High English Proficiency Research Articles

Facebook contact: The effect of an outgroup member’s language proficiency on desire for future intergroup contact

Guided by contact theory, we examined the effect of an international student’s English language proficiency on American students’ desire for future interaction with international students, online and in-person. We created a fictitious Facebook page of a female Chinese international student and experimentally manipulated her Facebook posts to represent low or high English proficiency. American students (N = 126) in the high proficiency condition reported more identification with the international student, which subsequently led to more desire for future interaction with the student both online and in person. These effects generalized to a desire for interaction with other Chinese students (again, both online and in person). The findings of the study have theoretical and practical implications for online intergroup communication.

The Issue of Teachers’ Professional Competence and Pedagogical Competence in English Teaching- Learning Process

<p>The existence of development in the education field requires teachers to be able to act more than just a teacher who knows how to teach. To become an advanced teacher, a teacher should have good professional competence and pedagogical competence. However, there are still problems that hinder the teacher when conducted the teaching and learning process. The problems that appear in the English classroom are teachers’ professional competence and teachers’ pedagogical competence.</p><p> This study aims to describe and explain teachers’ experience in dealing with their professional and pedagogical competence in teaching the English language. This is a qualitative study and used interview and observation as the instruments to collect the data from 3 teachers as the participant in SMA NegeriBenlutuSo’e - East Nusa Tenggara.</p> The results of the study found that teachers’ low professional and pedagogical competence caused the teachers to have inadequate English teaching competence in teaching. It caused the teachers to teach the students with inappropriate learning materials, monotonous learning activities, and uncooperative assessment methods. The results of this study also recommend that teachers have high English language proficiency and teaching competence to be able to teach English in Senior High School.

Cultural reproduction or cultural mobility? Unequal education achievement among Chinese college students

This article investigates the influence of family class background on college students’ education achievement by using the Beijing College Students Panel Survey. Statistical analyses show that elite class offspring are more likely to form student cadres and have higher English proficiency but lower grades. One reason for lower grades is that they do not devote enough time and energy to school. Another reason, however, is that the effect of cultural capital is weakened in a subjective, standardized system of examination and evaluation. Moreover, cultural capital has a greater effect when combined with other resources, meaning that elite-class children benefit more from cultural capital, which is consistent with the cultural reproduction theory.

Establishing Predictive Validity of English Exit Test: Students' EET Performance and Academic Achievement

Graduating students of UiTM are required to sit for English Exit Test (EET) whose objective is to gauge students’ English proficiency level and their readiness for the workplace. Since the test is administered before students finish their studies, it is important to examine if EET has a predictive validity in determining the academic performance of UiTM students. We use the students’ CGPA (Cumulative Grade Point Average) to gauge their academic performance and English language proficiency since English is used as a medium of instruction at UiTM. A four-part predictive validity study was conducted on the relationship between students’ EET performance and academic achievement. A sample of 1,436 students’ EET results and CGPA from various faculties were analysed based on the results from four semesters which were 2016/2, 2016/4, 2017/2 and 2017/4. The relationship among the scores were summarised with correlation coefficients and a series of one-way ANOVA tests were run to see if there were any significant mean differences in the scores based on faculties in a span of two years. The findings revealed that there were positive correlations between students’ EET results and their CGPA. Thus, it can be concluded that EET has the predictive validity for students’ academic achievement which is the CGPA. The present study also found that EET can be considered a good test as the results of EET could differentiate good students from weak ones. This was determined by running a series of One-way ANOVA tests. The results revealed that faculties whose students had high English proficiency level scored better in EET than those whose students who had low English proficiency level. Therefore, the findings indicate that EET has a potential in differentiating high English proficient students from low English proficient students for their language readiness in the workplace.

Borrowing Words from a Source in Second-Language Writing

This study examined whether the English proficiency was a factor to determine how Korean EFL university students use language copied from a source without attribution. The unattributed copying from a source was analyzed using a quantitative measurement, and a questionnaire was administered to examine the students' perception of plagiarism. The results showed that the total amount of textual borrowing and the length of strings of words borrowed from a source demonstrated a significant relationship with proficiency levels. The participants' language proficiency also influenced their perceptions regarding plagiarism. The differences observed between the two groups in perceiving plagiarism suggest that students with low English proficiency may be somewhat less aware that their heavy reliance on direct copying of a source could be regarded as unacceptable in academics than those with high English proficiency. Implications of these findings are discussed focusing on preventing plagiarism.

Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals

ABSTRACT The current work investigates whether language dominance predicts transfer of skills across cognitive-linguistic levels from the native language (Spanish) to the second language (English) in bilingual preschoolers. Sensitivity to cognates (elephant/elefante in English/Spanish) and metalinguistic awareness (MLA) have both been shown to transfer from the dominant to the nondominant language. Examining these types of transfer together using a continuous measure of language dominance may allow us to better understand the effect of the home language in children learning a majority language in preschool. Forty-six preschool-aged, Spanish-English bilinguals completed English receptive vocabulary and metalinguistic tasks indexing cognate effects and MLA. Language dominance was found to predict crosslinguistic (cognate) facilitation from Spanish to English. In addition, MLA skills also transferred from Spanish to English for children with lower English proficiency, and no transfer of MLA was evident for children with higher English proficiency. Altogether, findings suggest that transfer from a dominant first language to a nondominant second language happens at linguistic and cognitive-linguistic levels in preschoolers, although possibly influenced by second language proficiency. The current study has implications for supporting the home language for holistic cognitive-linguistic development.

Switching direction modulates the engagement of cognitive control in bilingual reading comprehension: An ERP study

While switching costs in production have been explained in terms of top-down cognitive control, researchers do not agree whether switching costs in comprehension should be interpreted in the same way. Within the BIA + model, it has been claimed that the comprehension of code-switches can be explained sufficiently in terms of bottom-up activation of lexical representations. In the current electrophysiological study, L1 speakers of Dutch with high proficiency in L2 English (n = 63) completed a Flanker task in which they intermittently read sentences with or without an alternational code-switch. With this ‘conflict-adaptation’ paradigm we examined whether reading a code-switch engages cognitive control that influences performance on a subsequent Flanker trial. Half of the participants were presented with Dutch sentences and Dutch to English code-switches, while the other half were presented with English sentences and English to Dutch code-switches. On the P300 component, we found a traditional Flanker effect, with larger amplitudes for congruent than for incongruent trials. The effect was modulated by a preceding code-switch and the direction of this modulation depended on the switching direction: the Flanker effect was smaller after a code-switch from L1 to L2 than after a monolingual L1 sentence, but larger after a code-switch from L2 to L1 than after a monolingual L2 sentence. This suggests that the L1 needs to be inhibited when reading a code-switch to the L2, while inhibition needs to be released upon encountering a code-switch from L2 to L1. These results thus show that reading code-switched sentences engages a domain-general cognitive control mechanism external to the lexicon.

Association of Acculturation With Adverse Pregnancy Outcomes.

To evaluate the relationship between acculturation and adverse pregnancy outcomes, and whether these relationships differ across racial or ethnic groups. This is a planned secondary analysis of the nuMoM2b study (Nulliparous Pregnancy Outcomes Study: Monitoring Mothers-to-Be), a prospective observational cohort study of 10,038 pregnant women at eight academic health care centers in the United States. Nulliparous pregnant women with singleton gestations were recruited between 6 0/7 and 13 6/7 weeks of gestation from October 2010-September 2013. Acculturation was defined by birthplace (United States vs non-United States), language used during study visits (English or Spanish), and self-rated English proficiency. The adverse pregnancy outcomes of interest were preterm birth (less than 37 weeks of gestation, both iatrogenic and spontaneous), preeclampsia or eclampsia, gestational hypertension, gestational diabetes, stillbirth, small for gestational age, and large for gestational age. Multivariable regression modeling was performed, as was an interaction analysis focusing on the relationship between acculturation and adverse pregnancy outcomes by maternal race or ethnicity. Of the 10,006 women eligible for this analysis, 8,100 (80.9%) were classified as more acculturated (eg, born in the United States with high English proficiency), and 1,906 (19.1%) were classified as having less acculturation (eg, born or not born in the United States with low proficiency in English or use of Spanish as the preferred language during study visits). In multivariable logistic regression modeling, more acculturation was significantly associated with higher frequency of preterm birth (odds ratio [OR] 1.46, adjusted odds ratio [aOR] 1.50, 95% CI 1.16-1.95); spontaneous preterm birth (OR 1.54, aOR 1.62, 95% CI 1.14-2.24); preeclampsia or eclampsia (OR 1.39, aOR 1.31, 95% CI 1.03-1.67); preeclampsia without severe features (OR 1.44, aOR 1.43, 95% CI 1.03-2.01); and gestational hypertension (OR 1.68, aOR 1.48, 95% CI 1.22-1.79). These associations did not differ by self-described race or ethnicity. In a large cohort of nulliparous women, more acculturation, regardless of self-described race or ethnicity, was associated with increased odds of several adverse pregnancy outcomes. ClinicalTrials.gov, NCT01322529.

Disparities in Health Insurance Coverage and Access to Care by English Language Proficiency in the USA, 2006-2016.

In the USA, people with limited English proficiency (LEP) disproportionately experience gaps in health insurance coverage and access to care. The Patient Protection and Affordable Care Act (ACA) of 2010 included reforms that could improve these outcomes. To describe changes in insurance coverage and access to health care by English language proficiency over 2006-2016. We used regression models to estimate changes in coverage and access after 2010 for adults with high vs. limited English proficiency, adjusting for socio-economic status, demographic characteristics, and health care needs. We used difference-in-differences models to assess adjusted changes in disparities by English proficiency after 2010. Supplemental analyses used nearest-neighbor propensity score matching to balance the characteristics of respondents. Respondents aged 18-64 in the Medical Expenditure Panel Survey over 2006-2016, with high (n = 174,214) or limited (n = 16,484) English language proficiency. Insurance coverage was a binary variable indicating any health insurance coverage during the past 12months. Access to care was measured using binary variables indicating whether the respondent had a usual source of care and received necessary medical, dental, and preventive care. Gains in health insurance coverage after 2010 were significant for adults with high English proficiency (1.7 percentage points, p < 0.001) and adults with limited English proficiency (4.6 percentage points, p = 0.007); gains did not significantly vary by English proficiency. Adults with LEP showed larger improvements than adults with high English proficiency in having a usual source of care (5 percentage points, p = 0.007) and receiving needed medical care and dental care (1.4 percentage points, p = 0.013, and 2.8 percentage points, p = 0.009, respectively). Findings remained similar when matching was used to balance the measured characteristics of respondents with high vs. limited English proficiency. Disparities in health care access by English proficiency narrowed after 2010, the year of passage of the ACA.

What Do You Mean by 'Asia?': Public Perception of the Geographical Boundaries of Regions

Where do people draw boundaries between regions of the world? Although there are numerous theoretical works on regions and regionalism, there has been little discussion regarding the public perception of the geographical definition of regions. Using survey data on college students from seven East/Southeast Asian countries, this paper examines which set of countries people perceive as being part of “Asia” and how perceptions of its geographical boundary differ across countries and individuals. The country-level analysis shows that students in China and Vietnam tend to perceive a narrower set of countries as Asia, whereas Japanese and Korean students include more countries in the region. We also find within-country variations and show that individuals with more knowledge about regional institutions and those with higher English proficiency are more likely to consider more countries as being part of Asia. These variations may have important implications, especially on the study of regional identity and support for regional integration.

Economic Sector Employment, Human Capital, and Poverty among Mexican Immigrants in Chicago

ABSTRACTThis study analyzes connections between poverty and economic sector of employment in relation to Human Capital Theory among Mexican immigrants in Chicago and Cook County. The results show the likelihood of poverty among Mexican immigrants varies across sectors of employment, with those in the service sector likeliest to fall into poverty, and those employed in construction least likely. Immigration status as well as English proficiency are the most salient determinants of the probability of being poor. Mexican immigrants with citizenship or legal residency status, work permits, and high or medium English proficiency have a lower probability to be poor than their counterparts.

AGE OF ONSET, TYPE OF EXPOSURE, AND ULTIMATE ATTAINMENT OF L2 MORPHO-SYNTACTIC SENSITIVITY

AbstractThe present study examined whether early immersive L2 exposure in a foreign language learning context can yield long-term advantages in L2 morpho-syntactic sensitivity. Participants were 40 Korean university students with high English proficiency, who had either attended an English kindergarten or begun learning English in a classroom, and a control group of native English speakers. All participants performed a speeded aural grammaticality judgment task that included the following features: articles, subcategorization, plural -s, third-person -s. Results showed that the English-kindergarten group outperformed the late-classroom group in terms of accuracy for ungrammatical sentences, while the two groups did not differ significantly on grammatical sentences and in reaction time measures. The learners altogether scored higher in plural -s and third-person -s compared to articles. While the native speakers showed near-perfect accuracy and fast reaction times, the highly proficient learners were at near-chance level in detecting morpho-syntactic errors during online L2 aural processing.

Sociolinguistic Variation in Learners’ Classroom Discourse

Abstract : This study investigates the use of the sociolinguistic variation in classroom discourse by learners of English as a foreign language. By using qualitative descriptive method, this study finds out that (a) sociolinguistic variation tends to be used more in informal speech than in formal settings; (b) higher English proficiency and frequent interaction with peers in the classroom and with native speakers of English promote the appropriate contextual usage of sociolinguistic variation; and (c) females tend to adopt more formal language style than males. This study also finds that learners’ patterns of sociolinguistic variation closely follow those of their teachers and textbooks, suggesting the necessity of explicit instruction in sociolinguistic variants in classrooms.Keywords : sociolinguistics; sociolinguistic variation; inter-language; language acquisition.

The development on transposed-letter effect in English word recognition: Evidence from Late unbalanced Chinese-English bilinguals

The present study examined the orthographic processing of English visual word recognition in adult Chinese-speaking English learners under the framework of the multiple-route model of reading development. Two groups of adult learners with high and low English proficiency finished a forward-masked lexical decision task. The results showed a complicated scenario on transposed-letter effects, implying that the late unbalanced Chinese-English bilinguals with low English proficiency still needed to adopt a letter-to-letter reading strategy, and that the L2 users with high English proficiency also had not properly developed the fine-grained orthographic route even they had a long experience of English learning in the foreign language learning settings in China. Overall, it is suggested that late unbalanced Chinese-English bilinguals generally follow a path similar to that of native readers in acquiring English visual word recognition skills developed from the letter-to-letter reading strategy to the parallel orthographic processing strategies. However, since L2 users usually have no or limited spoken vocabulary of English before accessing printed words and inadequate supervision in developing L2 word reading skills, their development would be much slower than that of English native speakers.

Vulnerability of Clitics and Articles to Bilingual Effects in Typically Developing Spanish-English Bilingual Children.

This study examines bilingual effects in Spanish-English bilingual children with good maintenance of the minority language. The present study compares the performance of a group of Spanish-monolingual children (MON; n=30) with two groups of Spanish-speaking bilingual children (Low English proficiency group: LEP; n=36; High English proficiency group, HEP; n=36) on the elicited productions of Spanish articles and object clitics. Our results suggest that children with LEP performed significantly lower than MON children of the same age on both articles and clitics in Spanish. However, children with HEP, who were a year older on average, performed similarly to the MON group. Both groups of bilingual children produced errors of clitic omission and substitution, but these errors were minimal in the MON group. The results suggest that Spanish clitics and articles are vulnerable to bilingual effects for English/Spanish speaking children with good Spanish maintenance.

Longitudinal relations between verbal working memory and reading in students from diverse linguistic backgrounds

The current research tracked kindergarteners into Grade 4 to investigate the longitudinal relations between reading and verbal working memory (VWM). The samples for investigation included the overall weighted sample, English monolingual (EL1) learners, language minority learners with high English proficiency (HP-LM), and language minority learners with persistently low English proficiency (LP-LM). We first investigated the growth factor relation between VWM and reading and then examined the cross-lagged relations between the two skills in different groups. Results suggested that VWM and reading growth could be separated into the initial phase (kindergarten to Grade 1) and the consolidation phase (end of Grade 1 to Grade 4). Despite the growth rate relation between VWM and reading starting to decline at the consolidation phase for EL1 and HP-LM learners, a moderate growth rate relation was able to remain for LP-LM learners. However, the effects of early VWM on later reading were either small (βs ≤ 0.15) or nonsignificant. In addition, the earlier reading skills were not predictive of later VWM. We suggest that the bidirectional relation between VWM and reading is a codevelopment process rather than a causal factor of each other. However, the process of acquiring basic reading skills and the shaping of VWM influence each other irrespective of linguistic background. Implications for intervention and suggestions for future research are provided.

Excelling in Exam Through Narrative Writing: A Connection of Creative and Descriptive Expressions

This paper discusses the impacts of an action research on how students can excel in writing skills regardless of their level of competency especially for those taking the English Language paper (SPM 1119) in the Malaysian Secondary School Public Exam in 2018. This action research aims to exert the need for realigning our focus to incorporate an approach of teaching and learning at upper secondary level. The research was carried out from January to October in a secondary school in Kota Kinabalu, Sabah. Two classes of 37 Limited English Proficiency students and 24 High English Proficiency Students who were sitting for SPM 1119 in 2018 were the subjects. The students were exposed to creative expressions under various topics which were then emphasized to be utilized in continuous writing. As a result, the performance of students had improved significantly in their continuous writing where they eventually scored 100 percent pass in SPM1119 in 2018. All 24 Highly Competent students were able to score ranging from “A-” to “A+” with grade A being the median grade. On the other hand, all the students from the Limited English Proficiency students passed with grades ranging from “A”+ to “E” (minimum passing grade) with grade “B” as the median.

Do secondary school-leaving English examination results predict university students’ academic writing performance? A latent profile analysis

Secondary school-leaving English examination results are often regarded as indicators of students’ competence to study in English-medium universities, which is usually demonstrated through source-based academic writing. In English as a second or foreign language (ESL/EFL) contexts, many English-medium universities require local undergraduates to enrol in an academic writing course, unless they received outstanding English results in secondary school-leaving examinations. This study investigates the relationship between ESL undergraduates’ secondary school-leaving English examination results and their academic writing performance through latent profile analysis. Results show that students can be grouped into four classes of academic writing performer (AWP), namely Complex-AWP, High-AWP, Medium-AWP and Low-AWP. Surprisingly, the Complex-AWP group had the highest means in structure, argument and language, but the lowest in citation. Secondary school-leaving English examination results can generally predict students’ class membership in language, argumentation and, to some extent, structure, but not citation. An important implication is that students with high English proficiency do not necessarily do well in all aspects of academic writing. This study can inform university senior management on how to set policies about who needs an academic writing course and provide appropriate training in various aspects of academic writing for university students with diverse English proficiency.

Foreigner objectification, English proficiency, and adjustment among youth and mothers from Latinx American backgrounds.

Understanding the experience of foreigner objectification is relevant given the possibility of ethnocentrism, xenophobia, and mistrust of immigrants in the United States. The present study examines main and interactive effects of objectification and English proficiency on developmental outcomes among immigrant mothers and children. Our study includes 173 youth from Latinx backgrounds (52% female, Mage = 12.86 years, SD = .68; 87% United States-born) and their mothers (Mage = 38.26 SD = 5.65; all foreign-born) from emerging immigrant contexts. Bivariate and regression analyses suggest that lower English proficiency was associated with more objectification for youth; whereas higher English proficiency was associated with more objectification for mothers. For youth only, English proficiency was positively correlated with American identity. For both parents and youth, foreigner objectification was linked with negative psychological outcomes (e.g., mothers' depressive symptoms, youths' low self-esteem). Being subjected to assumptions that challenge individuals' social status can be psychologically harmful. Nuanced developmental variation, and implications regarding the dual role of objectification and English proficiency are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Saudi Student and Teacher Perceptions of Poor High School Results and Overall Proficiency in English

“English is the only foreign language taught in Saudi schools as part of the mandatory curriculum and therefore enjoys a relatively high status” (Carfax Educational Projects, 2016, p. 10). The teaching of English as a Foreign Language (EFL/L2) within the basic curriculum of Saudi Arabia commences in the fourth grade. However, in spite of the best efforts of the Saudi Ministry of Education (MoE) to develop English learning in schools, the language proficiency of Saudi high school leavers remains insufficient to carry out even basic interactions, let alone undertake university study through the medium of English (Al-Johani, 2009; Al-Seghayer, 2014; Alhawsawi, 2013; Alrabai, 2016; Khan, 2011; Rajab, 2013). In fact, the recent Test of English as a Foreign Language (TOEFL iBT, 2017) demonstrated an overall average score of 64 of 120 for Saudis who took the TOEFL iBT between January and December 2016. This paper therefore seeks to examine the factors responsible for the low EFL performance of Saudi students on completion of their high school studies. In order to do so, the researcher randomly selected 60 school leavers and 30 teachers who responded to an interview designed to elicit the underlying causes of such poor English proficiency. The results revealed that the reasons fall into a number of discrete categories related to the student, the teacher, the learning environment, and the curriculum.