General English Research Articles

AI language models: A breach of academic integrity in online language learning?

This study elucidates considerations surrounding university students’ use of artificial intelligence (AI) in their coursework, and its impact on online language learning and assessment. This exploration is based on students’ personal experiences and perceptions. To investigate the students’ use of generative AI, an open-ended questionnaire, consisting of optional questions, was developed. A total of 54 students from diverse undergraduate fields of study, who were enrolled in online General English, English for Academic Purposes or Academic Writing courses, provided responses to the open-ended questions. The data were analysed inductively by two researchers using thematic analysis. The findings suggest that, despite offering numerous potential benefits to student learning, such as facilitating learning and supporting language proficiency, AI language models also raise a variety of challenges and concerns. These include issues related to plagiarism, cheating, assessment and over-reliance on AI.

The Japanese Branch of The International Arthurian Society. Part One. General Issues and English

Abstract Presentation of the Japanese Branch of the International Arthurian Society, including a discussion of the contribution of its members to international Arthurian scholarship, especially on Malory studies, in English Arthuriana.

The strategy, function, and efficacy of the peritexts in Giles’ and Minford’s English translations of Liaozhai Zhiyi

Among all the English translations of Liaozhai Zhiyi, Giles’ and Minford’s translations received the most reviews from Western readers. Their translations are rich in peritexts, which make up a large proportion of the two translations. Based on Genette’s Paratexts theory and Batchelor’s latest research in this field, this article examines the two translations’ peritext strategy, main functions, and efficacy in the reception of Liaozhai Zhiyi with a view to seeing the roles that two types of peritexts play in the dissemination and reception of the book in English world. Looking closer to the two translations’ peritext strategies, including covers, acknowledgments, prefaces, introductions, notes, illustrations, and appendices, the author summarizes five main functions of the peritexts: to reveal to some extent the translator’s translating aims, to show the commissioner’s peritext strategies, to spread Chinese culture, and to consciously or unconsciously manifest socio-cultural context. In addition, the article, through contrastively analyzing readers’ reviews of two translations’ peritexts, concludes that the efficacy of the peritexts in Minford’s translation is much better than that in Giles’ translation, which means that the former may, to a large degree, help promote the reception of Liaozhai Zhiyi, while the latter may not. It is also anticipated that the research pattern can be used in the study of the roles peritexts and epitexts play in the reception of a wider genre of Chinese works so as to facilitate the going-global of Chinese works and culture.

Integrating Course and Certificate Teaching: Practical Exploration of Enhancing English Vocational Skills under the “1+X” Certificate System

This article explores the implementation path of the “1+X” certificate system in vocational college English teaching, specifically how to integrate VETS (Vocational English Test System) level examination teaching with daily teaching. The article analyzes the current situation and dilemmas of course-certificate integration teaching, including the separation of teaching content, the lack of practical ability among teachers and the absence of a unified teaching plan. Subsequently, it proposes the characteristics and design ideas of course-certificate integration teaching, emphasizing the role of the course in cultivating compound talents. A specific case demonstrates how to integrate “Advanced International English for Vocational Colleges” with the VETS primary tutorial to enhance students’ language skills, vocational skills and international perspective and shape the correct professional concepts.

Perceptual Benefits of Linguistic Diversity and Language Background: Evidence from Auditory Free Classification of English Dialect Accents and Asian-Accented English

Non-linguistic factors leave a distinct thumbprint on our speech production that is perceptible to listeners. A steadily growing line of research demonstrates that listeners can perceive a contrast between native and non-native (L2) speakers based on accents and further classify these speakers according to dialectal variation, even when they are not native speakers of a language. Most of these studies have focused on dialectal variation within US English speakers, a combination of US and International English dialects, or L2 speakers representing a wide range of languages. Most have also featured listeners who are monolingual native speakers of the target language coming from a homogenous background, or a contrast between these and a targeted set of L2 speakers. We therefore lack knowledge of how exposure to, or familiarity with, diverse accents and languages, or specific native language competence of the native language of L2 speakers, can guide listeners’ accent perception and categorization. In this research, we employed a free classification task, presenting listeners with speech samples of native speakers with accents representing multiple English dialects, and L2 speakers of nine Asian languages across three geographic regions speaking Asian-accented English. There were six groups of listeners: monolingual US English listeners in a diverse linguistic context, monolingual US English listeners in a homogeneous linguistic context, native speakers of a non-Asian language and English (bilinguals), and native speakers of each of the three target Asian language groups who are L2 speakers of English. The results reveal that nearly all listeners are sensitive to accents capturing native/L2 contrasts and dialectal variation in English. While regular exposure to a diversity of accents results in increased classification accuracy, classification of Asian L2-accented English speakers is best performed when there is alignment of similar language family and geographic area, as demonstrated by South Asian listeners.

Power and Privilege: Mapping Imagined Communities in Japan’s English Medium International Schools

This paper explores the commodification of education and the reinforcement of hegemony through international English Medium schools in Japan, positioning them as gatekeepers to imagined communities of global elitism. Over the past decade, Japan has seen a surge in international schools, driven by the global dominance of the English language. The institutions, which were initially established for expatriate elites, now cater to affluent Japanese and Asian families. This paper examines the high costs, selective admissions, and marketing strategies of these schools to illustrate how they commercialize education, perpetuate class divisions, and uphold cultural dominance. The literature suggests that English Medium U.K. and US model international schools in Japan symbolize access to elite Western power structures, reinforcing social stratification and the marginalization of those within Japan unable to afford such education. This study employs theoretical frameworks of imagined communities, hegemony, and cultural capital to analyze the broader societal implications of these schools. A systematic review of relevant academic literature, complemented by a comparative analysis of tuition fees, was conducted to deepen the understanding of the relationship between education, power, and social identity in contemporary Japan. By doing so, it aims to foster a more inclusive and equitable educational environment.

‘Tuesday, the mistress’: English relocalization by Vietnamese Facebook users

ABSTRACT Drawing on the concept of relocalization, this study explores the ways in which English, when going digital, is relocalized by Facebook users in Vietnam. The analysis of Facebook data reveals that English relocalization practices are manifest in the repetition of English words, transliteration of English proper names to Vietnamese morphosyntax and orthography, and hybridity between Vietnamese and English. This relocalization process results in new meaning twists, making them incomprehensible to English speakers from other World Englishes circles because English is deeply integrated and embedded into the Vietnamese language system and the local sociolinguistic context. The findings provide more evidence to support the arguments that English is part of the local language. The study also suggests that English relocalization creates a playful space on Facebook where Vietnamese speakers can express themselves freely as the use of Vietnamese words or phrases is considered pejorative and offensive in the local culture.

ESP in Vocational Institutes: A Mixed-Method Study of Students’ ESP Learning Style Preferences

In vocational institutes, English for Specific Purposes (ESP) education should incorporate basic linguistic skills with professional communication abilities. There is a problem with ESP teaching that uses the traditional teaching model of general English, which fails to consider the needs of students. To tackle this problem, the aim of this study is to identify the preferred perceptual ESP learning styles of 254 students in seven Chinese vocational institutes. Data collection and analysis were conducted using a mixed-methods approach that combined both quantitative and qualitative methods. An adapted version of the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid (1987) was used at the first stage. Subsequently, in response to the questionnaire results, 15 students participated in semi-structured interviews. The results showed that a significant number of students chose minor learning modes rather than major learning modes. According to the data analysis, kinesthetic learning was the most preferred learning style, whereas group learning was the least preferred. The second to fifth places belonged to individual, tactile, visual, and auditory learning styles. The findings of the study have implications for ESP teachers, curriculum designers, and researchers considering students’ preferred learning styles, changes in the learning environment, and materials adaptations.

English language needs of Iranian students of civil engineering: Are the courses aligned with workplace needs?

Although Iranian universities offer English for specific purposes (ESP) courses extensively, there are plenty of challenges in the process of teaching the courses. Drawing on multiple methods, this study explored what 5 civil-engineering ESP instructors, 5 company engineers, and 10 students expected to be included in their language courses suitable for workplace-specific requirements. It used multiple sources of data, including semi-structured interviews, classroom observations, field notes, and focus group discussions. Analysis of data showed that in addition to proficiency in general English, civil engineers need to discuss technical issues, attend conferences and seminars, read or write specific genres, and communicate orally, all of which require knowledge of both general and technical English. However, university programs are not specifically designed according to students’ specialized needs. This study contributes to the importance of needs-based curriculum development pertinent to engineering English challenges and highlights the significance of tailor-made language instruction. Furthermore, ESP educators, policy makers, course planners, and other stakeholders can take advantage of needs-based resources to help engineering students solve problems pertinent to their specialization.

Effects of grading rubrics on EFL learners’ writing in an EMI setting

Despite considerable evidence that supports the use of grading rubrics (GRs) as tools for written corrective feedback, there is a paucity of research that investigates which of the different types of GRs best develops learners' International English Language Testing System (IELTS) writing scores in English as a medium of instruction (EMI)-contested settings. This study attempted to explore which rubric types (i.e., holistic, ESL composition profile, correction code, and IELTS) best assist English as a Foreign Language (EFL) learners in writing proficiency and which type leads to improving IELTS scores when such practice is embedded in EMI-disputed settings. Therefore, 351 male and female Saudi EFL learners were recruited to participate voluntarily. These participants were distributed equally among four groups corresponding to rubric type. For almost four months, the participants were exposed to a process-genre approach in which they were required to draft topics based on the comments received from their peer colleagues and teacher. The comments provided depended on the rubrics specified for their group type. The participants' pretest, midterm, and posttest scores were analyzed using one-way analysis of variance, t-tests, and paired samples t-tests. The results revealed that the ESL composition profile developed gradually, followed by the correction code group. However, the holistic groups did not improve. The tests were also assessed by specialists using the IELTS rubric. The findings revealed that the IELTS groups outperformed the other groups in all tests, followed by the female group in the ESL composition profile in the posttest. Meanwhile, other groups failed to improve. We discussed the results, considering the importance of GRs for improving EFL learners’ scores. Finally, we outlined the pedagogical implications for writing teachers in EMI settings. This study aimed to contribute to the growing research on EMI in relation to GRs, especially in the context of tertiary education in Saudi Arabia.

Impact of a Thematic Writing and Communication Course on Students’ Perception of World Englishes

A study conducted at Lahore University of Management Sciences (LUMS) assessed the impact of a Writing and Communication (WnC) course titled Genesis of World Englishes on first-year students' perceptions of World Englishes, specifically focusing on comprehensibility, intelligibility, and accentedness. The sample consisted of 48 students and it examined changes in their attitudes before and after the course to gauge the effectiveness of the intervention, with a particular emphasis on gender differences in perceptions. It delves into the significance of comprehensibility, intelligibility, and accentedness, considering accentedness as a hindering factor for Non-Native Speakers (NNS). The findings revealed significant improvements in students' acceptance of diverse English accents following the course, supported by statistical analyses demonstrating positive changes. Initial gender-based disparities in perceptions were also observed to diminish post-intervention, highlighting the course's role in promoting equality. The study suggests that targeted educational interventions can play a crucial role in fostering inclusive attitudes toward linguistic diversity, urging policymakers to consider curriculum reforms that integrate such courses to create more accepting educational environments. These insights advocate for embracing diverse accents, aiming to reduce biases and enhance communication among speakers of different English varieties in academic settings. It also encourages communication among interlocutors of various accents in ESL and EFL academic settings to occur without the perception of reducing students’ accentedness to achieve a native like accent. Instead, ESL and EFL students should improve only those segments of their pronunciation which decrease their intelligibility and comprehensibility. The findings emphasize the significance of developing gender-sensitive approaches to ensure equitable learning outcomes. Future studies should expand sample sizes and diversify participants to explore the long-term impacts of these educational strategies further, refining language education policies and teaching pedagogy to better support diversity and inclusivity.

Impact of a Thematic Writing and Communication Course on Students Perception of World Englishes

A study conducted at Lahore University of Management Sciences (LUMS) assessed the impact of a Writing and Communication (WnC) course titled Genesis of World Englishes on first-year students perceptions of World Englishes, specifically focusing on comprehensibility, intelligibility, and accentedness. The sample consisted of 48 students and the study examined changes in their attitudes before and after the course to gauge the effectiveness of the intervention, with a particular emphasis on gender differences in perceptions. It delves into the significance of comprehensibility, intelligibility, and accentedness, considering accentedness as a hindering factor for Non-Native Speakers (NNS). The findings revealed significant improvements in students' acceptance of diverse English accents following the course, supported by statistical analyses demonstrating positive changes. Initial gender-based disparities in perceptions were also observed to diminish post-intervention, highlighting the role of the course in promoting equality. The study suggests that targeted educational interventions can play a crucial role in fostering inclusive attitudes toward linguistic diversity, urging policymakers to consider curriculum reforms that integrate such courses to create more accepting educational environments. These insights advocate for embracing diverse accents, aiming to reduce biases and enhance communication among speakers of different English varieties in academic settings. It also encourages communication among interlocutors of various accents in ESL and EFL academic settings to occur without the perception of reducing students' accentedness to achieve a native-like accent. Instead, ESL and EFL students should improve only those segments of their pronunciation which decrease their intelligibility and comprehensibility. The findings emphasize the significance of developing gender-sensitive approaches to ensure equitable learning outcomes. Future studies should expand sample sizes and diversify participants to explore the long-term impacts of these educational strategies further, refining language education policies and teaching pedagogy to better support diversity and inclusivity.

Enhancing Indonesian EFL Learners’ Speaking Skills through Digital Storytelling based on Local Folktales

This study investigates the effectiveness of enhancing Indonesian English as a Foreign Language (EFL) learners’ speaking skills through digital storytelling grounded in local folktales. The study, which was conducted among first-year university students at Universitas Bumi Persada consisting of 8 people, used a case study. The information was gathered by observing the lecturer who integrated both digital storytelling and local folktales into her instruction in the classroom. To gain more comprehensive data and in-depth information, students were also interviewed regarding their experiences and opinions. The study explores the integration of digital storytelling techniques with traditional local folktales to foster speaking proficiency among EFL students. The research intends to provide significant insights into creative language teaching methodologies by leveraging technology and local culture. The findings show that digital storytelling has a considerable impact on students' speaking ability, providing light on the possibilities of adding culturally rich narratives into language teaching. This study adds to the pedagogical discourse by highlighting the potential of digital storytelling as a catalyst for enhancing speaking abilities, particularly among EFL university students in Indonesia.

Using Accreditation Standards for Internal Quality Assurance for Tertiary General English Program in Vietnam

The mixed-method study used a quantitative questionnaire to collect feedback from teachers and program directors regarding the current practices of quality assurance approaches in General English (GE) training programs at their higher education institutions (HEIs). Additionally, the study sought their evaluation of applying accreditation schemes to ensure the quality of GE training programs using a semi-structured interview. The results indicated that the quality assurance measures implemented in the GE training program were generally perceived as effective and aligned with industry standards and best practices. However, there needs to be a comprehensive QA approach that covers areas of improvement related to the learners' needs and expectations and the implementation of QA approaches for curriculum effectiveness. Informants were found to have positive evaluations of the application of the existing accreditation schemes for GE training programs at HEIs in Vietnam. Research on the effectiveness of a specific accreditation scheme implemented at particular HEIs in Vietnam will be conducted in the future.

Teaching Speaking Through Communicative Games: Indonesian English Teacher Best Practice

The researcher found fears of students making mistake are among the challenges the researcher has identified while working with students' English language skills. The students of SMK Wikrama 1 are generally energetic and like doing fun activities. Because of that, the researcher decided to use communicative games as a means of enhancing students' oral communication skills in the eleventh grade at Smk Wikrama 1 in Banjarmasin. Experimental designs such as one-group pre-test-post-test or pre-experimental designs will be employed in this study. A total of fourteen students from SMK Wikrama 1, who were in the eleventh grade, participated in this study. The data was derived from the students' scores on both the pretest and posttest. The researcher will utilize SPPS and the dependent T-test formula to assess the data. The results of the t-test for one-sample paired indicate that students' speaking skills were lower before and after the use of communicative games, with the former having a mean score of 62.86% and the latter of 71.07%. Treatment improved students' speaking skills compared to pre-treatment scores. The results show that eleventh graders at SMK Wikrama 1 Banjarmasin are improving their speaking abilities via the use of communicative games. Keywords: Communicative games; Speaking skill

International English Teaching Planning and Evaluation of Renewable Energy Application Projects from Perspective of Sustainability

The application of renewable energy has positively contributed to the Eco-city by alleviating energy tension, improving energy structure, enhancing energy utilization efficiency, and building a resource-saving and environment-friendly society. At the same time, several demonstration projects with advanced and applicable technology, stable and reliable operation, and high promotion value have been completed, and a relatively complete system of regulations, policies, technical standards, application modes, and capacity building for the application of renewable energy buildings has been initially formed. This study analyzes the current global demand for renewable energy and education status quo and proposes a set of teaching programs combined with practical applications. In response to the needs, a comprehensive framework integrating theoretical teaching, hands-on practice, rigorous program evaluation, and dynamic feedback loops is designed to cultivate students' global perspectives and emphasize the importance of cross-cultural dialogue and international cooperation. The implementation results showed a significant improvement in the students' understanding of renewable energy, with a 40% improvement at the end of the class. As a result of the IEP implementation, 85% of the students targeting the Renewable Energy Applications Program have achieved the expected teaching objectives in terms of energy and environmental policy comprehension, renewable energy technology mastery, and intercultural communication skills, which is a 30% improvement from the pre-implementation period. In addition, there has been a significant increase in international exchanges between students, contributing to creating a more holistic approach to sustainable development.

Questions Analysis of the General English language Exam for the Sixth Vocational Grade in Light of Bloom’s Taxonomy

The present study aims at identify the dominant cognitive six levels emphasized in the general English language exams for sixth vocational grade students. It also explores the potential implications of the exam question types for effective teaching practices in the sixth vocational grade English language context. To achieve the purpose of the study adopted a qualitative approach, utilizing document analysis (exam questions). Tools of the study includes a content analysis form designed in the light of six levels of Bloom taxonomies (remembering- understanding- applying- analysis- evaluating- creating). The study is limited on the exam of general English in 5 vocational departments in three academic years (2020-2021, 2021-2022, 2022-2023). Results revealed the increase of questions that assess lower cognitive levels of Blooms taxonomies in all the academic years of all branches and the sacristy of the questions that assess high cognitive levels; one or two at most in each year. More questions needed for each branch to assess analyzing, critical and interpretive levels of comprehension. Creativity and more writing tasks needed based on the curriculum objectives in each branch.

On the Internationalization of English Teaching System in the Planning of Sustainable Development of Future Renewable Energy

Energy is an essential element of human production and business activities. At present, China's energy development and utilization is facing the contradiction between increasing environmental pressure and high emission energy consumption structure. Based on the optimal power flow algorithm, this paper optimizes the scheduling and international teaching of the power system with a high proportion of renewable energy. The probability density function of fan output and photovoltaic output is obtained by wind speed and light intensity model, and the probability density function of load is also proposed. Then, interruptible load, microgrid and energy storage are used as flexible resources to improve the system’s flexibility to meet the random fluctuations caused by a high proportion of wind and light, so as to maintain the stable operation of the power grid. The mathematical model of process optimization power flow satisfying process constraints is a nonlinear time-varying system. The key to process optimization power flow algorithm is to find a simple and effective linearization and discretization method that is in line with the actual power network. On the basis of ensuring the accuracy of the model, the theory, model and algorithm of the process optimization power flow are studied on the basis of the proposed linear time period, the approximate linear time variability of the node voltage, and the goal of greatly simplifying the problem. Finally, through simulation analysis, comparing the results of model 1 and model 2, we can see that from the point of view of the power abandonment cost, the power abandonment cost of model 1 is 2.29 million yuan, which is less than the 8 million yuan of model 2. From the perspective of depth peaking and start-stop times, the total depth peaking of model 1 is 331 times, which is greater than that of model 2, 258 times. The total start-stop of model 1 is 15 times, which is more than 9 times of model 2, so the total cost of optimized electricity of wind and light in model 2 is less than that in model 1. According to the optimal scheduling model of wind and light renewable energy, the effective utilization rate of renewable energy in China is low, and the teaching system should pay attention to this problem. Therefore, this paper puts forward an international English teaching strategy for the utilization rate of renewable energy.

Indonesian and Korean teachers’ awareness of interculturality and world Englishes

Indonesian and Korean teachers’ awareness of interculturality and world Englishes

A Forty-Year Systematic Review of World Englishes: Implications for Teaching, Learning, and Language Policy

A Forty-Year Systematic Review of World Englishes: Implications for Teaching, Learning, and Language Policy