Intermediate Proficiency Levels Research Articles

The blue sky of AI-assisted language assessment: autonomy, academic buoyancy, psychological well-being, and academic success are involved

Artificial intelligence (AI) transforms the educational landscape by radically changing how lessons are taught and students are evaluated. In light of these facts, it is critical to consider learners’ emotional and mental wellness as the building blocks of education. Given these facts, it is imperative to consider learners’ emotional and mental well-being as the fundamental components of education. The key goal of this investigation was to investigate the relationships between learner autonomy (LA), academic buoyancy (AB), psychological well-being (PW), and academic success (AS) in Intelligent Computer-Assisted Language Assessment (ICALA). The current study was conducted on a cohort of 391 students registered in courses at private language institutions in Al-Kharj, Saudi Arabia, who were at the intermediate proficiency level. The following instruments were administered: the Academic Buoyancy Scale, the learner autonomy instrument, the learner psychological well-being, and the academic assessment. Then, to evaluate data and quantify the interaction between LA, AB, PW, and AS, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were applied. The findings underscored the significance of LA and AB in achieving a balance in the PW of EFL pupils, particularly when utilizing ICALA for language acquisition. Additionally, the instructional implications of this study and potential avenues for future research are extensively investigated.

Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction

This study explored the impact of adaptive learning (AL) and digital literacy (DL) instruction on L2 learners' writing skills and motivation. The study explored the potential of DL instruction within AL contexts to enhance L2 writing and motivation. A total of 93 students at an intermediate level of proficiency were randomly assigned to two experimental groups (AL-enhanced or EG1, and AL-enhanced supported by DL instruction or EG2) and a control group (a technology-enhanced non-AL group). The study used writing tasks, self-determination theory (SDT) questionnaire, DL questionnaire, and semi-structured interviews as instruments for data collection. Findings indicated that AL significantly influences participants' writing outcomes and SDT compared to the control group. Furthermore, the use of DL instruction within AL environments enhances DL skills, writing outcomes, and self-determination motivation. Qualitative results also suggest a positive effect of AL and DL instruction on students' writing skills and SDT. Finally, findings indicate that integration of AL and DL instruction could enhance students' engagement, autonomy, and motivation, thereby positively impacting their overall learning experience. Findings highlight the significance of integrating AL and DL instruction to enhance students' writing, SDT, and overall learning experience, thereby preparing them for the digital age.

L’intuition dans l’apprentissage et l’emploi d’une langue étrangère : pourquoi la notion est-elle importante ?

The article discusses properties and the role of intuition in learning and using a foreign language. While intuition plays a crucial role in various cognitive processes, its specific implications in linguistics and foreign language pedagogy remain incompletely understood. The first part presents the main theses and research findings on intuition in linguistics (Chomsky, Guillaume, Benveniste, Langacker) and foreign language didactics (Krashen, Ellis, Oxford, DeKeyser, etc.). The second part outlines an empirical study of linguistic behaviours based on intuition. The study focuses on the evaluative function of intuition linked to the rapid judgment of the grammatical correctness of sentences and the compensation function, which involves the immediate inference of the meaning of unknown lexical units from the context. The study results, conducted with 102 students of French as a foreign language, show that at the level of intuitive behaviours concerning the morphological and syntactic subsystems, their linguistic reactions, fast and unconscious behaviours, are characterised by more significant correction than conscious behaviours. On the other hand, as far as the intuitive behaviour related to the lexical-semantic subsystem is concerned, better results are generated by longer reaction times. The study also demonstrated that intuition supports not only native users, but also foreign langue learners at intermediate level of proficiency.

Venäläisen aksentin tunnistaminen suomen suullisen kielitaidon arvioinnissa

The paper focuses on the Russian accent in the Finnish oral proficiency test. The data consist of spontaneous monologues on an intermediate proficiency level from 10 speakers (about 90 s each). Raters (n=44) were asked to identify the accent in the speech samples as well as to give justifications for their recognition in their own words. The analysis is based on a classification of the raters’ comments as well as auditory and acoustic analysis by the author. The results show that the raters paid most attention to individual sounds, but also palatalization and intonation were mentioned as the reasons for detection of the Russian accent. To conclude, further and more detailed acoustic analysis is needed to gain more understanding of the phonetic features of Russian accented Finnish.

English proficiency of Japanese third-age learners: A Quantitative Inquiry

The EFL (English as a Foreign Language) participation and engagement of third-age learners, whose ages range from 50 up to 70 and above has received global attention. Japanese third-age learners' pursuit of English competence exhibits broader societal trends and personal desires for lifelong learning. Utilizing a descriptive-correlational approach, the study assessed the level of English language proficiency (ELP) of 59 Japanese third-age learners registered in the 2023-2024 EFL program in five cities of Aichi prefecture, Japan, when they were taken as a whole and when they were demographically grouped by sex, age, educational background, and weekly average study time. The results show that on average, third-age learners in Japan achieve an intermediate level of English proficiency or B1, with variances observed attributed to demographic criteria such as sex, age, educational background, and weekly English study time. The study found a significant relationship between ELP and the respondents’ demographic, indicating that ELP levels are influenced by sex, age, educational attainment, and the number of hours spent learning English per week, with males showing higher proficiency and older learners generally showing higher levels. The study underscores the need for tailored English language instruction for third-age learners, taking into account their specific demographics. It also considers the policy implications of institutionalizing programs for third-age learners in Japan, aiming to promote active aging, social integration, and overall well-being. Researchers, teachers, and curriculum designers may use this study as one of the bases for developing tailored curricula and instructional materials for third-age learners.

The Effect of Self-identity and Positive Emotion Intervention on College Students' English Reading Study on the Correlation between Test Scores

The aim of this study was to investigate the impact of self-identification and positive emotion intervention on college students' English reading comprehension. In the context of globalization, proficiency in English reading is crucial for effective cross-cultural communication and career advancement. However, previous research has primarily focused on the influence of self-efficacy on long-term learning, neglecting the examination-specific utilization of psychological adjustment strategies (such as positive emotional intervention) and its correlation with test performance and scores among students. Therefore, this study posits that through psychological adjustment and alleviation of test anxiety, positive emotional intervention and self-identification can facilitate improvements in English reading comprehension skills as well as enhance test coping abilities. A total of 61 non-English major college students were randomly selected and divided into two groups: “moderate self-identification group” and “high self-identification group”. Each group was further subdivided into an intervention group and a control group. The statistical software SPSS was employed to conduct descriptive statistics, correlation analysis, cluster analysis, and difference analysis in order to elucidate the relationship between positive emotions, self-identification, and English reading scores. These findings aim to provide novel insights for both the education industry and the psychological field. The results revealed that positive emotion intervention significantly influenced students' English reading test scores across different levels of self-identification. Specifically, students with a moderate level of self-identification exhibited improved performance after receiving positive emotion intervention, whereas those with a high level of self-identification maintained better performance without additional situational motivation. Furthermore, it was observed that reading materials of varying difficulty levels also impacted reading comprehension at an intermediate level of English proficiency. Overall, this study confirms the efficacy of positive emotion intervention in assisting students in effectively coping with challenges and enhancing their accuracy.

Is the Suppliance of L2 Inflectional Morphology Subject to Covert Contrasts? An Analysis of the Production of L2 English Third Person Singular Agreement by L1 Bengali Speakers

The cause(s) of missing inflectional morphology in obligatory contexts by adult speakers of second language (L2) English is subject to ongoing discussion. Whatever the specific theory, however, the apparent asymmetrical production of the morpheme ‘-s’ in the marking of number on plural nouns versus that on third person singular agreement has to be accounted for. This study adopts the theoretical approach put forward by the Prosodic Transfer Hypothesis, whereby the prosodic representation of inflectional morphology in the first language (L1) can, to some extent, account for differences in the suppliance of inflectional morphology in L2 English within and across L1s. It is in this context that the production of third person singular agreement, and, for contrastive purposes, number on plural nouns, by L1 Bengali speakers of L2 English, is considered in relation to available prosodic representation in the L1, as well as against phonological processes attested in L1 acquisition. More specifically, covert contrasts. An inspection of spectrograms from instances of the omission of inflection by L1 Bengali speakers of L2 English at Beginner to Intermediate proficiency levels does not, however, indicate that learners are covertly supplying agreement on the third person singular (or plural number on nouns). This finding does not necessarily rule out the occurrence of covert contrasts in L2 production of inflectional morphology; alternative techniques may detect a systematic difference between bare verbs and non-audible (to the listener) inflection.

Need Analysis of English Conversation for Hawkers in Mandalika Special Economic Zone, West Nusa Tenggara

The research aimed to investigate the English proficiency level, what English conversation materials are needed, and what obstacles hawkers face in Mandalika Special Economy Zone when communicating with foreign tourists. This study utilizes a qualitative research paradigm with a descriptive approach; this study paints a comprehensive picture of the language abilities of Mandalika's hawkers, the materials of English conversation needed by hawkers, and the hawkers' obstacles when communicating with foreign tourists. Methods of collecting data consist of interviews, documentation, and observation. Some steps to analyze the data collected are data condensation, data display, verification, concluding, and data validity. Findings reveal a diverse spectrum of English proficiency levels among hawkers, ranging in primary and intermediate proficiency levels. Specifically, from 20 hawkers as research subjects, 13 hawkers exhibit a basic level of proficiency, while seven hawkers demonstrate intermediate-level skills. The assessment of English proficiency level is based on three crucial aspects that the hawkers always use namely understanding of English communication, non-verbal communication strategies employed by the hawkers, and vocabulary usage. These materials vary depending on the type of goods hawkers sell, highlighting the importance of tailored language resources. This research found 4 (four) crucial materials or topics to be mastered when communicating with foreign tourists: greetings and welcoming, describing specialties, providing personal/additional information, and discussing prices and payment. Additionally, the research uncovers obstacles faced by hawkers in their communication with foreign tourists. These challenges encompass hawkers' difficulty in explaining products, the low English proficiency of most Hawkers, and also language and vocabulary constraints of hawkers.

An objective skill assessment framework for microsurgical anastomosis based on ALI scores

IntroductionThe current assessment and standardization of microsurgical skills are subjective, posing challenges in reliable skill evaluation. We aim to address these limitations by developing a quantitative and objective framework for accurately assessing and enhancing microsurgical anastomosis skills among surgical trainees. We hypothesize that this framework can differentiate the proficiency levels of microsurgeons, aligning with subjective assessments based on the ALI score.MethodsWe select relevant performance metrics from the literature on laparoscopic skill assessment and human motor control studies, focusing on time, instrument kinematics, and tactile information. This information is measured and estimated by a set of sensors, including cameras, a motion capture system, and tactile sensors. The recorded data is analyzed offline using our proposed evaluation framework. Our study involves 12 participants of different ages (35.42±9.78\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$35.42\\pm 9.78$$\\end{document} years) and genders (nine males and three females), including six novice and six intermediate subjects, who perform surgical anastomosis procedures on a chicken leg model.ResultsWe show that the proposed set of objective and quantitative metrics to assess skill proficiency aligns with subjective evaluations, particularly the ALI score method, and can effectively differentiate novices from more proficient microsurgeons. Furthermore, we find statistically significant disparities, where microsurgeons with intermediate level of skill proficiency surpassed novices in both task speed, reduced idle time, and smoother, briefer hand displacements.ConclusionThe framework enables accurate skill assessment and provides objective feedback for improving microsurgical anastomosis skills among surgical trainees. By overcoming the subjectivity and limitations of current assessment methods, our approach contributes to the advancement of surgical education and the development of aspiring microsurgeons. Furthermore, our framework emerges to precisely distinguish and classify proficiency levels (novice and intermediate) exhibited by microsurgeons.

DEMYSTIFYING STUDENT NEEDS IN NON-ENGLISH PROGRAMS FOR ENGLISH-SPECIFIC PURPOSES

It cannot be hindered that needs analysis is a crucial element of English for Specific Purposes theory. Without it, effective communication in targeted domains cannot be achieved. Since ESP is linked to their field of study it presupposes that student chose to be extra curious in comprehending issues related to their domain of study or work, which should have a connection between components and English skills. This study examines students' requirements for learning English for specific purposes, encompassing their needs, preferences, and areas of deficiency, with a focus on multidimensional learning needs. The research employs a descriptive qualitative approach. This study employed several techniques to collect data, including conducting interviews with students enrolled in English for Business Management (ESP) courses during their second semester. The results of this research were analyzed using Hutchinson and Waters (1987) theory of needs analysis. Researchers found that students have a high need to learn English; they desire to improve their speaking skills for work, but there is a gap between their current proficiency level and what they need. It is highly recommended for students who are planning to pursue a degree in management studies to possess an intermediate level of proficiency in the English language before starting their academic journey. Therefore, it is advisable for students in the management study program to have at least an intermediate level of English proficiency before commencing their studies. This strategy ensures their ability to address their English learning requirements effectively.

Linguistic complexity measures of short narrative writings for modeling overall Chinese proficiency

This study investigates whether linguistic complexity measures of short narrative writings can model overall proficiency in Chinese as a second language. A sample of native Japanese undergraduate students with intermediate (n = 34) and advanced (n = 43) levels of Chinese proficiency, and a sample of native speakers of Chinese (n = 43) altogether provided 240 short narrative essays in Chinese, with a minimum length of 30 characters and an actual grand mean length of 45 characters. Linguistic complexity measures, as discussed in relevant literature, were identified and coded in the essays. Multivariate analyses of variance tests suggest that learners across proficiency levels performed significantly differently on 11 complexity measures of short narrative writings. Multinomial logistic regression further revealed that six of these measures (lexical diversity, high-difficulty vocabulary, complex noun phrase ratio, average sentence length, error-free T-unit ratio, and the first-person singular pronoun) could collectively distinguish student writers’ general Chinese proficiency levels, with an overall accuracy rate approaching 0.80. The implications of the findings of this study for writing assessments and writing instruction are discussed.

The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading

Task-based instruction (TBI) is a pedagogical approach that centers on engaging learners in meaningful and communicative tasks to promote language acquisition, active participation, and practical language use. The primary objective of this investigation was to assess the influence of TBI on reading comprehension, motivation for L2 reading, anxiety, and L2 grit. Thus, two pre-existing classes from a large university in China were selected and one of them was assigned as the treatment and the other as the comparison group. An Oxford Quick Placement Test determined that the subjects possessed an intermediate level of proficiency. The experimental group received reading comprehension-based TBI, while the control group received traditional lecture-based strategy training. Each of the dependent variables was tested at two points of time. Based on a conducted t-test, while both groups knew exactly the same as time 1, the comparison group did less on the posttest in terms of reading comprehension skills than its treatment counterpart. The effect size was large. Furthermore, the results of a series of chi-squares showed that TBI had facilitating effects on motivation for L2 reading, language learning anxiety, and L2 grit, all with large effect sizes. That is, on the posttest, the number of motivated learners and grittier learners in the treatment group increased, while the number of high-anxiety learners in the experimental group decreased sharply. However, the participants’ motivation for L2 reading, anxiety, and L2 grit did not significantly change after the treatment. The implications of the study are explained.

The current state of undergraduate medical Spanish: Results of a national survey

AbstractThis study investigated the following research question: What is the landscape of medical Spanish offerings in undergraduate, 4‐year universities in US states with large Spanish‐speaking populations? Forty‐four percent of institutions responded to the survey, which explored institutional characteristics, medical Spanish programs and individual courses, and instructors. Nonrespondent institutions' web sites were manually searched. The findings revealed that 43% of institutions offer medical Spanish programming. Based on results from the study, recommendations for undergraduate medical Spanish programming include starting with learners who have at least an intermediate level of Spanish language proficiency, recruiting students studying health professions, focusing on linguistic and intercultural competence, incorporating topics that impact health, developing a series of medical Spanish courses, expanding medical Spanish teaching and research positions, and collaborating across disciplines. The results emphasize the importance of continued research on medical Spanish and development to better prepare healthcare professionals to provide linguistically appropriate and culturally relevant healthcare to the growing Spanish‐speaking population.

Cross-linguistic priming effects during the comprehension of the passive voice: two primes are enough

The present study investigated cross-linguistic structural priming effects from L1 to L2 during the comprehension of the passive voice in a group of 35 Brazilian Portuguese-English (BP-EN) late bilinguals. A 4 x 2 experimental design was implemented that included a four levels within-subjects Condition variable and a between-subjects Proficiency variable (Intermediate vs. Advanced). Results show that, regardless of proficiency, participants read target sentences faster in both experimental conditions when compared to the control conditions. Noticeably, cross-linguistic structural priming effects were observed even in the absence of translation equivalents. That is, both abstract and lexically mediated structural cross-linguistic effects were observed. These findings indicate that late bilinguals at intermediate and advanced levels of proficiency have a shared syntactic system between their L1 and L2.

Kesalahan kala bahasa Perancis mahasiswa dengan kemampuan bahasa tingkat menengah

French tenses are one of the most complex and varied aspects of the language, with different verb tenses and grammatical rules that can be challenging for learners to master. The purpose of this study is to analyze the forms of errors in the use of French tenses by learners with an intermediate level of language proficiency and also the factors of these errors. The method used in this research is descriptive qualitative with a morpho-syntax approach supported by questionnaire and questionnaire distribution techniques in the data collection process. In the process of data analysis, we performed data classification technique followed by mark reading technique. After analyzing the data, it was found that most errors were found in the past tense. The forms of errors found are divided into four types, namely omission of important elements, addition of unimportant elements, misinformation, and errors in arrangement. The factors causing the errors found are linguistic and sociolinguistic factors. One of the linguistic factors found is the adjustment of each verb in French while in Indonesian it is not. Regarding the sociolinguistic factors found, one of them is the lack of time in practicing French by the respondents.

EFL Learners’ perceptions of the Effectiveness of Duolingo

This study was conducted to investigate EFL learners’ perceptions ofthe effectiveness of the Duolingo application in enhancing English listening skills and their attitudes toward using this tool to study English listening. To this end, a total of 119 English-majored students who have used the Duolingo application participated in this research. Data were collected using a five-point Likert scale questionnaire and interviews. Data were analyzed both quantitatively using descriptive statistics and qualitatively using the content analysis method. Findings revealed that the Duolingo application is a popular program among English majors and most students think that it was helpful for them to improve their listening skills and keep them motivated to learn English. The interesting, vivid, and intuitive exercises in Duolingo and its feature of frequent reminders motivated them to study. However, it was also found that Duolingo was more suitable for students who are at basic and intermediate levels of English proficiency than for advanced students. Then, some pedagogical implications were proposed.

How do I sound? Vowel production of multilingual students at Ma Chung University

This study aims to evaluate the Indonesian, English, and Mandarin vowel production of Ma Chung University students, a prominent Indonesian institution with a strong emphasis on workforce readiness. Given the university's language offerings encompassing Indonesian, English, and Mandarin, we employed a descriptive qualitative approach in acoustic-phonetic theory. Our respondent pool comprised of 15 PPBM (Chinese language major) students selected based on intermediate proficiency levels in all three languages, as indicated by TOEIC and HSK scores. First and second formant data for monophthongs were recorded in PRAAT tools and the data is compiled on Microsoft Excel, forming the foundation for Vowel Space Area (VSA). The data reveals a notable phenomenon: students' native language (Indonesian) influences their pronunciation of both the second (English) and third (Mandarin) languages. Particularly, English displays a distinct pattern of compressed vowel spread compared to the standard VSA table due to the lingering impact of L1 VSA. This effect accounts for observed vowel anomalies in student pronunciation. Importantly, this L1 and L2 influence is evident in their attempts to articulate L3 (Mandarin) sounds, exemplified by the significant deviation of /ə/ from the VSA. Moreover, students navigate a linguistic shift by modifying phonemes to align with their L1, inadvertently resulting in substantial deviations during English and Mandarin speech production.

Utilizing prior language knowledge: A study of how Thai students translate unknown languages into English

This study aimed to explore how Thai university students applied their prior language knowledge when translating a text from Spanish, an unknown language, into English. The research involved a group of 34 students, whose second language was English, and their third language was French. The assessment of translated texts included quantitative analyses, such as measuring translation accuracy and conducting means comparisons, as well as qualitative investigations via post-task interviews. The results revealed that students with an intermediate level of proficiency in French achieved significantly higher translation accuracy compared to beginners. Insights gleaned from post-task interviews indicated that participants recognized similarities across lexical, phonological, and structural aspects among English, French, and Spanish. These findings highlight the cognitive advantages of exposing students to multiple languages and offer guidance to curriculum developers in higher education institutions seeking to cultivate multilingual graduates. Keywords: English; French; language acquisition; language transfers; multilingualism; translation task.

The impact of L2 learners’ altruistic teaching on their task engagement in English essay writing

The purpose of the present analysis was to investigate the impact of altruistic teaching, i.e., teaching with self-less motives (a concept in positive psychology), on the students' task engagement in English essay writing. To this end, the present study adopted two designs, i.e., an experimental (comparison group, pretest-posttest) design to investigate if the learners' altruistic teaching affects their task engagement statistically significantly in the short and long run by using a task engagement questionnaire, and a mixed-methods sequential explanatory design to explore how it affects their task engagement by using reflective frames and semi-structured interviews. The participants were 122 Iranian EFL learners with an intermediate level of English language proficiency. The results of quantitative and qualitative analyses showed that altruistic teaching enhances the students’ task engagement in the short and long run by creating in them a sense of enjoyment, self-verification, responsibility, bonding and group learning, less anxiety, self-confidence, progress in learning, finding out about strengths and weaknesses, and more enthusiasm to learn. The paper ends with theoretical and pedagogical implications for research and practice in second language acquisition (SLA).

Expanding opportunities for social language and social inclusion among adult learners

This article explores how research on the teaching of pragmatics, specifically as it relates to the use of explicit and implicit instruction, can serve as a guide for expanding the instruction of social language to immigrant students in Australia as well as other students. The curriculum and expectations from the Australian Migrant English Program (AMEP) are used as an example, but teachers working in similar programs can benefit as well. Several activities specific to explicit and implicit instruction are used to illustrate how to teach social language to learners from beginner, intermediate, and advanced levels of proficiency.