Language Competence Research Articles

Online-Distance Instruction: Impact on the English Language Learning

Using a qualitative-quantitative research design, this study evaluated the influence of online- distance instruction (ODI) on the English language acquisition of college students amidst the Covid-19 pandemic at Partido State University, Camarines Sur, Philippines. The study specifically examined the effects of ODI on college students' performance in terms of: attendance, punctuality, required English language skills and competencies. Furthermore, it analyzed the students' proficiency in English through online-distance learning in the areas of: writing, grammar proficiency, oral communication, study techniques, presentation abilities, and research skills. The study also investigated the students' attitudes towards English language education in the context of online and distance learning. Ultimately, it proposed effective teaching methodologies to enhance students' English language performance in online- distance learning environments of 165 college student- participants. The findings indicate that the impact of online-distance instruction on college students' performance in terms of attendance, punctuality, and required skills and competencies is influenced by various challenges faced by the students. The students' performance in English through online-distance learning is significantly affected by the nature of online and distance learning itself. Moreover, the study revealed that students' attitudes towards English language education in online and distance learning settings are less favorable compared to traditional face-to-face instruction. To enhance students' English language performance in online-distance learning, the study recommends the implementation of three key teaching strategies: lecture method, laboratory method, and cooperative learning. These strategies are deemed beneficial for addressing the needs of student-respondents, particularly in the context of a pandemic in developing countries like the Philippines.

Students’ Multilingual Experiences With Online Machine Translation: Implications for General Language Use

This article discusses how online machine translators (OMT) can influence the way people use general language or languages. The latter distinction has to do with the fact that contemporary lifestyles turn language users into plurilingual communicators. Online shopping, travelling abroad or social media often require at least some degree of plurilingual text mediation skills. Irrespective of foreign language competences, a lot of plurilingual communicators seek OMT support in making sure their messaging with international partners is correct and effective. The article discusses research results concerning how a selected group of BA and MA students in education use machine translation for day-to-day plurilingual communication tasks. We asked them about the relation between machine translation, language learning and language use. We give some insight into the machine translation engine DeepL Translator, which can effectively be used in support of plurilingual text mediation. The article also contains basic educational implications for why and how to make OMT part of foreign language curricula.

Teaching and Enhancing Foreign Language Grammar Using Social Media Platforms, and the Strategic Impacts on Students’ Speaking Skills

This research explores an innovative application of social media platforms, particularly Instagram live streaming sessions and language courses on YouTube, to improve proficiency in speaking and grammar of foreign language undergraduates. It investigated the effects of various social media platforms on language competence and to evaluate the relevance of these platforms to language teaching. The study used a pretest-post-test experiment methodology with a sample size of 392 individuals, who were split into groupings: Control and Experimental. To compare the means of the speaking proficiency and grammatical proficiency scores, t-tests were used as an analytical method. The results indicated that the groups were not significantly different from one another on the pretest, which served as a baseline for the assessment. Nevertheless, the results of the post-test demonstrated a significant rise in the Experimental Group's grammar proficiency (mean = 74.38), supporting the first hypothesis, which states that learning a language through social media can improve one's grammar skills. Just as the control group showed no change in their speaking abilities, the experimental group showed a marked improvement, with a mean score that pointed to increased proficiency. These results show that using YouTube and Instagram in language classes is an effective strategy, showing that it has real-world applications and inspiring teachers to be creative in their methods so that students learn languages more interestingly and engagingly.

Assessing student teachers’ knowledge of English to inform curriculum design in initial teacher education

Background: In Initial Teacher Education (ITE) programmes, there are concerns about student teachers’ English language proficiency.Aim: To discuss the first iteration of the PrimTEd English language and literacy test and analyse the results for information about the test instrument and about student teacher attainment.Setting: South African student teachers in BEd programmes preparing for teaching in primary schools, across six public universities, participated in the test from 2020 to 2022.Methods: The student results for the PrimTEd English assessment were analysed using basic statistics, focussing on the largest samples of first-year and fourth-year students who took both the subtests. The items in each subtest were coded according to their underlying language constructs, and each subtest was subjected to Rasch analysis before the test was considered as a whole.Results: The initial test showed the attainment of fourth-year students (mean = 55%, standard deviation [SD] = 21%, n = 731) was only 3 percentage points higher than that of first-year students (mean = 52%, SD = 20%, n = 1177).Conclusion: The similarities between the first- and fourth-year students’ test results is concerning. There remains much work to be done in building student teachers’ English language proficiency in BEd programmes.Contribution: The findings and recommendations should be useful to ITE lecturers in designing programmes that enable progressive development of English language and literacy competence from first year to graduation.

Interlingual and Intralingual Problems in Translating Short Fiction from Indonesian into English

The primary objective of this study is to find out the Interlingual and Intralingual Problems faced by students in translating Short Fiction. Content analysis was used for both data collection. This study used tests and interviews to determine what errors and problems during the translation process which were then adjusted for applying relevant learning methods. The research sample consisted of 30 students majoring in English Literature. The analysis showed that most of the students needed further understanding of the use of grammar and the meaning of English words. This is due to the influence of their first language and lack of competence in the rules or structures of English. This research highlights the importance of more effective educational strategies and in-depth approaches to improve students' translation skills in English. The implications of these findings for learning methodologies are comprehensively discussed, along with suggestions for future research.

Nadie Me Ve Como Latinx

Abstract Studies on how observers’ perceptions affect youth Ethnic-Racial Identity (ERI) formation focus on adolescents, and typically fail to consider non-English language use as a salient ERI marker. The current research examines two novel dimensions by examining employing Spanish-language mixed methods to study Midwestern heritage Spanish-speaking Latinx children, ages 7–13. Study outcomes correlate skin tone to ERI such that children identified by observers as ‘phenotypically’ Latinx reported higher levels of ethnic exploration compared to peers identified as ‘phenotypically’ non-Latinx. Children’s phenotypic self-identification and ERI exploration correlated highly with level of understanding of their ethnic group, and in turn with reported higher linguistic discrimination. Qualitative results further highlight that “white-presenting” Latinx children more strongly affirm their Latinx identity through high Spanish language competence. Findings suggest that healthy ERI development in Latinx children may be uniquely aided by bilingualism and biliteracy.

Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education

AbstractLearning academic disciplinary knowledge through English as a medium of instruction (EMI) in higher education can be emotionally taxing. However, compared to the bulk of studies investigating the role of emotions in language learning, research that explores students’ emotional experiences in EMI contexts remains scarce. Drawing on a sample of 746 undergraduate students at an EMI university in China, the present study disentangles how two heavily researched emotions (i.e., enjoyment and anxiety) affect students’ learning motivation and willingness to communicate (WTC) inside and outside of EMI classrooms. Students’ motivation is conceptualized through the notion of ideal self to represent their aspired future self‐image as competent language users (ideal L2 self) and subject experts in the field (ideal disciplinary self). Results from structural equation modeling analyses highlighted enjoyment as a strong positive predictor for both ideal selves and WTC. In contrast, anxiety failed to predict neither ideal L2 self nor ideal disciplinary self but had a negative effect on WTC. The two types of ideal selves were found to differ in their respective impact on students’ WTC inside of EMI classrooms yet neither predicted WTC outside of classrooms. Pedagogical implications for EMI teaching and learning are provided.

Neo‐Endogenous Local Development, Tourism, and International Immigration in El Hierro, Spain

AbstractThis article studies the role of international immigrants on enhancing economic and social diversity in El Hierro, potentially attracting more people, investment, and valorising local communities. It emphasizes the key characteristics of immigrants´ entrepreneurs, including their diverse backgrounds as lifestyle/labour immigrants, competence in languages, typically low initial capitalization and often lack of prior entrepreneurial experience. Despite initial limited professionalization, these entrepreneurs introduce innovations in services and products and cultivate social capital within the local community, particularly among other foreign‐born immigrants, and through transnational networks. This social capital is built upon personal relationships and mutual trust, promoting horizontal integration among businesses. These factors contribute to making the island a prime example of neo‐endogenous development in left‐behind areas. Yet, a high dependence on personal networks and local economic assets may affect negatively local development which needs more formalized and institutionalized support to create business environments for collaboration among stakeholders.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effectiveness of Reading in the National Libraries on the Development of English Language Skills

The current study deals with The Effectiveness of Reading in the National Libraries on the Development of English Language Skills. The current study is composed of four chapters , the first chapter is the introductionh, the second chapter. is the literatureb review, the third chapter is the research bmethodology, while chapter four is the bdiscussion of the data manalysis. Basically, reading is viewed as an essential component to enhance language ability . This paper focuses on reading in national libraries and the role of the national libraries to enhance the linguistic knowledge of the language learners by readingb widely for specificallyn in the English languagex. After the data analysisx, it was found that the national librariesv contributes significantlyn to overall language competence and proficiency; performancen in all language skills, mvocabulary growth and has a positive impact on grammar learning; it promotes reading fluency and speedm; it is self-directedm as learners choosen what they read , as well as it is understoodm that students should read large mamounts of high interest nmaterial to gain vocabularyn, spelling, readingm ability and overallm linguistic mcompetence.

Speech and language therapists’ perceptions of contextual factors associated with communicative participation in children with developmental language disorders

Children with developmental language disorders (DLDs) may experience barriers to communicative participation. Communicative participation is defined as ‘participation in life situations in which knowledge, information, ideas or feelings are exchanged’. Barriers experienced in communicative participation cannot be explained by language competence alone and are thought to be influenced by contextual factors. A better understanding of these factors will contribute to tailored speech and language therapy services for children with DLD. We conducted a focus group study with 13 speech and language therapists’ (SLTs) to explore their perspectives on contextual (environmental and personal) factors in early childhood that are associated with communicative participation in children with DLD. The personal factor of child well-being, and the environmental factors of familial support and SLT service provision were developed through thematic analysis. The potential mediating role of these factors on communicative participation implies that it is important to address contextual barriers and facilitators in speech and language therapy services.

Assessing the Gaps in Macro Skills: A Needs Analysis among Third-Year Psychology Students

This quantitative study employed a needs analysis approach which aimed to identify, aid, and present the problem with the proficiency in reading, writing, speaking, and listening skills of third-year Psychology students. 50 respondents from the psychology department in a private non-sectarian academic institution were randomly surveyed to gather the requisite data. Results showed that the respondents need guidance across various language competencies. Their reading skills are at the frustration level, listening skills are at the proficient level, and writing and speaking skills are at the moderate level. This study suggests customized instructional approaches which can significantly improve the receptive and productive English language skills of third-year psychology students, thereby empowering them to achieve greater academic and professional success. These findings underscore the effectiveness of ESP programs in enhancing the language skills required for psychology students and of similar academic contexts.

English Learners’ Belief and Investment in English Pronunciation Learning

Apprehensive pronunciation is crucial for learners' language competence and is an integral aspect of language instruction. Although English major students in China demonstrate improvement in their overall English proficiency when they enter university, many still struggle with their English pronunciation. Scholars have identified several internal and external factors that influence English pronunciation learning. However, little attention is given to the role of learners’ beliefs and investment as possible factors that influence English pronunciation learning, which in turn affect the learning approach and learning strategy used. To fill the gap, the current study adopts a qualitative design with multiple case studies to explore students’ beliefs, investments, and the relationship between these two concepts within the normative, meta-cognitive and contextual approach as well as investment theory. A semi-structured interview was conducted on three university students with different language abilities. The data obtained was analysed using NVivo 12 software. The findings of the study indicate that middle and high-level participants held positive perceptions, while low-level participants held negative perceptions in terms of English pronunciation learning. The study also reveals two forms of investment; diverse investment and incidental learning. In addition, the relationship between students’ beliefs and investments exhibited complex phenomena such as positive and negative congruence as well as incongruence. Based on these findings, some pedagogical implications and areas for ongoing research were proposed.

Dynamics of speech and language competencies formation while the level-based approach to teaching the discipline ‘foreign language’ is being implemented

Introduction. The level-based approach to organizing foreign language teaching at the university is designed to take into account a number of objective factors: heterogeneity of the degree of foreign language proficiency of students in non-linguistic areas of training entering the university, higher requirements for the quality of mastering the discipline ‘Foreign Language’, and a limited number of academic hours allocated for mastering this discipline in the curriculum. The study aims to identify the dynamics of foreign language teaching when the level-based approach is being implemented. Materials and methods. The study was based on first-year students of non-linguistic areas of training at two higher schools of Northern (Arctic) Federal University named after M.V. Lomonosov (236 people). The research methods were the entrance and final diagnostic tests, differentiation of teaching a foreign language (English) and statistical processing methods (the Shapiro-Wilk test, Spearman rank correlation coefficient and the Wilcoxon signed-rank test). Statistical data were processed using the IBM SPSS 23.0 computer software package. Research results. The data obtained allows assessing the qualitative growth of speech formation (reading and listening) and language (vocabulary and grammar) competencies. The differences between the entrance and final tests (p <0.001) are statistically significant and in all the aspects tested are in favor of the final test. Conclusion. The level approach proved effective for speech and language competencies formation in students of non-linguistic areas of training when studying the discipline ‘Foreign Language’, which is confirmed by statistical processing of the final test results. The level approach reduced the impact of such negative factors as heterogeneity of the initial language training of first-year students, psychological barriers, and short terms of teaching a foreign language to students of non-linguistic areas of training. Prospects for further research into the implementation of level-based teaching may be associated with analyzing how other components of foreign language communicative competence are formed.

Speaking accuracy and fluency among EFL learners: The role of creative thinking, emotional intelligence, and academic enthusiasm

This study examines the associations between speaking accuracy and fluency among English as a Foreign Language (EFL) learners and emotional intelligence (EI), creative thinking (CT), and academic enthusiasm (AE). Quantitative data was used in a thorough analysis that was carried out utilizing a cross-sectional design. Three hundred and twenty EFL learners were chosen as a sample using a multi-stage cluster sampling technique. The creativity questionnaire by Abedi, the EI questionnaire by Schutte et al. and the AE questionnaire by Fredricks et al. were all completed by the participants. Quantitative data analysis was conducted using SPSS 25.0 and AMOS 24.0. The results showed a strong positive association between better speaking accuracy and fluency and greater levels of CT, EI, and AE. More precisely, learners with greater EI were able to control their emotions better, which improved their ability to speak clearly and fluently. Speaking performance was improved by those with higher CT because they showed improved problem-solving abilities and linguistic originality. High AE was also associated with better language practice and competence due to higher desire and involvement. These findings imply that encouraging CT, EI, and AE in language learning settings can greatly improve learners’ speaking ability. To better understand the impact of other elements on speaking proficiency, future research should look into motivation, self-esteem, and learning methodologies.

A Revolutionary Approach to Imparting English Language Skills

It is universally acknowledged that a command over spoken and written English is a sinequanon of success, professional or personal. The methods, principles and techniques adopted in schools and colleges in non-native English countries, not to speak of India, have not met the expected success in equipping students with the requisite linguistic skills to express themselves through speaking and writing. So many discussions have taken place among scholarly circles to address the lacunae resulting in the formulation of various methods like the Grammar Translation Method, the Direct Method, The Audio-Lingual Method, the Silent Way, the Bilingual Method, Community Language Learning, Communicative Language Teaching Approach, Structure Approach and Situational Approach. In the luxuriant of these numerous methods, the right approach becomes conspicuous by its absence in other words all these approaches will only help the learner be confused in acquiring English language competence. This rather gloomy picture has made the writer of this paper seek a solution to the problem resulting in his invention of an easy approach on the part of English language teachers in imparting English communication skills.

SIGNIFICANCE OF ELECTRONIC EDUCATIONAL ENVIRONMENT WHEN TEACHING FOREIGN LANGUAGE FOR STUDENTS’ RESEARCH ACTIVITIES

Background. The paper focuses on the urgent problem of foreign language vocational training of prospective specialists and its significance in students’ research activities. Nowadays, the current concept of teaching foreign languages at non-linguistic university training emphasizes the teaching system combining vocational training and language acquisition. In other words, it is crucial to consider the competencies for prospective occupation and the ability of students to use their professional language skills in a dynamically changing environment. Based on the modern standards of higher education, with an emphasis on project and research activities, the programs of teaching foreign languages consider the student’s research activities one of the most important motivation tools for mastering a foreign language. These activities allow students to creatively apply the achievements of scientific and technological progress in practice. Purpose. The aim of the research is to present a description of the structure of the electronic educational environment of the university and to identify the specifics of foreign language teaching for research activities of students. Materials and methods. The competence approach, in particular foreign-language professional-oriented competence, is considered as the methodological basis of the study. Achievement of the set research goal was carried out on the basis of theoretical and methodological analysis, systematisation and generalisation of scientific literature on the given problem. Quantitative indicators were used as an element of describing the dynamics of changes in the educational environment of the university. Using the given methods, the students should obtain foreign language competencies, including the extensive application of electronic educational resources and research skills. We described the approaches to organizing the teaching process, focusing on the concept of a computer-based environment, including electronic educational resources. Results. The experience of Sevastopol State University (Sevastopol, Russia) serves as an example of the positive experience of the electronic educational environment, which underlines the scientific novelty of the study. Practice shows that using an electronic educational environment is essential in engaging students in research activities. Such an environment promotes the formation of creative skills among students and increases the level of their vocational training.

Breaking barriers: uniting Turkish and Greek students through eTwinning collaboration for empathy, understanding, and language anxiety relief

ABSTRACT This study explores the results of an eTwinning project involving four countries, with a focus on collaboration between students from historically distant backgrounds: Turkey and Greece. It primarily aims to foster empathy and understanding, alleviate language anxiety, and enhance foreign language competence among the participants. Using a mixed-method case study approach, data were collected primarily from 7th grade Turkish and 9th grade Greek students. The findings demonstrate notable outcomes, such as significant improvements in English language skills, effective use of ICT tools, enhanced intercultural communicative competence, and a discernible reduction in language anxiety.

Evaluating the Quality of Research on Problem-based Learning in Korean English Classrooms

Alongside the increasing concern of the Korean state in preparing for the 4th Industrial Revolution (4IR) era, Korean national (English language) curricula are being reconstructed to educate students about criticality, creativity, communication, and collaboration. Problem-based learning (PBL) is one of the effective pedagogical approaches to facilitate these competencies alongside different disciplines including English language competency. Thus, teachers and teacher educators in Korean English language teaching (ELT) need quality-assured research cases that address PBL-based ELT programmes in the Korean context for their references. In this study, the qualities of research on PBL-based ELT programmes in Korea are systematically reviewed, focusing on aspects of the statement of research purposes, conceptual frameworks of PBL, procedures of PBL application, evaluation of the PBL effects, and revealed limitations, and implications for improvement. Based on the findings, implications for improving research on PBL in Korean ELT are discussed.