Language Proficiency Courses Research Articles

Exploring Moroccan EFL Undergraduates’ Readiness for a Newly-Implemented Blended Learning Course in English Language Proficiency

Over the last two decades, online learning has gained global attention from education stakeholders worldwide. Given the ubiquitous feature of today’s technology-driven world, the switch from face-to-face delivery to technology-delivered instruction has become a necessity. However, the implementation of innovative e-learning models such as blended learning cannot be a success without learners’ readiness and adaptability. Therefore, it is a top priority to be aware of students’ e-learning readiness to make the teaching-learning process effective and rewarding. This study seeks to gain insights into Moroccan EFL students’ readiness for a newly implemented blended language proficiency course. Data were collected using three research questions and a 29-item questionnaire adopted from Shakeel et al. (2023). The findings reveal that Moroccan university EFL students display a moderately positive attitude towards blended learning and this is a prerequisite for a smooth implementation of blended learning.

The Effect of Blended Learning in English Language Proficiency Courses on the Language Performance of Kurdish EFL Postgraduate Students in Sulaimani City

Recently, the effect of the blended learning strategy as compared with the face-to-face instruction in English language teaching has become a popular topic of research. This study focuses on the effect of implementation of Blended Learning (BL) approach in English Language Proficiency courses in Sulaimani city, Kurdistan Region of Iraq (KRI) on the language proficiency of both Elementary and Pre-intermediate level course participants. The study utilizes the quasi-experimental research design involving 104 Kurdish postgraduate students, who were allocated into a treatment group (blended learning) and control group (traditional face-to-face classroom), from these two levels. Thus, the main goal of this study is to investigate whether there are any significance differences in obtained language proficiency between participants of the two groups between groups and per level. The sampling has been taken from the population who were enrolled in an English language proficiency course at the public universities’ language centres in Sulaimani city. The experiment was carried out during an intensive course lasted for six weeks (100 hours) in which the classes of English language proficiency were taught four days per week. The experimental group was taught using blended learning (i.e. an equal combination of both virtual and face-to-face teaching) and the control group was only instructed with regular face-to-face teaching. Overall, the results show that the participants who were taught using both blended learning and traditional teaching methods outperformed the control group who were only taught in face-to-face classrooms. Additionally, the pre-intermediate experimental group achieved higher language performance than the pre-intermediate control group and improved their overall language proficiency slightly higher than the elementary group. The findings of this study bring further evidence and support for the integration of blending learning into English language classes, particularly in the language proficiency courses of the universities’ language centres. This study also has a number of teaching implications for EFL teachers which will be highlighted at the end of the paper.

Reforming the Curriculum System for Applied Undergraduate English Majors: Bridging Theory and Practice

Since the implementation of the reform and opening-up policy, Chinese universities have seen a significant growth in the study of foreign languages, with a focus on English majors. Nonetheless, ongoing difficulties compromise this educational system's efficacy. It is often acknowledged by experts that, despite substantial expenditure, English majors struggle to satisfy societal demands because of curricular structures that are out of date and were inherited from earlier times. To address these issues, this paper suggests extensive changes to the applied undergraduate English major curriculum. The suggested changes, which stress the development of practical skills in line with the demands of the modern labor market, seek to close the gap between theory and practice by drawing on theoretical frameworks and real-world experiences. The theoretical structure for curriculum design includes refining traditional language proficiency courses, incorporating a variety of professional modules, creating career-focused vocational courses, enhancing comprehensive practical training. By aligning curriculum content with evolving industry demands and fostering a holistic approach to talent cultivation, these reforms strive to equip English majors with the necessary skills and competencies to succeed in today's dynamic global landscape.

Strategies of Arabic Students' Self-Regulated Learning Improvement in Language Proficiency in The Disruption Era

This study aimed to develop strategies to improve students' Self-Regulated Learning in the Arabic Language Education Study Program at Universitas Islam Riau in the Arabic language proficiency course in the disruption era. This research is qualitative research using a descriptive approach. The data collection technique for the qualitative method in this study used several designs; the Interview Technique, Documentation, and Literature Study. The systematics of strategy development refers to five stages according to Hariadi’s theory. This study shows the results of several strategies to improve Self-Regulated Learning for Arabic Language Education students at the Universitas Islam Riau for language proficiency courses; 1) Creation of environmental Arabic (Bîʾah Luġawiyyah), 2) monitoring and evaluation stages of the use of Arabic as a language of instruction lectures, 3) Coordination in the formulation of Semester Lesson Plan, 4) Orienting the religious subjects as subjects of knowledge and proficiency in the same time, 5) Motivation in competing, 6) Award Programs for student achievement, 7) Guidance lecturer in competing.

An Evaluation of the Materials Deployed in English Language Proficiency Courses for Postgraduate Applicants: A Content- Based Study

There is broad recognition that a textbook, among other components, plays an important role in many English language classrooms today. As a result, its evaluation is a significant issue to guarantee its contribution to the success of the teaching- learning process. Evaluating textbooks and other instructional materials used in the teaching- learning contexts is one of the responsibilities of teachers. The textbooks adopted in Kurdistan university language centers are no exception. Hence, the present paper is an attempt to conduct a post-use evaluation for the content of one of the textbooks (Interchange 3) used at the intermediate level in Kurdistan university English language proficiency courses. It aims to determine the areas of strengths and weaknesses of the textbook content and to see to what extent it was appropriate in helping the learners improve their level of English from the teachers’ perspectives. The textbook is analyzed using a descriptive content analysis method. For this purpose, 23 teachers who taught this textbook in six different language centers were asked to participate and the data were obtained through a 24-item questionnaire suggested by Demir and Ertaș (2014). The results of the content analysis indicated that the teachers are highly satisfied with the textbook under evaluation regardless of some deficiencies in certain aspects of the textbook - and that the textbook suited the teaching/ learning context as it could provide sufficient meaningful opportunities for the learners to communicate with the target language.

Reduce the Foreign Accent of Indonesian Arabic Learners Through A Minimal Pairs Strategy

The purpose of this study is to discuss how to use the minimal pairs strategy to help students improve their pronunciation abilities. The Research and Development (R&D) and the Quasy Experimental Non-Equivalent Control Group Designs were combined in this study (QENECGD). The R & D method was used to develop a model for implementing the minimal pairs strategy. The QENECGD method was used to evaluate students' final performance following the implementation of the minimal pairs strategy. The study enrolled 50 students who took Basic Arabic Language Proficiency course. Twenty-five students were assigned to the minimal pairs strategy, while the remaining twenty-five served as the control class. All students were required to read an Arabic script during the pre-test and post-tests. The results of these readings were analyzed for pronunciation accuracy using the provided reading script. The Bogaert scale was used in conjunction with the non-parametric test. The findings indicated that the minimal pairs strategy affected students' attainment of a foreign accent level. Additionally, statistical analysis enables the experimental and control groups to be distinguished. Furthermore, the N Gain Score statistic demonstrates the effectiveness of the minimal pairs method.

The degree of availability of the dimensions of intellectual security in the language competencies course for the secondary stage in the Kingdom of Saudi Arabia: درجة توافر أبعاد الأمن الفكري في مقرر الكفايات اللغوية للمرحلة الثانوية بالمملكة العربية السعودية

This study discusses the degree of availability of the dimensions of intellectual security in the language competencies course for the secondary stage in the Kingdom of Saudi Arabia. The descriptive- analytical approach was applied using four main dimensions of intellectual security, including the religious dimension, national dimension, social dimension, and scientific thinking dimension. Thirty- four security indicators were found, and based on them; a design content analysis card was created. The content analysis card was applied to the study population of the language competencies course for the first grade of secondary school in the two semesters after ensuring the validity and stability of the card. The results of the study: the degree of availability of indicators of the religious dimension and the dimension of scientific thinking in the language competencies course was low, while the social dimension and the national dimension had a deficient degree. The language proficiency course was generally balanced in its inclusion of indicators of the dimensions of intellectual security as they were repeated in the first semester 202 times. In contrast, they were repeated in the second semester 211 times. Several recommendations are initiated based on the results, such as guiding and directing those in charge of preparing and developing academic courses on how to include indicators of the dimensions of intellectual security to enhance its consolidation among students. In addition, provide training courses for the teachers to instill intellectual security dimensions in students' minds and acquire them in proportion to the secondary stage. Moreover, to provide scientific workshops and awareness seminars for the students; to make them aware of the national visions in general and the 2030 vision in particular.

THE STUDENTS� PERCEPTION OF ENGLISH COURSES (THE NUTRITIONIST STUDY PROGRAM FACULTY OF HEALTH UNIVERSITAS NAHDLATUL ULAMA NUSA TENGGARA BARAT)

The ability to use English is an important ability to be achieved in the process of learning a foreign language. The Nutritionist Study Program aims to develop students' language skills both orally and written. With oral skills, students are expected to master a number of vocabulary and sentence structures and be able to speak actively; With written skills, students are expected to be able to read and understand language texts, especially those closely related to the material being studied.This research was conducted to obtain data related to the perceptions of students of Nutritionist Study Program, Faculty of Health, UNU NTB.The learning process carried out, which is divided into five parts, namely: perceptions of English for the students, related Faculty of Health, UNU NTB: the purpose of learning English language proficiency, teaching materials from the language proficiency courses, application of language proficiency teaching methodologies, lecturers of English language proficiency courses perceptions and student perceptions of evaluation techniques used by lecturers of language proficiency courses in the Nutritionist Study Program, Faculty of Health, UNU NTB.The results of this study are expected be an evaluation material for the English learning process in the UNU NTB and future curriculum development.The ability to use English is an important ability to be achieved in the process of learning a foreign language. The Nutritionist Study Program aims to develop students' language skills both orally and written. With oral skills, students are expected to master a number of vocabulary and sentence structures and be able to speak actively; With written skills, students are expected to be able to read and understand language texts, especially those closely related to the material being studied.This research was conducted to obtain data related to the perceptions of students of Nutritionist Study Program, Faculty of Health, UNU NTB. The learning process carried out, which is divided into five parts, namely: perceptions of English for the students, related Faculty of Health, UNU NTB: the purpose of learning English language proficiency, teaching materials from the language proficiency courses, application of language proficiency teaching methodologies, lecturers of English language proficiency courses perceptions and student perceptions of evaluation techniques used by lecturers of language proficiency courses in the Nutritionist Study Program, Faculty of Health, UNU NTB. The results of this study are expected be an evaluation material for the English learning process in the UNU NTB and future curriculum development.Keywords:perception; process; learning; language proficiency

Aligning a University English Language Proficiency Measurement Tool with the CEFR: A Case in Malaysia

The Common European Framework of Reference (CEFR) describes the capability of learners’ language skills at six reference levels. It is internationally recognised as the standard language proficiency framework for describing language learning, teaching and assessment. Many countries, including Malaysia, have attempted and invested tremendous efforts to adopt the CEFR as a reference for language ability at all levels of education. However, there are many ways of adopting CEFR, and it is a continuous process of alignment between curriculum and assessment. In this regard, this study is carried out to examine how a Malaysian university attempts to demonstrate this alignment by correlating the scores obtained from English language proficiency courses in the university, called the English Language Competence Score Average (ELCSA), to a CEFR-aligned English language proficiency test (Linguaskill). The results showed an overall significant positive correlation that varied in strength. The overall correlation was 0.371, a positive but weak correlation whereby the strongest correlation was seen between ELCSA and CEFR Writing score with a correlation of 0.417, which is positive and moderate in strength. Therefore, it could be identified that a score of 3.25 and 3.5 on the ELCSA can be considered equivalent to a Linguaskill score of 160 (CEFR Band B2). It could be considered that the B2 CEFR level could be subdivided into lower and higher B2. However, there is a need to correlate ELCSA with other CEFR-aligned tests and perform further revisions to the English language proficiency programme at the university to successfully benchmark the programme and its assessment tool, ELCSA, with the CEFR.

Exploring ESL learners' reading test taking strategies

This study examined the test taking strategies of weak ESL students of an English language proficiency course. Test taking strategies are known as the methods that test takers use as an alternative aimed at attaining correct answers on a specified form of language assessment. The study adopted a qualitative study. The participants in this study were forty-four learners from the Bachelor of Arts Program. The learners were asked to think aloud while reading an assigned text to answer the questions. Four learners’ thinking aloud recordings were transcribed and analysed. Focus group interviews were carried out for triangulation purposes. Data collected were analysed manually. The ESL learners implemented many test taking strategies as they coped with the reading comprehension test. The findings of the study show how ESL students used cognitive, metacognitive, compensating, and social strategies. Participants expressed that understanding and reading the passage allowed them to draw conclusions better in answering the multiple choice questions. The findings revealed that they used a compensation strategy whereby they tried guessing the answers on a number of occasions. The findings of the study implicate teachers’ roles in L2 reading and also to guide the ESL learners in the process of answering reading passage and answer the comprehension questions.

EXPLORING GRADUATE EMPLOYABILITY IN RELATION TO THEIR ENGLISH LANGUAGE PROFICIENCY: A PRELIMINARY STUDY

Recent literature has suggested that the relationship between globalisation and English language proficiency implicates employability in the job market. However, it could differ in different occupational groups as well as in different countries. Therefore, this study aims to investigate whether there is an effect on the graduate’s employability based on the student’s English language proficiency and their Malaysian University English Test (MUET) results. A total of 8,995 graduates who graduated in 2015 and 2016 were surveyed using data from the feedback method administered by the Ministry of Higher Education Malaysia from the Graduate Tracer Study 2015. The model used in this analysis would test the hypothesis as to whether there is a significant association between English language proficiency based on their MUET outcomes and their English language proficiency courses with the job status of UMS graduates in relation to their English language proficiency. In order to classify factors that influence graduate employability, an extensive analysis of the current literature is also used. For both local and global higher education contexts, the conceptual structure developed for this study applies. The knowledge offers insights into the growth of student employability and support needs for students to improve their graduate employability.

PERFORMANCE OF ARABIC EDUCATION LECTURERS IN DEVOTION OF LANGUAGE LEARNING

This article aims to find out how the performance of lecturers in designing, implementing and evaluating learning language proficiency courses. This article uses a descriptive qualitative approach. data collection through interviews, observation, and documentation. Data collected using snowball sampling techniques and data collected were analyzed through the steps of data reduction, data presentation, and drawing conclusions. The findings of this article are: performance of Arabic education lecturers faculty of Tarbiyah in devotion of language learning that lecturer has not maximized the potential in giving lectures, coupled with the preparation of SAP courses that are lacking this is seen in 1) the design of learning made by lecturers listening and reading in the form of SAP, only briefly explains about several components, namely the identity of the course, learning outcome indicators, lecture method, assessment, and bibliography, mentions several reading sources used in the listening learning process and reading, 2) the implementation of learning include: preliminary activities, core activities, and closing activities, 3) the evaluation of learning outcomes is an activity of measuring the level of success and ability of students in the learning process.

Measuring the Effectiveness of Time Management Training in EFL Classes: Phase 1 of a Mixed Methods Study

In this paper, the authors describe an intervention and research project that aims to understand how students manage their time, and also to investigate the impact of integrating time management training activities into a general English language proficiency course. The results will be shared in subsequent papers, but the rationale, background and methods are presented here in order to document the initial stages of the project. Students in three university English classes in a Japanese university participated in the time management training activities and completed reflection sheets which will later be analysed qualitatively. In addition, participants completed a pre- and post- intervention multiple choice questionnaires about time management. A control group comprising three similar classes also completed the pre- and post- intervention questionnaire, but did not participate in the time management training activities or reflection tasks.

Effective Interaction Strategies In Teaching And Learning of English For Preschool Children

This study aims to identify effective English interaction strategies during teaching and learning sessions by preschool teachers in Kerian District, Perak. This study also identifies teachers' pedagogical skills in teaching and learning of English and the use of reinforcement and encouragement as a motivation for children to interact in English. Qualitative approach with case study design have been chosen in this study. The purposive sampling involves five preschool teachers who attended a series of English language proficiency courses in 2014. Three research instruments employed were interviews, observations and document analysis. The data were analysed using thematic analysis. The findings highlight that the use of opportunities provided by the teachers and effective strategies such as repetition, bilingual use and parallel talk can increase English interaction among preschool children. The study concludes that the use of various effective strategies, teachers’ pedagogical skills and the use of reinforcement and encouragement can enhance English interaction. The implication of this study may create awareness on the significance of preschool teachers to share their interaction skills and vary effective interaction strategies in English to improve the quality of teaching and learning for preschool children.

TEACHERS’ VIEWS ON STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE PROFICIENCY COURSES VIA CEFR DESCRIPTORS

‘The English Language Education in Malaysia: An Agenda for Reform 2015-2025’ is a blueprint initiated by The Ministry of Education (MOE), Malaysia, currently launched in 2016. The key pledge to this blueprint is the alignment of Malaysia’s English Language Education System with the Common European Framework of Reference for Languages (CEFR). CEFR is a benchmark for an international standard that focuses on developing learners who are able to communicate and interact in any language, in this instance, English. The focal point of the Malaysian education reform is to adopt the CEFR levels as the guiding beacon or regulating framework for curriculum development, issues regarding learning materials and the measurement of learning outcomes. In keeping with this reform, the study aims to understand English language teachers’ views on the English language proficiency courses in a local university, in Malaysia, based on CEFR scales. The study employs a quantitative approach, where surveys were distributed to twenty-five English language teachers. The data is then analysed quantitatively by frequency counts and percentage. Data shows there are variations in teachers’ views towards English language proficiency courses, and this may not necessarily fit into the CEFR standards targeted for university learners. The result of this study acts as preliminary data for further research on the link between English language course content and CEFR standards, as well as expected English language proficiency of university learners. Through this study, it is hoped that future design of teaching and learning materials that contribute to ‘proficient’ learners at the end of university years, can be developed.

Concept of Best Practices in English Language Teaching to Pakistani ELT Fraternity

Teaching industry of English as a second or foreign language has grown massively in recent times in Pakistan. There are many public sectors universities and English academies established all over Pakistan offering English language proficiency courses. Therefore, this wave led to conduct this research. The purpose of conducting this study was to investigate contemporary pedagogical techniques used for teaching and learning English and to introduce the concept of ESL /EFL Best Practices for effective language teaching in Pakistan. Purposive Sampling method was used to collect the information from respondents regarding their contemporary-used teaching techniques in ESL/EFL class. The questionnaire was implied as the main tool for data collection among twenty English language teachers from two public sector universities. The results of the study indicated that teachers were attached with some outdated techniques and activities secondly, they also faced problems applying new techniques while teaching in a large multilevel classrooms, thirdly, teachers’ had willingness to adopt and employ innovative techniques in classrooms and lastly, the notion of ESL best practices was uncommon among them. Most of the teaching strategies do not create better learning environment, and learners do not interestingly participate due outdated activities. Therefore, the suggested solution was utilizing best practices that are based on modern techniques, approaches considerable for multiple levels depending upon the needs and developmental state of the individual learners. Keywords: pedagogical strategies, ESL/EFL Best Practices, Pakistani teachers, English teaching/learning

Deconstructing To Construct: Evaluating Speaking Tasks on a Language Proficiency Course to help develop an appropriate Test Design for Assessing Speaking

-Speaking is an important skill that needs to be developed in students to fulfill their academic and professional needs. This paper examines the different kinds of speaking tasks, teachers use to teach speaking skills to students in the English language proficiency course (ELPC) at University of Delhi, Delhi, with the aim of developing appropriate test items for speaking test and also develop an assessment scale to assess the oral competence of learners in speaking the language in a multilingual context. For this purpose, a questionnaire was prepared to elicit responses from the teachers on the issue at hand. The responses provided details about the kind of tasks used to teach speaking, the sub skills of speaking taught through these tasks, and the need to develop more tasks to add variety to the existing tasks. They also shed light on which tasks did not work well and needed to be discarded, and the type of tasks preferred by most students. This feedback from teachers will serve to facilitate the designing a valid test to assess speaking.

Hubungan Pembelajaran Bahasa Arab Menerusi KeLiP dengan Pencapaian Pelajar

The development of e-Learning is very promising at all levels of education. Universiti Sultan Zainal Abidin (UniSZA) has developed an e-learning or known as Kelip in 2006. However, the impact of e-learning on student achievement has no further explanation. Thus this quantitative study is aimed at exploring whether the use of e-learning, also known as KeLiP at the University of Sultan Zainal Abidin (UniSZA), is able to improve student’s achievement among the excellent students of language (PCB) and the below-average students of language (PKCB). The comparisons between the achievements of both groups are also studied. This experimental study involved 69 UniSZA diploma students taking the Arabic Language Proficiency course level 2 (UBA 1022). The students have been learning through KeLiP for 10 weeks with content materials from the UBA 1022 module which were presented electronically in the form of graphics, images, sounds, videos and hyperlinks. Pre and post test was conducted to evaluate student achievement. The study shows that the use of KeLiP has improved PCB and PKCB achievements with a mean of 26.545 per cent. The excellent students’ performances (PCB) continue to maintain their excellence over PKCB with a mean difference of 11.72 per cent. This study proves that KeLiP is able to improve student’s achievement overall and thus serves as an encouragement for the wide use of KeLiP among students and lecturers.

The Intersection between Out-of-class Language Learning Strategies and In-class Activities

Studies on out-of-class language learning strategies (OCLLSs) are usually divorced from the activities in class. Thus, this study addresses the connection of the two entities. The participants in this study were nine international postgraduate students who were undergoing their English language proficiency course in an institution in Malaysia. Data were gathered through their weekly online postings on Google + and interview during the course. The data from the students were triangulated with the information found in the pro forma of the modules and interview with the lecturers. Atlas ti was used to manage the data. It was discovered that the type of assessment set by lecturers for the course determined the use of OCLLSs. Findings show that firstly, more OCLLS were used in completing assignments than preparing for quizzes/tests. Thus, from the 3 modules; it was found that students employed more strategies for oral communication and writing rather than for reading. Secondly, the OCLLSs used could form a 'strategy chain or cluster' for the tasks of preparing for oral presentation and completing writing assignments. Lastly, there was evidence of technology dependency on some of the main OCLLSs.

An Application of a Questionnaire of Social and Cultural Capital to English Language Learning

The aim of this study was to find out the relationship between EFL students’ social as well as cultural capital and their foreign language achievement, using Bourdieu’s theories in the sociology of education as frames of reference. To this end, the Social and Cultural Capital Questionnaire (SCCQ) was administered to 128 EFL learners majoring in English language. The Multiple Linear Regression Analysis was performed to analyze the data. Social and cultural capital data were matched with university students’ academic records in language proficiency courses. Results indicated that cultural competence was the best predictor of the listening skill, whereas speaking, reading, writing, grammar, and the total GPA were mostly predicted by students’ diploma GPA and literacy, the two factors which are related to cultural capital. Finally, statistical results were discussed, and implications were provided in the context of English language teaching.