Lack Of English Language Proficiency Research Articles

Analysing Part-of-Speech Errors in Job Interviews Among Malaysian Fresh Graduates in Malaysia: Implications for Communication Competence

This study examined the utilisation of parts of speech in job interviews to assess their accuracy due to a lack of English language proficiency among job applicant candidates. Data was gathered from 26 fresh graduates applying for customer service executive and officer positions across three distinct recruitment organisations. Utilizing a qualitative method, the analysis focused on identifying instances of parts of speech using Bachman and Palmer's (1996) framework, emphasizing the crucial role of grammar competence in effective communication. The findings highlighted prevalent errors, particularly in verbs and conjunctions, while adverbs and adjectives exhibited fewer mistakes. Additionally, the study revealed a lack of awareness among candidates regarding the importance of parts of speech in both spoken and written communication. These results underscore the urgent need for collaborative efforts among involved parties in job interviews to enhance communication skills, specifically targeting proficiency in using parts of speech. The implications stress the vital significance of mastering parts of speech in job interviews, as adept linguistic abilities significantly influence candidates' capacity to convey qualifications and skills effectively, thus impacting their suitability for employment opportunities. Implementing measures to refine part-of-speech competence can substantially enhance candidates' abilities to articulate ideas accurately and professionally, thereby positively affecting their success in job interviews.

The Essence of Giving Feedback on the Saudi Students' Reading Performance at Taibah University

The key characteristics of how to raise first-year university students' reading performance comprise basic pedagogical knowledge and understanding, awareness of expressive classroom practices, and linguistic and communicative competence. Nurturing these traits amongst learners is a challenging issue, specifically when they have a prior lack of English language proficiency. One way of improving learners' poor reading skills is the effective feedback given to them. This study investigates the efficiency of giving feedback to students to increase their reading abilities at the Foundation Institute in Taibah University. 15 EFL instructors who teach these students participated in the study. The descriptive method was applied and questionnaires were given to instructors to collect their views about the effects of feedback on students' reading skills. The data was analysed via content analysis. The findings revealed that constructive feedback had made remarkable progress in students' reading performance.

Error Analysis of Academic Essays of Senior High School Students

Students commit errors in their writing compositions due to their lack of English language proficiency and knowledge of the writing conventions. This study sought to analyze the errors committed by Senior High School (SHS) students of the University of Mindanao in their academic essays. The study utilized Corder’s error analysis to examine 100 academic essays of students. The results revealed that under the categories of errors, mechanics has the most problematic errors with 514 error counts (46.98%), followed by omission with 228 error counts (20.84%), addition with 190 error counts (17.37%), substitution with 153 error counts (13.99%), and permutation with nine error counts (0.82%), the least problematic category. The results further revealed that the SHS students are experiencing difficulties in applying grammatical and writing rules in their academic writing, such as appropriate usage of prepositions, omission and addition of affixations, proper structure of sentences, and substituting elements of sentences. The findings imply that consciousness-raising approaches to teaching grammar be used by teachers in school to improve the students’ knowledge of the English grammar and writing conventions.

The challenges of radiotelephony communication and effective training approaches: A study of Korean pilots and air traffic controllers

The utilisation of Aviation English is paramount in ensuring the safety and efficiency of the aviation industry, and it serves as a preventative measure against incidents and accidents related to communication. This study examines the challenges in radiotelephony communication faced by Korean pilots and air traffic controllers, who are English as a second language (L2) speakers. The study aims to identify the causes of communication difficulties and to explore effective English educational materials to mitigate these difficulties. The research employed a questionnaire to gather the perspectives of pilots and controllers, who are experts in the aviation industry, regarding the issues. The results indicate that communication difficulties are caused by a lack of English language proficiency, excessive use of plain language, rapid rate of speech, and accents that deviate from standard English. Moreover, the results suggest that practical training, using materials such as real transmission voice recordings and diverse vocabulary resources, can enhance speaking and listening comprehension skills in non-routine situations. This study provides valuable insights for the development of effective training programs and materials, which could help reduce communication difficulties and improve the safety and efficiency of aviation operations.

PAKISTANI M.PHIL. STUDENTS’ EXPERIENCES AND CHALLENGES IN USING THE ENGLISH ARTICLE SYSTEM

The English article system poses difficulties for English language learners, particularly those whose mother tongues or L1 do not possess the article system as in the English language. This mixed-method study aimed to measure if Pakistani M.Phil. students used the English article system correctly. Moreover, this study also explored the participants’ perspectives about the factors which caused problems for them in using the English articles correctly. To achieve these objectives, the present research adapted Miller’s (2005) instrument. Through the purposively sampling technique, data was gathered from 108 MPhil students from one of the universities in Balochistan, Pakistan. Overall, the quantitative analysis suggests that the use of correct English articles was a problem for most of the participants. The qualitative data analysis also corresponds with the results of the quantitative data as the participants acknowledged that the English article system caused difficulties for them. From participants’ perspectives, such difficulties stem from several factors including lack of reading, absence of articles in participants’ L1, government schooling background, teachers’ lack of English language proficiency, grammar-based teaching method, and learners’ least knowledgeability about the grammatical aspects of the English article system. Based on the findings of this study, pedagogical recommendations are proposed.

More Than Language: The Learning Experience of Chinese International English Language Learners (ELLs) at a Canadian University

This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance learning during the Winter of 2021 at the University of Toronto Mississauga (UTM). By analyzing qualitative and quantitative data collected from self-report pre- and post- course surveys (n=587), we review the general learning experience of Chinese international students (n=30) in comparison to other international students (n=34) and domestic students (n=523). Our study shows support, but at the same time undermines some prevailing notions about Chinese international student experiences of studying in Western universities. Our data suggests that while many Chinese international students may feel a lack of English language proficiency is a barrier to their learning, it does not significantly impact their performance when compared with domestic students. The preliminary results suggest that educational research and policy makers should move beyond a focus on language proficiency and examine the role of other factors when developing strategies to facilitate supportive learning environments for English Language learners (ELL) and international students in a university setting.

Factors Associated with Professional Mental Help-Seeking Among U.S. Immigrants: A Systematic Review.

Structural and cultural barriers have led to limited access to and use of mental health services among immigrants in the United States (U.S.). This study provided a systematic review of factors associated with help-seeking attitudes, intentions, and behaviors among immigrants who are living in the U.S. This systematic review was performed using Medline, CINAHL, APA PsycInfo, Global Health, and Web of Science. Qualitative and quantitative studies examining mental help-seeking among immigrants in the U.S. were included. 954 records were identified through a search of databases. After removing duplicates and screening by title and abstract, a total of 104 articles were eligible for full-text review and a total of 19 studies were included. Immigrants are more reluctant to seek help from professional mental health services due to barriers such as stigma, cultural beliefs, lack of English language proficiency, and lack of trust in health care providers.

In English Medium Instruction you can walk and chew gum.

In English Medium Instruction (EMI), one of the biggest challenges is reportedly the teachers' own lack of English language proficiency. Helping teachers to improve their proficiency while learning about pedagogy is critical to achieving reasonable success in EMI. This article is contextualized in an English language teacher education program conducted in Tunisia. Specifically, I zoom in on a training task that had trainees reading an academic textbook and posting takeaways on an asynchronous platform over a four-week period. The corpus, comprising 50 journal entries produced by five teacher trainees, was analyzed, first using automated tools for natural language processing and then through human coding, for a combination of quantitative and qualitative perspectives, and with a view to deriving a comprehensive understanding of learning as manifested on multiple levels - psychological, cognitive, and linguistic. Results show impressive learning gains both in content and language. I conclude by discussing the findings and implications for EMI.

Impedance Change as an Indicator of Cochlear Implant Failure.

In February 2020, Advanced Bionics initiated a field action notice to remove the MS Ultra (V1) implant from circulation. In this study, we quantify a single site's incidence with device failure and examine the relationship between impedance change and declining speech perception. Retrospective/cohort study. Tertiary healthcare center. Forty-nine adult patients (52 devices) were implanted between October 2017 and December 2019, with the following exclusion criteria: <18 years of age, medical/surgical failures, and lack of English-language proficiency. Diagnostic. Postoperative speech perception (AzBio sentence test) scores at 12 months postactivation were compared with repeat testing at 6- to 12-month intervals. Degree of change in impedances from 1 month postactivation was analyzed at similar intervals. Device failures were suspected when impedance levels on three or more electrodes dropped to <3.5 kΩ and AzBio scores declined >15%. Device failures were confirmed through analyses completed by the manufacturer. To date, 21% (11/52) of devices have met all three criteria for a confirmed failure with an average decline in speech perception of 27.7 ± 22%. The average length of time for detection of device failure was 21.9 ± 5 months postimplantation. An additional 7 devices (13%) are currently being monitored for failure but have not yet met full criteria. There was no predictive relationship between degree of impedance change and speech perception scores. Electrodes along the entire array (channels 1-16) can be affected. Impedance values can be used as a reliable indicator of device malfunction, thus facilitating patient counseling and early intervention. No correlation was identified between impedance changes and speech perception scores.

When fear spreads: individual- and group-level predictors of deportation worry among Latino immigrants

ABSTRACT What shapes Latino immigrants’ worries surrounding deportation? Using five waves of the Latino National Survey, we examine this question by considering immigrants’ own legal status, their social background and the legal vulnerability of their national origin group. We find that while individual legal vulnerability heightens deportation worries, social and group markers also have independent and intersecting associations with immigrants’ worries. Disadvantaged social traits such as lack of English language proficiency and lower levels of education are associated with higher rates of deportation anxiety regardless of legal status, while also differentially shaping the effects of legal status. In addition, while all national origin groups are likely to report worrying about deportation, immigrants from national origin groups at greater risk of deportation tend to worry more, regardless of individual legal status. Finally, decomposition analysis suggests that individual legal status does not have greater explanatory power over deportation fears than social markers or group-level legal vulnerability. Even while being undocumented remains significant in shaping deportation fears, these fears vary widely and systematically within and across legal and social categories.

The impact of video series to teach English pronunciation to Spanish speakers living in United States

This article analyzes the situation of Spanishspeaking immigrants in the United States, studying the implications of their low level of English incidence in their labor, social and integration conditions within the communities, the analysis is framed in the presentation of some realities suffered by this type of settlers for not having the command of the language. As an alternative, it is proposed to use YouTube videos to improve their pronunciation, intonation, and the communicative processes that constitute verbal fluency. It is concluded that it is necessary to take into account some considerations regarding the use of YouTube videos in order to generate self-confidence and autonomy in English language learners.&#x0D; The objective of this article is to discuss the restrictions suffered by Spanish-speaking immigrants in the American context due to their lack of English language proficiency. A reflection on the role of language proficiency is presented, establishing as an alternative the use of YouTube videos that allow them to improve their knowledge of this language, strengthening their autonomy and motivation to improve their English language proficiency in a self-directed way&#x0D; It is concluded that it is necessary to take into account some guidelines regarding the use of videos found on YouTube to improve pronunciation and intonation, thus avoiding the unintelligibility of the speech.

FORMATIVE TESTING PROGRAM FOR UNDERGRADUATE EFL MOROCCAN STUDENTS

While most previous studies attribute academic achievement to external and internal motivation, the present study associates academic achievement to language proficiency of EFL learners. Students’ underachievement of summative tests might be explained with their lack of English language proficiency. Students may have some gaps in the language that have been accumulated since elementary or high school. These gaps become fossilized in students’ minds if not addressed properly. In this regard, this study presents a testing method that leads to a remedial teaching program at the undergraduate level of the English studies at the Moroccan EFL University. &#x0D; &#x0D; &lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

МІСЦЕ АНГЛІЙСЬКОЇ МОВИ В ПРОЦЕСІ НАВЧАННЯ ІНОЗЕМНИХ СТУДЕНТІВ УКРАЇНСЬ

The article considers the problem of linguistic globalization of the modern world and the role of English as the first world language in the history of mankind, the reason for the government’s concern about the lack of English language proficiency in our country since in 2019 the analysts from the International Education Company assessed the level of language proficiency in our country as low. The leadership of Ukraine sees a direct connection between this fact and the low level of economic development of the country and its competitiveness in the international markets, which explains its desire to modernize the Ukrainian higher education system, to adapt it to modern globalization. The authors examined a number of official documents related to the use of English at higher education institutions: the Concept of English Language Development in Universities, Bill № 3717 of the Parliamentary Committee on Education and Science on the Opportunity to Studying a Foreign Language and the Ministry of Education and Science Order “On Approval of improvement in educational programs, which provide training for foreigners and stateless persons in higher education institutions of Ukraine, taking into account the peculiarities of their training». Special attention is paid to the issues of education at higher education institutions of foreign citizens, which is a special item of state income. The article raises a number of issues regarding the duration of Ukrainian language training for foreign students of the 1-4 years of study, the mandatory use of English during Ukrainian language training, the requirements from the Ministry of education and science and university ladministrations on English proficiency at B2 level for teachers who work with foreign students. Contemporary methods of teaching foreign languages, including Ukrainian as a foreign language, which provide for the use of an intermediary language during training or categorically deny such a need, are analyzed, and a number of proposals are made on the issues considered. Based on the studied official documents, the analysis of contemporary methods of teaching foreign languages and personal teaching experience, the authors concluded that the use of English as an intermediary language in teaching foreigners is justified at the initial stage, but in the dosed volume and on the condition of gradual reduction of recourse to it; Since the foreign language classes in student groups are attended by representatives of different countries and the level of English of the majority of foreign students is A2, it is not advisable to require teachers of philology who work with foreigners at the preparatory department and in junior courses of different faculties to be in command of English at B2 level. According to the authors, the problem of raising the status of English in the world and its more active use in higher education institutions in Ukraine is part of a more general problem of language globalization, which makes further study of this issue urgent.

MALAYSIAN STUDENTS’ PERCEPTIONS OF THEIR INTERACTIONS IN UK SEMINARS

Background and Purpose: Coming from different social and academic cultures, students may exhibit perceptions which are in contrast to the convention of the targeted culture. Hence, this study aims to explore how first-year Malaysian students perceive their interactions in UK seminars.&#x0D; &#x0D; Methodology: Employing qualitative research method, nine Malaysian students were chosen based on two criteria: they have to be first-year students and registered in content modules in UK university. The data were collected from interview and focus group discussion, and the audio-recordings were transcribed and analysed utilising thematic analysis.&#x0D; &#x0D; Findings: The participants of this study perceive their interactions differently. Semek, Enot, Fatin, Ammar, Ming and Izlin mentioned that they responded during seminar discussion if they were nominated by the tutor and most agreed that they did not ask questions because information was provided to them or they could ask the tutor or their friends after the seminar. Fatin however disagreed and asserted that students should ask questions if they did not understand the academic content well. Qaisara, Puspa and Semek also shared that their lack of English language proficiency influenced their lack of contribution which was not the case for Fatin and Ming. Being marginalised as an international student was one of the reasons Semek did not contribute to the seminar discussions in contrast to Qaisara who felt the need to contribute.&#x0D; &#x0D; Contributions: The findings of this study suggest that academic institutions should be flexible in encouraging students to be engaged in seminars as coming from different educational background, these students may require additional help to socialise in academic setting and consequently become expert members.&#x0D; &#x0D; Keywords: Malaysian students, students’ perceptions, students’ interactions, UK seminars, verbal interactions.&#x0D; &#x0D; Cite as: Khairuddin, Z., Khairuddin, Z., &amp; Ibrahim, N. (2020). Malaysian students’ perceptions of their interactions in UK seminars. Journal of Nusantara Studies, 5(2), 384-405. http://dx.doi.org/10.24200/jonus.vol5iss2pp384-405

Strangers in the School: Facilitators and Barriers Regarding Refugee Parental Involvement

Parental involvement has been deemed one of today’s most important topics in educational spheres. Refugee parents face many challenges upon resettling in the US, impacting their engagement in the US educational system. This study explores Muslim refugee parents’ experiences with schools and the facilitators and barriers for their engagement. Semi-structured, in-depth interviews were conducted with 19 Muslim refugee parents from Syria and Iraq who resettled to the US. Facilitators of parental involvement included a welcoming and inclusive environment cultivated by educators who shared racial and ethnic similarities to refugee families. Barriers to their involvement included a lack of English language proficiency and discrimination and xenophobia instigated against their children, which caused parents to develop a level of distrust in the school staff. A major resource for educators, mental health specialists, and other stakeholders, this research augments understanding of the experiences of Muslim refugee parents and sheds light on the challenges, needs, and vulnerabilities of this understudied population.

Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools

This research was to find out teachers’ perspectives of the immersion program. For the mathematics, science and social subject teachers, it could ascertain how teachers cope with new challenges because using English to teach was a professional development experience and also could establish baseline approaches for implementing the immersion program. This study provided a picture of non-English teachers’ perception on implementing an immersion program at SMA Islam Sultan Agung 1 Semarang. The data was obtained from questionnaires and observation. The main challenge facing non-English language teachers was teaching and learning Mathematics, Sciences (Physics, Chemist, and Biology) and Social Subjects (Sociology, Economics, and Geography) in English. The study also showed that there were specific situations when teachers felt frustrated teaching an immersion class. This frustration always relates to lack of English language proficiency. In conclusion, this study shows the lack of English language proficiency is the main challenge faced by non-English language teachers and students in immersion classes at SMA Islam Sultan Agung 1 Semarang.

Lack of English proficiency is associated with the characteristics of work- related injury and recovery cost in the Victorian working population.

Migrant workers have been identified in Europe, North America, Asia and Australia as a particularly vulnerable working population with a higher risk of work-related injury and mortality compared to non-migrant workers. Lack of English language proficiency is associated with an increased risk of work-related injury. Whether lack of English proficiency influences post-injury recovery or return to work outcomes remains unknown. Using administrative data from a population based workers' compensation dataset in the state of Victoria, Australia, we aimed to examine work-related injury rates, worker characteristics and compensation outcomes in workers who were not proficient in English. We hypothesized that the use of an interpreter service would be associated with a poorer post-injury recovery profile and worse return to work outcomes. WorkSafe Victoria accepted non-fatal claims for injuries and illnesses reported between January 1, 2003, and December 31, 2012 by workers aged 15 to 74 (n = 402, 828 claims) were analysed. Consistent with prior research, we selected "use of an interpreter service" as the indicator of English language proficiency. The total and categorical compensable cost of recovery was used as recovery outcomes. Of these claims, 16,286 (4%) involved the use of an interpreter service (LOTE workers). Our analysis revealed that Victorian injured LOTE workers have significantly different demographic, occupational and injury characteristics compared to non-LOTE injured workers. Furthermore, we present novel evidence that LOTE status was associated with poorer long-term injury outcomes, observed as a greater healthcare utilisation and larger paid income benefits, after controlling for occupation, employment status and injury type compared to non-LOTE injured workers. These data suggest that English language proficiency is associated not only with the risk of work-related injury but also to the long-term recovery outcomes. We conclude that despite access to language interpreter services, injured LOTE workers experience English language proficiency dependent, and injury severity independent, recovery barriers which need to be overcome to improve long term recovery outcomes.

The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion

French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada’s two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse linguistic backgrounds of students throughout the province. The motivation, family support, and high academic achievement of allophone students learning French as an additional language have been documented extensively in Canada (Dagenais &amp; Jacquet, 2000; Mady, 2013, 2014, 2015). Nevertheless, allophone students often do not benefit from the same access to second language education programs as their Anglophone and Francophone peers; indeed, such learners are sometimes excluded from French immersion programs on the basis of their lack of English language proficiency (Roy, 2015). Through Likert-scale surveys and semi-structured interviews, this mixed-methods research explored the perceived suitability of French immersion for allophone students by examining the perspectives of parents and educators in several schools in Saskatoon, Saskatchewan. This study will share the triangulated findings of the research, discuss the suitability of French immersion programs for allophone students, and provide recommendations for the future of such programs in Saskatchewan.

Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary

Filipino learners’ lack of English language proficiency is a major barrier to higher education opportunities and participation in high-value industries. Computer-based learning systems have the potential to increase educational quality, equity, and efficacy in the Global South. However, a key challenge is to design systems that are developmentally and socioculturally appropriate and engaging for the target learners. In this paper, we describe the design, development, and preliminary testing of Ibigkas!, a collaborative, mobile phone-based game designed to provide phonemic awareness and vocabulary building support to Filipino learners aged 10-12.

The effects of clinical facilitators' pedagogic practices on learning opportunities for students who speak English as an additional language: An ethnographic study

BackgroundIncreasing numbers of undergraduate nursing students speak English as an additional language. Clinical placements can be difficult for many of these students and their clinical facilitators. The causes of challenges are often reported to be students' lack of English language ability or, for some students, learning styles that are not suited to Western style education. ObjectiveThe purpose of this research was to investigate how clinical facilitators' pedagogic practices in hospital settings enabled or constrained the learning of students for whom English was an additional language. MethodThis research used an ethnographic design to observe the interactions of twenty-one first year students for whom English is an additional language, and their three facilitators. Observations occurred during three two-week clinical placement blocks, in three large metropolitan hospitals in Australia. Written ethnographic field notes were made during the observations. Field notes were analysed in two stages: firstly, to identify major themes, and secondly, to map the spaces and activities where facilitators and students interacted. ResultsThe study found that there were multiple learning spaces in the hospitals, each of which was associated with particular learning activities between facilitators and students. These activities provided access to opportunities for learning core nursing skills, as well as for socialisation into the language of nursing. However, not all students had access to these opportunities. The pedagogic practices facilitators used created or constrained learning opportunities for students. ConclusionThis paper proposes a new way of thinking about the supervision of students for whom English is an additional language in clinical settings. Rather than focusing on a lack of English language proficiency or cultural heritage factors, it proposes that a guided approach to using spaces and activities can maximise students' opportunities for learning.