International Language Research Articles

Strategies Used by High, Medium and Low Achieving EFL Students in Learning English

As an international language whose role and use are dominant in various aspects in this era of globalization, English is suitable to be used as the main provision for students to support their academics and careers. Therefore, it is very important to analyse the English learning Strategies applied by students so that learning has appropriate results. The Objectives of this research are to describe the types of English learning strategies used by high, medium, and low achieving students at Dehasen University Bengkulu, and to find out whether there are any differences in the use of English learning strategies among three groups. This was descriptive research. The population consisted of the students from two departments, namely physical education and Early Childhood Education year 2022-2023 were 159 students reported as students of the high (got A score), medium (got B score), and low achiever group (got C/D score). Purposive sampling technique was used. Purposive sampling technique was used. The instruments were students’ scores of English mastery and SILL questionnaire. Data were analysed by descriptive statistics by using SPSS 16 as well as in finding out the differences use of six categories of English learning strategies among the three groups. The results were as follows. All types of English learning strategies (memory, cognitive, compensation, metacognitive, affective, and social strategies) were used by all groups in the “moderate” category that were in the range 2.5 to 3.4. Metacognitive strategy was the strategy with the highest rank of use, whether for high which has a 3.37 mean score or medium achiever groups which has a 3.40 mean score. Meanwhile, memory strategy was the strategy with the highest rank of use for the low achiever group which has a 3.26. Furthermore, there were no differences in the use of English learning strategies among all groups, as can be seen from the result of two-way ANOVA data analysis

Linguacultural Representations in Specialized Migration Discourse: A Lexicographic Perspective

In the last two decades increasing movements of people across countries, due to economic and social reasons, have produced high levels of exchanges among speakers of different languages where English is used globally as a lingua-franca (ELF). Moreover, migration flows across nation states (especially from non-Western countries to Western ones) have encouraged the movement of people, mainly of African and Asian origin, from students to skilled workers, who are often involved in English-mediated interactions where migrants’ native linguacultural background inevitably connects to the language spoken by the host community (e.g., in European countries), and at the same time shapes the use of English as a global means of interaction (Canagarajah, 2013). ELF cross-cultural interactions and translingual processes, naturally occurring in intercultural settings, are particularly remarkable, since they plainly show how ELF speakers, engaged in intercultural interactions, differently appropriate the English language, according to their own native linguacultural patterns, and to specific pragmalinguistic purposes and processes (Guido, 2012, 2018; Mauranen, 2018). This study will address the influence that lexical actualizations in authentic spoken encounters, as well as in written productions in specialized contexts have on the current role and function of English as an international language and which deserve coverage and consideration in lexicographic resources. Research studies on migration narratives, language mediation, cross-cultural conceptual representation and reception of traumatic events, where ELF lexical processes are often activated by the speakers involved, are particularly important to address the development of linguacultural representations that should be covered in dictionaries, lexicons and other lexicographic resources, especially online.

A Journey through language and diversity in the English-speaking community: from its origins to the Colombian case

This article is meant to be a journey through the English community and its diversity, depicted by a variety of people, accents and dialects existing in several native English-speaking countries. It is a brief but meaningful historical background, which starts from the Anglo-Saxon invasion of the British Isles, in the fifth century of our era, and it continues until the spread of English as an international language. A fairly relevant part is also dedicated to the first dispersal of ‘Englishes’, people who migrated from the south-east of England mostly to North America and Australia, giving birth to new and meaningful linguistic varieties.
 The impact of English on higher education will be extensively analysed and discussed; this includes the brand-new role of twentieth-century English teachers, as well as the history of English in Colombia and its influence in culture, education and language policies, from its origins to its current handling.

“Three Quarks for Muster Mark!” A Slavic gloss to Joyce’s 'Finnegans Wake'

The unclear verse “Three Quarks for Muster Mark!”, introduced by James Joyce (1882–1941) to his novel entitled Finnegans Wake (first published in 1939), was a literary source for the English word quark denoting ‘an elementary particle with a fractional electric charge that is part of a proton, neutron or other interacting elementary particle’. The American physicist Murray Gell-Mann, winner of the Nobel Prize in Physics in 1969, was the first researcher to introduce the English word quark into scientific terminology as early as in 1964. After accepting his hypothesis of quarks in the world science, most physicists adopted the English term quark as standard in the physical terminology of most international languages (e.g. French quark, German Quark, Italian quark, Polish kwark, Portugal quark, Russian кварк, Spanish cuark, Turkish kuark, Ukrainian кварк ‘an elementary particle’) and it quickly became a widely recognized internationalism. It is not commonly known that Joyce’s verse facetiously imitated loud cries of German dairy women: Drei Mark für muster Quark! (literally “Three Marks for an excellent curd!”). In other words, E. quark ‘an elementary particle’ is motivated by the German term Quark m. ‘weiser Käse / curd, white cheese’, metaphorically ‘trifle, nonsense, trash, worthless thing’, which – according to most German and Slavic etymologists – represents an obvious Slavic borrowing (especially a Polish or Lower Sorbian loanword), cf. Pol. twaróg, dial. kwaruk m. ‘curd, white cheese’ (< Proto-Slavic *tvarogъ m. ‘id.’). It is suggested that the specialized term kwark represents the so called back-borrowing in the Polish language.

Path to global knowledge: a review of Chinese scholars on international publishing

Abstract The article selects 634 papers authored by Chinese scholars on international publishing from CNKI, China’s foremost dataset for Chinese academic papers, in the past three decades. Employing the thematic analysis, the article explores the trends, developments and issues deliberated by Chinese scholars in the realm of international publishing. The article first scrutinizes the major themes discussed by Chinese scholars, revealing an evolution in their perceptions on international publishing. This evolution progresses from initial awareness in the first stage to adeptly handling challenges and enhancing the quality of international publishing in the second and third stages. In the fourth stage, scholars in China emphasize distinctive Chinese characteristics. The second part of the article outlines six issues deliberated by Chinese scholars in the field of international publishing, including international influence, contextual debates, English language, academic motivations, evaluation systems and publication charges. These six issues underscore the resilience and proactive efforts exhibited by Chinese scholars as they endeavor to adapt to and integrate into the international academic arena. In conclusion, the article summarizes the features of Chinese scholarship on international publishing and advocates that Chinese scholarship continues its engagement in global collaboration to make a more substantial contribution to global knowledge production.

Theoretical and Practical Aspects of Modern Methods of Teaching English at the Ganja State University

The purpose of the research is to identify the key components of the modern methodology of teaching English in the example of Ganja State University in Azerbaijan. Research is significant due to the global importance of English as the primary international language and its role in modernizing education systems worldwide. The main question of the research is to find out the impact of the key components of the modern methodology of teaching English on the formation of the necessary competencies in young specialists. For this purpose, the main tasks were solved: the key requirements for modern methods of teaching English were analyzed, the current state of education in Azerbaijan as a whole was characterized, and the methods for improving the modern educational process were proposed. The main directions of research are predetermined by the lack of theoretical and methodological development of this issue as well as its increasing practical significance. The leading method of studying this issue is the analysis of the most popular and effective methods of teaching English in modern conditions, determining the need for their synthesis in the formation of competent young professionals. Also, ways of further development of the most effective methods were modeled. The study examined foreign experts’ materials to comprehensively assess the significance of learning foreign languages in contemporary settings. It identified vital English teaching methods based on current trends and expert research. These findings hold practical value for improving English instruction at Ganja State University in Azerbaijan.

MENINGKATKAN MOTIVASI BELAJAR BAHASA INGGRIS BAGI SISWA/I SDI YAYASAN ANWARUL JAM’IYYAH DI DESA LENGGAHSARI

In this modern era, technological advancement necessitates individuals to master English as an international language. Therefore, it is imperative for formal education to initiate English language learning from an early age within the classroom, enabling students to easily follow English lessons in junior high school. This study was conducted at SDI Yayasan Anwarul Jam’iyyah with the aim of enhancing students' understanding of English and instilling motivation regarding the importance of learning the language. The applied method was Community Education. The results indicate that students at SDI Yayasan Anwarul Jam’iyyah exhibit high levels of motivation and enthusiasm towards learning English in the classroom. This research contributes significantly to strengthening students' grasp of the English language and paves the way for deeper learning at the secondary school level. Learning English is not only an obligation but also an enjoyable experience for students.

Meningkatkan Kemampuan Peserta Didik dalam Pembelajaran Bahasa Arab Terhadap Maharah Al-Kitabah dengan Metode Pembelajaran Insya’iyah

Apart from be.ing famous for the language of the Koran, Arabic has an important role in entering the current era of globalization, moreover Arabic is also an international language that we should have mastered. Therefore, Arabic has been widely studied in several schools, especially in Islamic educational institutions or Islamic-based schools. To make it easier for educators to convey Arabic language learning, educators should master the methods used in learning Arabic. In this writing, the author will explain a method for learning Arabic, especially the Maharah Al-Kitabah, to make it easier for educators to achieve learning goals. The method for learning Arabic in Maharah Al-Kitabah which will be discussed in this writing is the insyaiyah method. The purpose of this writing is to make it easier for educators or anyone who reads this article to inform and make it easier to choose Arabic language learning methods. The author uses the library research method, namely a series of activities relating to library data collection methods, by collecting as much data as possible through books, journals, the internet and so on, then criticizing and writing it into this paper when he has found it. accurate data.

Language sense classification model based on neural network

The common international language, English, is playing an increasingly important role in various fields with the rapid development of artificial intelligence in recent years. Artificial intelligence can improve students' English abilities as an additional teaching tool. Therefore, this study seeks the English language sense between different types of sentences based on Long Short-Term Memory (LSTM) and BERT model analysis sentences and generates a model to distinguish the types. This paper adapts the LSTM model and BERT model: first, this paper crawls the sentences from British Broadcasting Corporation (BBC) documentaries, podcasts, and YouTube and then constructs a data filter to remove the sentences with low quality and short. This paper analyzes the data set through the BERT module and LSTM model. this paper then compares the differences between different sentences in a large-scale corpus to generate a language model without long-term dependence. A model is expected to be generated after corpus analysis, and the model can be used to analyze new input statements and give their types. This study can help English learners improve their sense of the English language and the types of sentences they need to say in the face of different situations.

English Language in the Context of Cultural Diplomacy

In the context of inter-state diplomacy, the need for English language proficiency remains essential. This would likewise apply to the promotion of the nation's cultures in the interest of establishing and strengthening a diplomacy with other countries. The use of cultural aspects for diplomatic purposes here is referred to as cultural diplomacy. Culture becomes the main aspect to attract the attentions of the projected partnering countries. In this context, culture can take the form of drama and music performances, cultural seminars, painting exhibitions, and others. This article aims to explain the concept of cultural diplomacy and its relevance with the use of English as the medium of instruction. The data were collected through the library study. Meanwhile, the analysis is carried out within a qualitative research framework where the relevant theories and the data were interpreted and synthesized. The research is also characterized by the interdisciplinary approach covering the subjects of culture, linguistics, communication, and politics. The results of the analysis affirm that English plays a significant and strategic position in supporting the exercises of cultural diplomacy. This is also supported by the intensive as well as frequent use of the international language in various forms of cultural diplomacy.

Reading Skills Transfer Best from Home Language to a Second Language: Policy Lessons from Two Field Experiments in South Africa

In many countries, children need to become proficient in both their home language (L1) and an international language, such as English (L2). Governments face tradeoffs in how to prioritize these two objectives. We provide empirical evidence on cross-linguistic transfer between L1 and L2, using the results of two randomized evaluations of Structured Pedagogy Programs implemented in South Africa. The programs had the same design, implementing organization, and duration. The key difference is that one program targeted the teaching of reading in L1, while the other targeted L2. We find that both interventions had positive effects on the languages they targeted. The L1 intervention also had a positive effect on L2 reading proficiency. In contrast, the L2 intervention had a negative effect on L1 outcomes, for the lower-performing students. These results are consistent with the Simple View of Reading and suggest that decoding skills are best learned in L1. It is thus cost-effective to prioritize learning to read in L1, as well as supporting teachers in this subject, even if becoming proficient in L2 is also regarded as an important policy objective.

A Morphological Perspective on Verb Formation: A Contrast Analysis Affixes of English, Indonesia and Banjar Kuala Language of South Borneo

The purpose of this research is to find similarities and differences, as well as to describe the types of prefixes and suffixes in English, Indonesian and Banjar in Indonesian Borneo, to develop a description of the socio-cultural background of speakers of Banjar Kuala language and describe the morphology and syntax of the Banjar Kuala language: Formation of verbs in Banjar Kuala Borneo/South Kalimantan. Describes verbs formed from affixes, namely prefixes and suffixes, infixes, and prefixes + suffixes like the prefix maN-/mam-/ ( /maNujun/ 'fishing', /mambanu/ 'selling water', and the prefix maN-/ma- and ending -an like, /unjun/ 'kail' becomes /maunjunan/ 'all for fish' and /mambanuan/ 'sell all the water' other prefixes and suffixes maN- and -i: /maunjuni/ 'fishing' in a certain place/.and other verbs like /manjukuni/ 'give a boat' and prefix maN - and suffix i- + suffix -will /maunjanikan/ 'fishing for', /manjukuniakan/ 'to run a boat for' This research project clearly illustrates the differences in verb formation between the Banjar-Kuala language in South Kalimantan, Indonesia and the international language, namely English .both can be seen from the use of affixes in the formation of verbs, the similarity of the two can form verbs with the addition of prefixes and suffixes, while the difference is that English cannot form verbs from infixes, but Banjar language can form verbs from the same infixes as Indonesian and other languages in the world.

The Exploration and Utilization of Ancient Chinese Resources in the Context of International Chinese Language Education

Against the backdrop of globalization, international Chinese language education has gradually emerged as an important bridge for disseminating Chinese culture and deepening mutual understanding among nations. Among this trend, ancient Chinese language resources stand out like a bright pearl, with their unique value receiving attention. Utilizing both literature analysis and case studies, this research delves deeply into the significant role of ancient Chinese language resources in international Chinese language education, and explores effective methods for tapping into and utilizing these resources. The ancient Chinese language resources possess multiple values in international Chinese language education. To effectively tap into and utilize these resources, this study proposes a series of strategies. Firstly, it is necessary to strengthen resource integration, systematically integrating scattered ancient Chinese language resources to form a convenient resource library, facilitating easy access and use by educators and learners. Secondly, it is essential to promote innovative teaching methods, exploring teaching techniques suitable for international Chinese language education in light of the characteristics of ancient Chinese, thereby enhancing teaching effectiveness. Simultaneously, personalized textbooks should be developed based on learners' needs and characteristics, making ancient Chinese language resources more attuned to learners' practical requirements. Furthermore, it is crucial to enhance teacher training, improving teachers' understanding and teaching abilities of ancient Chinese language resources, providing a solid talent guarantee for international Chinese language education. Lastly, modern technological means, such as artificial intelligence and virtual reality, should be fully utilized to assist in the teaching of ancient Chinese language resources, providing learners with a more vivid and visual learning experience.

Study of English self-learning perceptions throughout video games of narrative and fantasy

Young people spend a considerable amount of time playing video games. As English is an international language, most games are developed in English. Users, who are often non-native speakers have to infer meanings by interacting with the controls, actions, artifacts, texts, and other paralinguistic elements. Narrative and fantasy video games can contain linguistic corpora of more than 20,000 words that players have to grapple with in order to understand the principles of the game, actions, and strategically determine their next steps to progress in the game. In this process, learners may engage in incidental learning. The aim of this study was to determine whether players are aware of language learning as it emerges while participating in these game-based activities and whether playing narrative and fantasy video games can lead to long-term language success. Four hundred and fifty-eight subjects completed an online ad hoc questionnaire addressing various areas of language learning while playing video games. The results indicated that playing narrative and fantasy video games can be an effective way to learn vocabulary and that the newly acquired terms can be stored in long-term memory.

WHY SHOULD I STUDY IN ENGLISH? STUDENTS’ PERCEPTION AND MOTIVATION

In the context of globalized society, the education offer seeks to prepare young people to adapt as best as possible to the demands of the labour market. The best possible integration of young people into the labour market takes into account both opportunities on it and important decisions that they make to increase their chances of a good job. In an internationalized environment, the chances of a good job increase if the employee has a good knowledge of the concepts in an international language. The specialized literature offers various analyses and approaches regarding the motivation of young people to choose to access university studies in a second language. In order to find out what are the students’ motivations for choosing to study business administration in English, we conducted 13 interviews with first year bachelor students from the Faculty of Economic Sciences of the University of Oradea. In our research, through semi-structured interviews applied to first year students who study in English, we aimed to highlight their opinion on the following topics: choosing the program in English, evaluating the educational offer or expectations related to the workplace and career opportunities. The students’ answers are a good indicator of the perceptions regarding the motivation to choose to study in English. The motivation to study in English starts from the knowledge of the English language and extends to the opportunities that the study of business administration in English offers in relation to the future career. They are eager to find a job in Romania, but they will not refuse an opportunity in another country, if such an opportunity arises. Students’ motivations and perceptions regarding education are an important indicator to have a more realistic picture of their expectations of the education offer as well as their integration and success on the labour market. In our future analyses regarding students’ perceptions of the choice of studies, we will seek to expand the analyses both by specializations and by years and level of studies.

Examining Willingness to Communicate in the English Language Classroom

Although graduates are skilled in their fields, many now face problems getting employment relevant to their specialisations. One reason for this is the lack of good communication skills in English, which is now the international business language. Students in higher education institutions need to have a high propensity of Willingness to Communicate (WTC) in order to gain fluency in English language skills. WTC is seen as an indicator to measure students’ propensity in learning English effectively. WTC is also said to be related to confidence, which is an essential variable in communication. However, research shows that WTC among undergraduates in Malaysia is low. This paper examines the relationship between WTC and communication confidence (CC, and the relationship between WTC and self-perceived communicative competence among undergraduates in a public university. This study uses survey to collect data on WTC. 187 undergraduates in a public university in Malaysia were involved in this study. These respondents were selected using stratified sampling and systemic random sampling technique. The correlation analysis was done using the Pearson bivariate correlation analysis. The findings showed that WTC was positively correlated with CC and self-perceived communication competence. The findings also revealed that WTC was negatively correlated with communication apprehension. The implications of this study suggest it is necessary to increase students’ WTC as it is related to students’ CC and communication competence. Increasing students’ WTC enhances the effectiveness of English language learning. In the long run this will help with developing a more competent workforce that has effective and relevant communication abilities.

Topic Identification in Voice Recordings

Abstract The paper shows the understanding of a topic recognition problem like the speech recognition system based on Natural Language Processing (NLP) and the steps of its implementation of a rules-based approach, which is able to classify given audio materials based on predefined topics in real-time. During implementation, a statistical vocabulary was developed. Google Speech API (Application Programming Interface) was employed for subtitling audio materials, and the most ideal time frame for reception was identified through several experiments. The motivation of this work is based on the deficiency of similar simple systems for Hungarian topic recognition, even though numerous international languages already utilize multiple Automatic Sound Recognition (ASR) systems.

English as Lingua Franca or World Englishes?

One of the key ways to realizing linguistic justice, as alluded to by Phillipe van Parijs (2011), is to welcome the use of English as a global lingua franca. Linguistic justice is defined as the condition in which the languages of linguistic groups are accorded official recognition, and the speakers do not suffer from social, economic, and dignity inequality on the basis of their language. However, the acceptance of English as an international language, as pointed out by many scholars, including Van Parijs himself, can also lead to potentially unjust linguistic situations. There are, in particular, three issues that come with the use of English as a global language, and they are (1) inequality in communication; (2) unfair resource allocation; and (3) lack of speaker dignity. This paper will provide a review of how political philosophers have talked about these problems, and the normative solutions to achieving linguistic justice. The aim of this article is to provide a linguistic perspective to the issue of linguistic justice. The author endeavors to do so by looking at linguistic justice through the lens of two dominant paradigms in the field of English linguistics: the World Englishes (WE) paradigm, pioneered by Braj Kachru; and the English as Lingua Franca (ELF) paradigm, a relatively more recent alternative developed by Jennifer Jenkins. The tenets of how each paradigm views speakers of English around the world are compared and a solution to the problem of linguistic justice is offered by thinking about “Englishes” instead of a single monolithic linguistic entity “English”. In doing so, efforts are made to highlight how linguistic justice can be achieved in the world of Englishes.

Common European Framework of Reference for Languages (CEFR) Standard in Bahasa Indonesia bagi Penutur Asing (BIPA) Textbook: A Competency Mapping Analysis

This research describes the Common European Framework of Reference for Languages (CEFR) in Bahasa Indonesia bagi Penutur Asing BIPA book “Sahabatku Indonesia” especially BIPA Levels A1, A2, B1, B2, C1, and C2. This study applies a qualitative descriptive approach by using a content analysis research design. The analysis shows that the Common European Framework of Reference for Languages (CEFR) is a Common European framework of reference for languages that includes learning, teaching, and language assessment. The CEFR concept is important known and studied by the learners/students and language learners/teachers foreign, especially in the context of learning Indonesian for Foreign Speakers (BIPA). Language Development and Development Agency, through the Center Strategy Development and Language Diplomacy (PPSDK), plays a role important in increasing the function of Indonesian to become an international language. This important role is realized, among others, by supporting language teaching Indonesian for foreign speakers (BIPA) in various countries. One of those supports is the preparation of BIPA teaching materials in the form of “Sahabatku Indonesia” in six book levels A1, A2, B1, B2, C1, and C2. Materials and learning tasks are developed on a text-based basis integrated learners can develop their language competence in the four skills: listening, speaking, reading, and writing various types of text. In addition, learning materials and assignments are designed in an integrated way to be able to develop Indonesian insight. For evaluation purposes, each unit is equipped with a structured task in the form of exercises.

Translanguaging in a transplanted ground

The proliferation of English as an international language has had significant ramifications for the teaching and learning of languages in various educational contexts (Yu & Liu, 2022). Within the realm of higher education, the adoption of English-medium instruction (EMI) has been a particularly contentious issue, with debates raging over its potential benefits and drawbacks (Bolton et al., 2022; Bolton, Botha & Lin, 2023). One potential approach to addressing the challenges posed by EMI is the adoption of translanguaging practices, which involve the utilization of multiple languages or language varieties in communication and learning. While the concept of translanguaging has gained increasing traction in recent years, there remains a paucity of empirical research on its implementation and impact within Sino-US educational institutions where translanguaging and EMI are facing enviable pedagogical dueling.