High English Language Proficiency Research Articles

Who do learners of English as a lingua franca want to sound like? English speaker role models and envisioned selves in imagined communities

AbstractTo examine speaker role models (SRMs) in second language acquisition (SLA), this study explored the sociolinguistic English as a lingua franca (ELF) perspective targeting international intelligibility. Thus, it examined the way ELF learners align with self‐selected English speakers and anonymous (audio‐recorded) English speakers as potential SRMs. The researchers asked the participants, 57 Iranian English majors, “Who do you want to sound like in English and why?” and analyzed their answers in the context of their SRMs and envisioned selves in imagined communities (ICs). The study's findings revealed that most participants had SRMs with three sets of characteristics—high English language proficiency and intelligibility, likeable personal attributes, and notable professional accomplishments. To explore anonymous English speakers in particular as potential SRMs, the researchers asked participants to rate anonymous speakers' intelligibility and likeability. The findings established that, based on the sound of their voices alone, anonymous audiorecorded speakers were less likely to be selected as SRMs. Further, the study found no significant difference between anonymous native and nonnative speakers, celebrities and others, for whom accent intelligibility and likeability increased but did not determine the likelihood of selecting them as their SRMs. Based on its findings, this study draws implications for language and teacher education and offers classroom applications with specific activities.

Pick a Movie

Foreign language learners without an immersion experience are advised to partake in activities that enhance their language learning outside the classroom. The objectives of this study were to explore which forms of language practice English as a Foreign Language (EFL) learners engage in outside the classroom and whether this practice increases proficiency. The results showed that the most frequent forms of practice were academic activities (e.g., reading academic textbooks) and recreational activities (e.g., watching movies). In this study, EFL proficiency in participants correlated positively with age. Those with higher proficiency listened to English more frequently by watching movies in their free time than those with lower proficiency. We conclude that exposure to audiovisual material, such as movies, is an effective way to reinforce language learning outside the EFL classroom. Older learners with high English language proficiency reported practicing English more frequently in their free time, so watching movies may constitute an effective means of increasing L2 exposure outside the classroom.

HBV screening among West Africans living in the US: Influences of stigma, health literacy, and self-efficacy.

Applying theoretically informed constructs using an adaptation of the "Theory of Planned Behavior," this study assessed social-cognitive and sociocultural determinants of HBV screening among West Africans living in the US to inform solutions to testing gaps. We developed and administered a theory-based survey in both English (41%) and French (59%) from September 2021 to April 2022 to a sample of West African-born individuals (n = 162). Predictors of HBV screening included: attitudes, perceived behavioral control or self-efficacy, and subjective norms along with health literacy (HL), language proficiency, and stigma of HBV infection. We hypothesized that these constructs would predict HBV testing. We also conducted path analytic modeling to better understand both direct and indirect effects of key factors on HBV screening status. West Africans who completed the survey in English were younger with less education and lower income, whereas those who completed the survey in French reported higher HBV-related stigma. In a bivariate analysis of factors associated with HBV screening by language, less education was associated with lower HBV screening in English speakers. Adequate HL, higher self-efficacy, and higher English language proficiency were independently associated with HBV screening. Path analysis to better understand the interplay between social-cognitive and sociocultural factors revealed HL and stigma both had indirect effects on screening, mediated by differences in self-efficacy. This study identified HL and stigma as key indirect factors that influence HBV screening by way of self-efficacy in West Africans in the US. This work is a first step to identifying barriers that can lead to the development of an evidence-based intervention aimed at increasing HBV screening of West Africans to address health disparities.

The role of language in students’ justifications of chemical phenomena

ABSTRACT Making decisions, reasoning, and constructing arguments with scientific evidence are essential skills for all members of society, especially in a world facing complex socioscientific issues such as climate change and pandemics. Argumentation is a complex linguistic practice but little is known about how students from diverse language backgrounds engage in argumentation. The goal of this study was to identify how students’ English language proficiency and history was associated with the reasoning demonstrated in their written arguments. We found that students with lower English proficiency and less English history produced fewer causal responses compared to students with higher English language proficiency and history. Follow-up interviews with fifteen participants revealed that students’ comfort communicating in English on assessments was affected by a combination of general and academic language experiences. Findings suggest a need to identify the barriers encountered by students from diverse language backgrounds during argumentation to ensure students from all language backgrounds have equitable supports and opportunities to demonstrate their scientific abilities.

The Effect of English Language Proficiency and Glossary Provision on Personality Measurement

Research on English language learners suggests that language proficiency can affect the validity of standardized test scores. This study examined whether the provision of a glossary as a test accommodation during personality test completion influences the measurement of personality. Using an experimental research design, participants recruited from Amazon Mechanical Turk and Prime Panels (n = 206) were first categorized as having limited or high English language proficiency and then randomly assigned to a glossary condition. The results indicate that providing a within-text glossary does not impact the construct validity and reliability of personality measures. The results also suggest that participants who received glossaries found them useful. However, those who were not provided with one disagreed that they would benefit from the provision of a glossary.

Study Abroad in Sweden: Japanese Exchange Students’ Perspectives of Language Use in University EMI Courses

With the availability of English as a Medium of Instruction (EMI) courses, an increasing number of international students have been joining Swedish universities. However, the language use in Swedish EMI courses may display unique features; while many Swedish students have high English language proficiency, code-switching between Swedish and English is reported as a common practice by both lecturers and students, even when international students are present. Moreover, the term “international students” is often used to include students of various statuses and linguistic abilities, and the experiences and perspectives of short-term exchange students towards the language use in Swedish EMI courses are rarely documented. The current study investigates the perspectives of short-term exchange students from Japan enrolled in EMI courses at a university in Sweden. Questionnaire and focus group interview confirmed previous studies regarding the language-use practices in the classrooms. Moreover, the rate of speech, turn-taking, and background knowledge were found to hinder the learning and participation of the exchange students. The findings suggest the need to raise awareness of the language practices in Swedish EMI courses to students, lecturers, and other universities in order to support the learning experience of short-term exchange students.

Understanding access to higher education amongst humanitarian migrants: an analysis of Australian longitudinal survey data

Humanitarian migrants are amongst the most marginalised population groups in countries within the Global North, including Australia. An important channel for these migrants to successfully settle into the host society and improve their socio-economic outcomes is participation in the local education system, particularly in higher-education options. However, we know surprisingly little about the socio-demographic factors that structure inequalities in humanitarian migrants’ access to (higher) education, with evidence from robust quantitative studies being particularly scarce. The present study fills this important gap in knowledge by analysing Australian longitudinal survey data (Building a New Life in Australia; n = 2109 migrants and 8668 person-year observations) by means of random-effect panel regression models. Key results indicated that higher English-language proficiency and pre-arrival education levels are core factors fostering greater engagement with the Australian higher-education system amongst humanitarian migrants. Humanitarian-migrant women in our sample exhibited a greater adjusted likelihood of being a student than humanitarian-migrant men. Altogether, our findings confirmed inequalities in accessing the Australian higher-education system amongst humanitarian migrants, and that policy attention is required to redress this situation. However, they also stress that a ‘one size fits all’ policy strategy may be neither sufficient nor appropriate to boost their education prospects.

Acculturation and Health Literacy Among Chinese Speakers in the USA with Limited English Proficiency.

Acculturation is an important factor that is uniquely associated with health literacy among racial/ethnic minorities. We examined the relationship between acculturation and health literacy among Chinese speakers in the USA who have limited English proficiency. Since language proficiency is an important subcomponent of acculturation, we also explored the relationship between English language proficiency and health literacy. Our sample included 405 participants. To evaluate the appropriateness of the acculturation instrument to elicit valid data, we performed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). We performed linear regressions to investigate the relationship between acculturation and health literacy. Our acculturation instrument can be divided into three factors: English language proficiency, interactions with family and friends, and interactions with neighbors. The acculturation measurement model exhibited good fit. Higher US acculturation was associated with lower Chinese information appraisal, higher English functional health literacy, and higher English information appraisal. Higher English language proficiency was positively associated with English functional health literacy and English information appraisal. There was no relationship between English language proficiency and Chinese health literacy. Neither acculturation nor English language proficiency was associated with empowerment. English language proficiency might play an important role in English functional health literacy and information appraisal. Developing and implementing English as a second language (ESL) curriculum in health promotion intervention programs can effectively improve English functional health literacy and information appraisal among populations with LEP.

Publishing in the Shadow of Larger Neighbours: Opportunities and Challenges of Digitisation for Small Publishing Houses in Austria and Scotland

Trade publishing houses in small nations operate in a challenging market environment: digitisation and the spread of the internet have lowered the market entry barriers and increased the international competition. This is especially prevalent in English-language markets and increasingly so in the markets with a high English language proficiency amongst second language speakers due to the amount of English content readily available online. Moreover, traditional audiences are eroding, and global players push for multi-platform publishing for a global audience. However, the impact of digitisation on small nation publishers operating in large lan­guage markets lacks scientific exploration. Hence, the impact on small trade publishing houses in Austria and Scotland is explored through qualitative case study research. An overview of the state of the publishing industry in those nations is presented, followed by an analysis of the opportunities and challenges of publishing in an online world where borders are disappearing, thus changing the competitive situation of publishers competing with larger entities in neighbouring nations with the same language.
 The research found that small nation publishers are benefiting from the possibilities offered by digitisation to reach a wider readership abroad, but at the same time it is becoming increasingly difficult for these pub­lishers and their products to stand out amongst the abundance of content online. Thus, small publishers choose market niches and collaborations to create sustainable business practices. Furthermore, these results provide a basis for further research into e-publishing in other small na­tions. Additional comparative research is needed to better understand the cultural specificities of small book markets and how to best support publishers in and for those nations.

Understanding Access to Higher Education Amongst Humanitarian Migrants: A Longitudinal Analysis of Australian Survey Data

Humanitarian migrants are amongst the most marginalised population groups in countries within the Global North, including Australia. An important channel for these migrants to successfully settle into the host society and improve their socio-economic outcomes is participation in the local education system, particularly in higher-education options. However, we know surprisingly little about the socio-demographic factors that facilitate or constrain access to (higher) education amongst humanitarian migrants, with evidence from robust quantitative studies being particularly scarce. The present study fills this important gap in knowledge by analysing Australian longitudinal survey data (Building a New Life in Australia; n=2,109 migrants and 8,668 person-year observations) by means of random-effect panel regression models. Key results indicated that higher English-language proficiency and pre-arrival education levels are core factors fostering greater engagement with the Australian higher-education system amongst humanitarian migrants. Surprisingly, humanitarian-migrant women in our sample exhibited a greater adjusted likelihood of being a student than humanitarian-migrant men. Altogether, our findings confirmed that humanitarian migrants experience barriers to accessing the Australian higher-education system, and that policy attention is required to redress this situation. However, they also stress that a “one size fits all” policy strategy may be neither sufficient nor appropriate to boost their education prospects.

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.

Minority stress, social integration, and the mental health needs of LGBTQ asylum seekers in North America

ObjectiveDrawing on theoretical accounts of LGBTQ minority stress and models of social integration and immigrant health, the present study examines sexual and gender minority status - heretofore overlooked in crossnational frameworks of immigrant health - as an important determinant of asylum seeker mental health. With the goal of spurring intervention development among this population, this study also aims to characterize LGBTQ asylum seekers' interest in interventions aimed at alleviating minority stress, barriers to social integration, and associated mental distress. MethodRespondents (n = 308) completed an online survey which included the Refugee Health Screener (RHS-15), and a battery of measures of minority stressors and barriers to social integration. ResultsMost respondents (80.20%) screened positive for mental distress. Consistent with minority stress theory, loneliness (OR = 1.14, 95% CI = 1.11, 1.16) and LGBTQ identity disclosure (OR = 3.46, 95% CI = 1.85, 6.50) were strongly associated with screening positive for mental distress. Consistent with theories of immigrant social integration, those who had been granted asylum (OR = 0.36, 95% CI = 0.25, 0.53) or had higher English language proficiency (OR = 0.35, 95% CI = 0.21, 0.60) were less likely to screen positive. In an exploratory analysis, the association between transgender identity and mental distress approached significance (OR = 3.60, 95% CI = 1.00, 7.2). As preliminary justification for applying these findings to practice, most of those who screened positive for distress were interested in receiving mental health counseling (70.45%). Most participants wanted more LGBTQ friends (83.1%), wanted to mentor an LGBTQ newcomer (83.8%), and were interested in joining an LGBTQ community center (68.2%). ConclusionThis study demonstrates that LGBTQ asylum seekers are highly likely to experience mental distress that is influenced by unique social factors, including barriers to social integration, and are motivated to participate in interventions aimed at addressing their mental health needs.

Immigrants’ Use of eHealth Services in the United States, National Health Interview Survey, 2011-2015

Little is known about the use of electronic health (eHealth) services supported by information technology in the United States among immigrants, a group that faces barriers in accessing care and, consequently, disparities in health outcomes. We examined differences in the use of eHealth services in the United States by immigration status in a nationally representative sample. We used data from the 2011-2015 National Health Interview Survey to assess use of eHealth services among US natives, naturalized citizens, and noncitizens. Our outcome variable of interest was respondent-reported use of eHealth services, defined as making medical appointments online, refilling prescriptions online, or communicating with health care professionals through email, during the past 12 months. We analyzed use of eHealth services, demographic characteristics, socioeconomic status, and health status among all 3 groups. We used multivariate logistic regression models to examine the association between immigration status and the likelihood of using eHealth services, adjusting for individual demographic, socioeconomic, and health characteristics. Among 126 893 US natives, 18 763 (16.1%) reported using any eHealth services in the past 12 months, compared with 1738 of 15 102 (13.0%) naturalized citizens and 1020 of 14 340 (7.8%) noncitizens. Adjusting for socioeconomic factors reduced initial gaps: naturalized citizens (adjusted odds ratio [aOR] = 0.81; 95% confidence interval [CI], 0.75-0.87) and noncitizens (aOR = 0.81; 95% CI, 0.72-0.90) had approximately 20% lower odds of using eHealth services than did US natives. However, the differences varied by type of eHealth service. Immigrants with higher English-language proficiency were more likely to use eHealth services than were immigrants with lower English-language proficiency. Targeted interventions that reduce socioeconomic barriers in accessing technology and promote multilingual electronic portals could help mitigate disparities in use of eHealth services.

Language Needs Situated in a Context-Sensitive Workplace

The fast-paced, technologically advanced modern world has embraced English as the current ‘lingua franca’ of tertiary education, international commerce, tourism and diplomacy. International business, collaboration and global exchange seem to depend on effective communication in English. Malaysia is currently experiencing an emerging trend to focus on workplace specific language needs. This is to meet the incumbent demands of social and economic development in contemporary Malaysian society where employees with high English language proficiency are invariably in demand. Nowadays, pushed mainly by economic and political needs, almost all trades and professions around the world demand people who are able to use English effectively as an essential tool for establishing meaningful communication, and as an essential condition in order to work in today’s global context. Data for the study reveals a diverse spectrum of language needs that should characterize an employee who fits into the context-sensitive workplace. Meeting these language needs point to a positive direction in helping to create a more competitive form of human capital for the nation.Keywords:

Low and high English Language proficiency of the learners in Pakistan: A comparative study of two different education systems

Two types of imparting education are in vogue in Pakistan. First, the system that imparts education to more than 90% of the students (Studying through the syllabus and method of Pakistani system) and second is the one that is imparting education to only 10% of the students (Studying through the syllabus and method of Cambridge education system) in Pakistan. The methodologies of teaching English and its syllabus are quite different from each other. The researcher (Teacher of English for Pakistani as well Cambridge system) observed a marginal difference in the level of English language proficiency of the learners studying under these two systems of education. The learners of Cambridge system are found highly equipped with the knowledge of English language but the learners of Pakistani system are lagging behind in the knowledge of English language although students of both the systems are being taught by the Pakistani teachers. Observing this fact, the researcher has focused to conduct research to point out the salient features of these two systems describing the reasons of high proficiency of English language by the learners of Cambridge system and low proficiency by the learners of Pakistani system. This study has been conducted by taking interview of the two students selected one from each system of education. The interview is analyzed critically and lot of attention, reaching at the conclusion that the syllabus, knowledge of teacher and methodologies adopted by the instructors play a vital role in gaining high proficiency of English language by the learners studying through Cambridge system of education.

THE FACTORS AFFECTING STUDENTS’ CHOICE IN STUDYING ENGLISH AT PRIVATE TUTORING SCHOOLS: A CASE OF THAI UPPER-SECONDARY SCHOOL STUDENTS

This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.

Parents’ Educational Level and Children’s English Language Proficiency

The expansion of the English Language utilization, the concept of Lingua Franca, and the English language proficiency’s role in children’s social and vocational future, make children’s learning English a vital affair for parents all around the world. Minding the role of parents’ educational level is an understudied issue in children’s English language proficiency level. To address this unexpected topic, the purpose of this study is finding the relationship between parents’ educational level and children’s English language proficiency. For this study, the researcher gave a TOEFL test (for evaluating the children’s English language proficiency) and a questionnaire (for determining their parents’ educational level) to eighty participants both female and male who are in their twenties and thirties. They were students in Intermediate and Upper Intermediate level in Gatt Language Center (GLC) in Tehran. After collecting the data the researcher considered each participant’s score two times: First regarding to their fathers’ educational level, second regarding to their mothers’ educational level. The researcher ran Independent Sample t-Test for differentiation between children whose parents have university education and children whose parents do not have university education. This study showed that children whose mothers have university education have higher level of English language proficiency. But there is no significant difference of English language proficiency level between children whose fathers have university education and those whose fathers do not have university education. In accordance with this study, unlike fathers’, mothers’ educational level, especially university education, could affect children’s English language proficiency level. So all parents especially mothers who desire to have children with high English language proficiency level, should take the prominence of their own educational level into account.

Making themselves at home: Support needs of older Germans in Australia.

This paper explores the experiences of older German Australians, with a focus on their support needs and preferences in later life. Data were collected through qualitative semi-structured interviews. Data analysis incorporated a systematic concept matrix approach to content analysis. The findings of the study indicate that older German Australians have adapted well to the Australian way of life. Their high English language proficiency allowed them to source services without the barrier of language often reported in studies of older migrants. They did not show high interest in ethno-specific services. Few studies have been conducted on older German Australians, and none focuses specifically on their experience of ageing in Australia. This study contributes to the body of knowledge on older migrants and, specifically, on those for whom language is not necessarily a major obstacle to obtaining aged care information or services.

The Persian Paradox: Language use and maintenance among Iranian Americans

AbstractAs a relatively new, highly educated, professional and entrepreneurial immigrant group, Iranian Americans display complex linguistic patterns. In this article, we analyze data from the American Community Survey (ACS) on English language proficiency and languages spoken at home for the first- and second-generation Iranian Americans. These quantitative data are supplemented by in-depth interviews with a purposive sample of Iranian American families in the northeastern United States on their behavior and attitudes toward learning and preserving their native language (Persian). Although ACS data show high English language proficiency among first-generation Iranian immigrants, they also show a relatively high usage of Persian language among this ethnic group. Findings show that parents and children had positive behavior and attitudes toward the preservation of Persian. As transnational families, parents have created a “tool kit” to ensure that Persian will persist at least through the second generation. Maintaining transnational ties, attending weekly cultural and religious events, providing Persian instruction, and controlling children’s language use at home were among the most important mechanisms of ethnic language maintenance.

A Comparative Analysis of Preparatory Year Students’ FL Anxiety

This study investigated preparatory year students from a Saudi University to identify anxiety they experience during their English language classes. The participants were 76 preparatory year students with high English language proficiency and 64 with low English language proficiency. A translated version of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986) was administered to generate data for this survey. Descriptive analyses and Independent-samples t-test were run to identify the participants’ perceptions related to four categories of Foreign Language (FL) anxiety as well as to see whether any significant differences exist due to their English language proficiency. The results of this study have revealed that Saudi EFL preparatory year students suffer from medium level of FL anxiety. Among four types of FL anxiety, the participants have reported that they suffer the most from communication anxiety followed by negative evaluation anxiety, anxiety of English classroom and test anxiety respectively. The present findings haven not exhibited any significant differences in the perceptions of Saudi preparatory year students regarding FL anxiety in relation to their English language proficiency. It is recommended that EFL teachers try their level best to decrease anxiety level by making their classroom proceedings interesting and stress free. This seems advisable for EFL teachers to enhance the possibilities of their students’ participation in class activities by letting them know in advanced so that they are able to prepare those topics well. Generally speaking, it transpires that though Saudi preparatory year students bear moderate level of FL anxiety that can easily be addressed by exploiting appropriate teaching techniques to help them overcome their anxiety and perform better in their language classes.