General English Research Articles

Identifying common conditions of pregnancy for women, including women from culturally and linguistically diverse backgrounds, at an Australian hospital: A survey

ProblemResearch that explores the prevalence and range of treatments sought for common conditions of pregnancy is limited, particularly for culturally and linguistically diverse (CALD) women. BackgroundDuring pregnancy, physical and psychological conditions affect participation in the home, workplace, and community. However, treatment options may be limited, particularly for CALD women. AimTo establish the prevalence of physical and psychological conditions experienced during pregnancy, and ascertain treatments options sought by women attending a hospital in a multicultural area of Sydney (Australia), including medical, allied health and complementary medicines. MethodsA cross-sectional survey of pregnant women attending an outpatient antenatal clinic (July-December 2019). The survey was conducted in the most common language groups, English, Arabic and traditional Chinese (inclusive of Cantonese and Mandarin). Univariate and bivariate analysis was conducted. FindingsA total of 154 women participated. CALD women most frequently reported lower-back pain (41.5 %), constipation (34 %), nausea (28 %), and anxiety (7.5 %) . English-speaking women reported lower-back pain (43.5 %), difficulty sleeping (37 %), severe tiredness (35 %), and anxiety (15.8 %), and were more likely to seek treatment (p < 0.01). Practitioners most consulted were massage therapists, physiotherapists, community nurses and counsellors. Doctors were least consulted overall. ConclusionsPregnant women most commonly reported lower-back pain, however conditions were reported and treated less frequently by CALD women, including psychological conditions. It is vital that women can access hospital-based treatment for common physical and psychological conditions of pregnancy. The implication for clinicians is to establish routine asking, adequate care provision and referral to culturally safe and appropriate services.

English Articles ‘a’ and ‘the’ in Saudi English: An Emerging World Englishes Variety

English Articles ‘a’ and ‘the’ in Saudi English: An Emerging World Englishes Variety

Hindi Translation, Cultural Adaptation, and Validation of Modified Weight Bias Internalization Scale (WBIS-M): A Cross-Sectional Study from the Metabolic Surgery Clinic in North India

Background: The lack of culturally-sensitive tool masks the epidemiology of weight-bias and internalized-stigma. This study aimed to translate, adapt, and validate the Modified Weight-Bias Internalization Scale (WBIS-M) into Hindi. Methods: The translation and adaptation process followed the World Health Organization guidelines. Three psychiatrists translated the original WBIS-M into Hindi. The bilingual panel comprised four psychiatrists, two laparoscopic bariatric surgeons, a professor of English, and an individual with severe obesity (with an International English Language Testing System (IELTS) score of Band 8.5) who was familiar with Western culture. The panel identified and resolved inadequate expressions of translations or discrepancies. An independent translator, whose mother tongue was English, back-translated it into the English language. Focused group discussions with individuals with severe obesity were conducted. The final H-WBIS-M was administered to undergraduates ( n = 120) after seven days. Test–retest reliability was assessed. The original WBIS-M, Eating Disorder Diagnostic Screen, and Fat Phobia Scale-Short Form were administered to 120 undergraduates and 55 individuals with severe obesity ( n = 175)]. Reliability and validity of H-WBIS-M were analyzed. Results: Kaiser–Meyer–Olkin measure of sampling adequacy was 0.788, and Bartlett’s test of sphericity was χ2 = 1381.892, p = 0.000. The exploratory factor analysis extracted three components. Spearman-Brown coefficient for H-WBIS-M was 0.875. The internal consistency was α = 0.875 ( p = 0.000), intraclass correlation coefficient was 0.857 (95% confidence interval [CI] = 0.812–0.893) ( p = 0.000), and Pearson correlation ranged from 0.869 to 0.989 ( p = 0.000). Cross-language concordance revealed a significant intraclass correlation coefficient (0.877–0.986) ( p = 0.000) and Pearson correlation ranging from 0.781 to 0.972 ( p = 0.000). Conclusions: The H-WBIS-M demonstrated good psychometric properties based on standard testing procedures.

The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China

This article highlights the prevalent bias on global English in the existing informal digital language learning (IDLL) research and draws attention to informal digital learning of language other than English (IDL-LOTE) as a highly under-researched area in computer-assisted language learning. Recognizing how motivation, enjoyment, and self-efficacy serve as three crucial individual differences factors in second language (L2) development, the study sets out to examine the predictive effects of the three variables on IDL-LOTE. Drawing upon questionnaire data collected from 862 Chinese university students learning French or German as their LOTE, a structural equation modeling analysis was conducted. Our findings highlight that 1) promotion-focused motivation, enjoyment, and self-efficacy can significantly and directly influence IDL-LOTE, but prevention-focused motivation fails to generate such a direct impact; 2) enjoyment and self-efficacy can respectively act as a full mediator in the indirect effect of prevention-focused motivation on IDL-LOTE, and they can also partially channel the indirect influence of promotion-focused motivation on IDL-LOTE; 3) the specific language being learned (i.e., French or German) does not moderate the predictive effects of motivation, enjoyment, and self-efficacy on IDL-LOTE. These findings enable us to propose pedagogical implications and point out future research directions to advance the agenda of IDLL.

EFL teachers’ perceived productive skills for effective teacher professional development program

Indonesian EFL teachers’ English competency has been in the spotlight due to their unsatisfactory achievement. This reality has been observed during their practices in the classroom. This article aims at reporting the results of Indonesian EFL teachers’ perception of their productive English skills, speaking and writing. A mixed method was employed by focusing on introspective method. Quantitative data were obtained through a closed-ended questionnaire filled in by 206 secondary school teachers and analysed using SPSS software. Ten randomly selected teachers were interviewed to confirm the quantitative data. The findings show that EFL teachers’ speaking and writing skills are at a moderate level (68.62-71.70) and (67.83-71.18), respectively. Interview results indicate a low intensity of spoken English use in the classroom, which is less than 50%. This occurred for two main reasons: the students’ low ability to understand teachers’ talk/explanation and the teachers’ declining speaking ability. Meanwhile, only 2 of 10 teachers taught writing by following the steps of the writing process. However, at the interview session, the teachers rated themselves for speaking from 6-9 and for writing from 5-9. All teachers agreed that training to improve their English proficiency was highly important; this could be realised through the MGMP program. The results of these data will be used to develop a prototype of the Competency Test for Indonesian English Teachers (CTIET) to develop EFL teachers’ sustainable English proficiency.

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

The Translation and Introduction of Chinese Myth in English World

The Translation and Introduction of Chinese Myth in English World

Efficacy of Mixed Model Instruction to Improve English Language Skills of Business Management Students: An Experimental Study

Aim. The current study explored and compared the efficacy of technology-based instructions, specifically web-mediated, blended, and online instructions, on the enhancement of English language skills among students pursuing Business management (BM) in Prince Sattam Bin Abdulaziz University, Saudi Arabia. Method. A total of two hundred and four participants were chosen randomly and divided into four groups. The control group, comprising 51 individuals, received general English instruction utilizing the communicative language teaching (CLT) approach, and engaged in exercises that focused on developing their general English skills. On the other hand, the web-mediated learning experimental group, also consisting of 51 participants, received general English instruction through the Duolingo educational model. Similarly, the blended experimental group, comprised of 51 individuals, received general English instruction through the Enriched Virtual Blended Learning Model. Lastly, the online learning group, consisting of 51 participants, received general English instruction through the LMS instructional model. Results. Prior to the intervention, all students underwent a pretest, and subsequently, a posttest and a delayed posttest were administered to evaluate their proficiency in standard general English, as measured by the TOEFL exam. The study's results indicated that all groups displayed progress in their English language skills. However, the Duolingo and Enriched Virtual learning models demonstrated superior performance in enhancing English language skills compared to the other groups. Conclusion. These findings hold significant pedagogical implications for curriculum designers, the development of training programs for future HR professionals, material producers, and all stakeholders involved in the field of BM education.

Teachers' perceptions and implementations of global Englishes and Frenches in language classrooms

AbstractAn important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K‐12 and university settings in the United States to compare attitudes around varieties of two dominant global languages with colonial legacies through an anonymous questionnaire completed by 36 language teachers. The study aimed to understand to what extent English and French language teachers drew on the linguistic diversity of the respective languages and if there was a connection between received ideas and attitudes around varieties and approaches taken in language classrooms. Findings suggest that language teachers were influenced by their own language learning histories, leading to a misalignment between teaching beliefs and pedagogical practices. Additionally, language teachers were subject to curricular constraints that influenced their teaching practices around language varieties. Implications for teacher education are discussed.

Code Switching Found In Meats Theme Video Of Korea Reomit Youtube Channel

The importance of English in Indonesia has grown significantly in recent years. This widespread influence is obvious in various sector of Indonesia seciety, from business to education and media. Digital platforms like YouTube play a significant role in English language learning by exposing young Indonesians to English content and bilingual speakers who switch between Indonesian and English. Consequently, YouTube has become an effective tool for language learning, making English more accessible and engaging for Indonesian audiences. This study aims to analyze the types, functions and factors of code-switching used on the Korean YouTube channel Reomit. The research method involves descriptive qualitative analysis, with data collection centered on five videos from the Korea Reomit YouTube channel, focusing on themes related to meats, soupy foods, and snacks. The analysis reveals that the types of code-switching present on the Korea Reomit channel include inter-sentential, intra-sentential, and tag switching. The functions of code-switching identified in the study include discussing specific topics, emphasizing points, interjections, repetition for clarification, intention for clarification, and expressing group identity. The factors influencing code-switching are identified as participant, topic, status, and solidarity.

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.

The predictive value of gaze behavior and mouse-clicking in testing listening proficiency: A sensor technology study

This study employed eye-tracking and mouse click frequency analysis to investigate the predictive power of gaze behaviors, mouse-clicking, and their interactive effects with linguistic backgrounds on the IELTS (International English Language Testing System) listening test scores. A total of 77 test takers (45 with English as their first language (E-L1) and 32 with English as their second language (E-L2)) participated in this study. Their eye movements and mouse click frequencies were recorded as they took a computer-based IELTS listening test. The subsequent data analysis, utilizing linear mixed models, showed that gaze patterns, mouse actions, and language background significantly predicted listening test outcomes across four listening test sections and between E-L1 and E-L2 candidates, accounting for 33.2% of the variance observed in test scores. These results indicate the effect of potential sources of construct-irrelevant variance on test scores, which are not predicted in the available construct definitions of the test used in the study. Implications for the listening construct and test validity are discussed.

Incorporating English as an International Language in Teaching Materials: A Case of an EAP Course in Vietnam

The spread of English on a global language has resulted in the emergence of a new paradigm of English language teaching, English as an International Language (EIL), which switches the focus from native models to communicative effectiveness and the equal status of all varieties of English and cultures. In Vietnam, though the goal of communicative effectiveness in English language teaching (ELT) is acknowledged, EIL syllabus material design has been given little attention. This study aims to explore the perceptions of material developers regarding EIL incorporation in teaching materials and the actual extent of EIL integration in teaching materials of an English for academic course. The results show that there exists a mismatch between the material developers’ appreciation of EIL incorporation and their modest practices of incorporating EIL in teaching materials. The research also indicated that while the material developers equally value international target culture, culture(s) of future interlocutor and local culture, the priority in material design was given to culture of native speakers. The opportunities to develop skills to communicate across the differences are also given credits in teaching materials, as perceived and practiced in the material design of the course. The research suggests a pedagogical implication towards further incorporation of EIL in language courses to university students and the role of material developers in resonating material design with actual communicative contexts.

Analysis of Research Hot Spots in Chinese and International English Ecohydrological Literature

ABSTRACTTo enhance comprehension of current research progress in the field of ecohydrology and to provide valuable references for future related research, policy formulation and international collaboration, this article relies on ecohydrology‐related literature and citation records in four databases: China Knowledge Network (CNKI), Wanfang Database, Web of Science (WOS) and Elsevier, up until the end of 2022. We use publication and citation trends analysis along with keyword hotspot analysis using VOS viewer to investigate publication and citation trends in Chinese and English literature. The study systematically analyse the process of keyword changes and research hotspots in Chinese and international English literature, providing a detailed explanation of the differences in research hotspots and the reasons for their formation. The research indicates that since the inception of the term ‘ecohydrology’, relevant literature has displayed sluggish growth alongside rapid development. Additionally, alterations in primary keywords have differed between Chinese and English literature over time. However, ‘groundwater’ has consistently retained a significant amount of attention within Chinese literature. Groundwater has been extensively studied in Chinese literature, with a particular focus on eco‐hydrological processes, their effects, modelling and techniques. Similarly, English language literature is abundant with keywords denoting pivotal concepts like the environment, hydrology, fauna and rivers. These areas have been the focal points of research for international scholars. Regional characteristics, ecological conditions, economic development level and scientific research priorities, among other factors, are all significant contributors to the development of the field of ecohydrology. Differences in research hotspots can also be attributed to geographical characteristics, ecological environment conditions and scientific research priorities. Over the past decade, there has been a gradual convergence in research between Chinese and English literature. The current hotspots of research in ecohydrology include basic research, theoretical applications and adaptive wide‐area mechanistic research. In the future, the discipline of ecohydrology is likely to face numerous challenges and opportunities related to climate change, resource management, and societal needs. Interdisciplinary collaboration, technological innovation and global cooperation will continue to drive breakthroughs in ecohydrology research.

English Studies from Global to Nepali Context: Critical Debates, Challenges and Possibilities

This paper aims to present an analysis of the critical debates in the area of English Studies emerged from the time of its initiation and still going on, various challenges that this discipline has undergone, and its future prospects. Based on library research method, the analysis of the relevant online and physical library materials related to English Studies has been conducted. The findings show how English Studies has undergone the critical debates like whether English is the subject of colonial domination or socially progressive project, whether it has to give privileges to literary studies or creative writing, and whether it has to adopt a single standarised form of English or world Englishes. In addition to it, it shows that despite undergoing a number of critical debates and challenges due to either the ongoing process of departmentalisation or the African abolitionist movements, English Studies has become refined, updated and interdisciplinary area of study. Proper redesign and reformulation of English courses, incorporation of local art, culture and literature, adoption of new technology and vocational aspects etcetera could make it more relevant, effective and impactful in the days to come.

Depiction Of Moral Values In Indonesian English Junior High School Textbooks

Most language textbooks are analyzed by emphasizing cultural/multicultural content, gender stereotypes/representation, neoliberalism, and pedagogical representation. The role of language textbooks on moral and cultural values at various levels has been examined. However, moral values at the junior high school level are scarce. This study examined the moral values in junior high school English textbooks entitled “English for Nusantara” for grades 7 and 8 published by the Indonesian Education Standard, Curriculum, and Assessment Agency of the Ministry of Education Culture, Research and Higher Education within the independent curriculum. This research used a qualitative content analysis research design. This study adopted the Moral Foundations Theory Framework (MTF) Graham presented a set of moral principles such as care/harm, fairness/cheating, loyalty/betrayal, authority/subversion, and sanctity/degradation. The result showed that both the textbooks for grades 7 and 8 were similar representing more dominant moral values than bad values, with percentages of 95% and 59%, respectively. The other finding suggested that the textbooks did not integrate authority, loyalty, and fairness. The study implies incorporating stories that highlight moral values should be required to internalize ethical values and encourage students to do good things.

Rethinking AI: bias in speech-recognition chatbots for ELT

Abstract Artificial intelligence (AI) technologies, particularly chatbots with speech-recognition, are gaining attention as tools for ELT. However, this frontline development in contemporary ELT seems to stand in stark contrast to the multilingual effort, another innovative trend, as chatbots’ speech recognition capabilities are primarily attuned to native English speaker pronunciation. Addressing this concern, this study adopted a Global Englishes (GE) perspective and examined students’ attitudes toward English after their use of a speech-recognition chatbot. Text-mining analysis of reflection papers from 38 students and thematic analysis of interviews with seven students revealed that the chatbot hindered the incorporation of diverse English use into ELT and students expressed a conception of English not as a language in flux but rather as a subject with specific content to be mastered. The findings are discussed concerning GE, AI ethics, and computer-assisted language learning, and implications for future chatbot use in ELT are provided.

The Effect of Metacognitive Intervention on the Listening Performance and Metacognitive Awareness of High- and Low-Working Memory Capacity EFL Learners.

EFL listening comprehension has been a stark challenge for language learners, but little is known about the combined effect of individual differences, such as working memory capacity, and metacognitive intervention. Thus, the present experimental study investigates the effect of metacognitive intervention on the listening performance and metacognitive awareness of high- and low-WMC EFL learners. For this purpose, Oxford Placement Tests were distributed among 120 male Iranian EFL learners, of which 94 were identified as intermediate. Then, backward visual digit span tests were administered to measure their working memory capacity. Based on the median of all scores, 80 learners were selected and randomly assigned to two experimental groups and two control groups each with 20 participants. Next, their performance on the International English Language Testing System and the Metacognitive Awareness Listening Questionnaire was measured before and after the 8-session metacognitive intervention. Results showed that high-WMC experimental learners had a higher gain with a large effect size in terms of listening performance compared with all the other groups. In addition, the experimental group learners reported the significantly higher use of the metacognitive strategies with a moderate effect size. Interestingly, low-WMC learners' listening performance and metacognitive awareness also improved as a result of the intervention. Our findings bear pedagogical significance in that individual differences in WMC should be considered more in both EFL language classes and the future line of research involving the metacognitive intervention.

Sentiment Analysis Techniques: A Comparative Study of Logistic Regression, Random Forest, and Naive Bayes on General English and Nigerian Texts

This research investigates sentiment analysis on two distinct datasets: a general English dataset and a Nigerian dataset (Gangs of Lagos movie review), using three machine learning algorithms: Logistic Regression, Random Forest, and Naive Bayes with python programming language and its libraries. The study aims to evaluate and compare the performance of these models across different linguistic and cultural contexts. Results indicate that Logistic Regression consistently outperforms the other models, achieving the highest accuracy and balanced performance across sentiment classes. Random Forest provides comparable results but struggles with positive sentiment detection in the Nigerian dataset. Naive Bayes shows the lowest overall accuracy, with significant challenges in recall for certain sentiment classes. These findings highlight the importance of model selection and tuning tailored to specific datasets for effective sentiment analysis.