employed appraisal, followed by situation modification and selection. This study underscores the importance of emotional awareness for both students’ learning achievement and teachers’ professional development in ELT. It encourages Chinese EFL teachers to recognize the significance of their emotions in teaching effectiveness and offers insights for educators and administrators into supporting teachers’ emotional well-being and professional growth.

The Corrective Feedback in the Students’ Speaking Ability: A Comparative Study

This study investigated whether extensive and comprehensive oral recasting is more effective than explicit correction. The primary focus was on how feedback affects English language learning. Recasts that are intensive are defined as those that receive feedback on a single topic, whereas extensive feedback is defined as errors on multiple subjects and domains. Four groups of ten students each were formed from forty students from a Senior High School. A general English book called Think 4, a storybook, and an English grammar book called Grammar in Use were the study's instruments. In line with the study's aims, they were given feedback that was either explicit or implicit, thorough or in-depth. In accordance with the study's aims, they were given feedback that was either explicit or implicit, long or brief. The findings showed that there wasn't much of a difference between students who got implicit and explicit feedback. Additionally, it was discovered that every technique had the same effect on students' capacity to communicate.