Development Of Language Proficiency Research Articles

Usability of ChatGPT in Second Language Acquisition: Capabilities, Effectiveness, Applications, Challenges, and Solutions

In the realm of language acquisition, the integration of Artificial Intelligence (AI) presents a promising frontier. However, gaps exist in understanding the practical application of AI-driven tools, particularly in second language learning contexts. This study delves into the usability of ChatGPT, an advanced AI language model, within the domain of second language acquisition. This paper synthesizes existing literature on ChatGPT’s multifaceted capabilities, its effectiveness, its associated challenges, and the potential solutions to these challenges in language learning environments. This review demonstrates ChatGPT’s substantial potential in enhancing language learning outcomes, including fostering learner autonomy, improving motivation, and developing language proficiency. Yet, nuanced challenges such as preserving academic integrity and difficulties in crafting effective prompts emerge as crucial considerations. To address these issues, possible solutions including enhancing AI literacy among learners and educators are discussed. This paper sheds light on the complex dynamics of AI-assisted language education, urging ongoing research and refinement to fully utilize these technologies in enhancing second language learning.

ENGLISH SPECIFIC PURPOSES PERSPECTIVE: IDENTIFYING ENGLISH LANGUAGE NEEDS OF GUIDANCE AND COUNSELLING STUDENTS

The development of effective English language proficiency among Guidance and Counselling students is crucial for their academic success and future professional endeavours. However, there is a gap in the literature concerning the specific language needs and preferences of this student population within the field of English for Specific Purposes (ESP). This study aims to identify the essential English sub-skills required by Guidance and Counselling students currently enrolled in the second semester of the 2022–2023 academic year, encompassing listening, speaking, reading, and writing. Employing a descriptive quantitative method, data was collected through an online questionnaire administered to 53 students. The findings highlight the importance of listening comprehension skills, with 79.3% recognizing the value of understanding lectures and classmates during English lessons. Additionally, the study emphasizes the significance of proficient speaking abilities for facilitating dialogues, with 66.7% valuing discussions on general and current topics with classmates. Furthermore, the ability to critically analyse internet articles (64.4%) emerged as the most valued reading skill for evidence-based practice and cross-cultural sensitivity. Lastly, the participants most recognized the importance of writing skills for conducting group research in English (56.3%). Overall, the study underscores the multidimensional nature of English language proficiency required for Guidance and Counselling students and the need for an integrated approach to language education that fosters well-rounded competence. By addressing these language needs, educational institutions can better prepare students for the communicative demands of their future roles as counsellors.

Language Learning Outcomes in on Ground Vs. Online Settings: Comparison and Correlation

ABSTRACT While the effectiveness of online instruction has been well established, there remains a limited understanding of the correlation between language skills and performance across various instructional sections. This study investigates the language proficiency outcomes of college students in online and on-ground language instruction, focusing on four essential language skills: Reading, Writing, Listening, and Speaking. Data were collected from students enrolled in third-semester language courses in French, German, Italian, and Spanish during the Spring semesters of 2019 and 2021 with on-ground and online instruction respectively in a public university in the United States. Descriptive statistics, the Kruskal-Wallis test, and pairwise correlation analysis were used to analyze the students’ performance in both modalities. The results indicate that students generally outperformed in the online modality, demonstrating a significantly higher positive correlation range compared to on-ground instruction. This finding suggests that multi-modality language instruction has the potential to foster more integrated and cohesive language proficiency development. The implications firstly show the positive correlation range in the online modality indicates that college instructors may be more capable of implementing effective online teaching methods due to various reasons. Secondly, college students’ potential for self-directed learning in the online setting may contribute to their enhanced outcomes. However, the study also reveals challenges for less taught languages, such as the need for additional support in terms of resource curation and networking opportunities for instructors.

CLIL-подход в обучении ESP практикующих юристов в рамках реализации курса повышения квалификации (опыт Финуниверситета)

Introduction. Today, universities face the task of establishing cooperation with business, including in the field of creating language courses for advanced training within the framework of the transfer of educational technologies. The author presents a unique experience in the development of language training courses “English for lawyers” (Financial University under the Government of the Russian Federation, 2023). Theoretical analysis. Conducting the comparative analysis of the problem allowed the author to conclude that the appeal to the CLIL-approach in ESP teaching through the tools of online pedagogy is justified. The client-oriented educational track constituted the uniqueness of this course. Empirical analysis. Consideration of the problem of using the CLIL-approach allowed us to identify the effectiveness of the selected methods: communicative, case study, inverted classroom, development of critical thinking, etc. in the field of ESP teaching. Conclusion. The use of the CLILapproach in the ESP training of practicing lawyers is effective and justified in terms of language proficiency development. Such courses allow one to see trends in the labor market and make appropriate adjustments to the educational tracks of universities.

EVALUATING STUDENTS’ VIEWS ON THE IMPORTANCE AND USEFULESSNESS OF CEFR IN SPEAKING TEST

The Common European Framework of Reference for Languages (CEFR) is crucial for speaking tests as it provides a standardised framework to assess and gauge language proficiency accurately and consistently. This research evaluates ESL students’ awareness and perceived usefulness of the CEFR in group discussions. Data were obtained from 105 diploma students from UiTM Sarawak and UiTM Alor Gajah using an online questionnaire. The results indicate a moderate level of CEFR awareness, although opinions on its impact and role in language assessment and goal setting were varied. Respondents generally view CEFR-aligned speaking tests positively, showing a favourable perception of its usefulness. However, some have expressed concerns that these tests could be potential obstacles in their efforts to improve their language skills. The study highlighted the need for further education and training on CEFR-aligned assessments to enhance students’ comprehension and confidence in language proficiency development. It also emphasises the importance of designing assessments that help learners overcome potential barriers to improving language proficiency.

A suggested Strategy Based on Information Technology and its Impact on Developing Creative Writing Skills and Academic Self-efficacy among Alzawyaa EFL university Students

The current study aimed to construct a strategy based on information technology for teaching English (English course102), and its impact on developing creative writing skills and academic self-efficacy among Alzawya EFL university students. The literature and previous studies were analyzed to describe the study variables and construct the strategy the proposed strategy, in which teaching and educational practices in the strategy stages (revitalization, research and viewing, design the writing framework, digital publishing of written creativity, and final evaluation) were described. A test of creative writing skills (fluency, flexibility, and originality) was also prepared Including 9 items graded open-ended essay questions in creative writing skills, also the preparation of the academic self-efficacy scale, including (25) items in the following dimensions: (the student's self-motivation to learn, the student's confidence in the ability to achieve, perseverance and continuity in learning, self-regulation of learning and recall habits). The study relied on the experimental method, designing two groups, the experimental and the control group (before - after). The study based on the experimental method, designing two groups, the experimental and the control group (pre - post). The study sample consisted of (60) second-year college students studying the course (English 102), which aims to develop language proficiency in writing skills. The sample was divided into two groups: experimental (30) and control (30)

Sounds of Silence: Sharing Wordless Picturebooks in the Classroom

AbstractWordless picturebooks are most often used in classroom settings as writing prompts or scaffolds for developing language proficiency. This article introduces and describes a teacher‐led instructional practice that we call silent orchestration. The practice provides a place and space for students' personal transactions with wordless picturebooks situated in a community of learners. Silent orchestration has three main components: preparation, guided exploration, and appreciation. Each component is described and illustrated with an extended vignette from a fifth‐grade classroom.

Νέοι εκπαιδευτικοί, νέες συνθήκες και νέα εργαλεία για την εκπαίδευση παιδιών με μεταναστευτικό και προσφυγικό υπόβαθρο

The main objective of the Language Curriculum is to make the educational system responsive to the new conditions that have emerged in schools. Considering the requirements of the Curricula, new learning tools were used in this research and were applied in the context of language teaching at primary schools at the Department of Primary Education, University of the Aegean. These tools included a combination of theories, i.e. Cummins' (2005) theory for the development of Academic Language Proficiency, approaches about New Learning (Kalantzis & Cope, 2005) and Transformative Pedagogy (Cummins, 2005; Kalantzis & Cope, 2013). The aim of the research was for future teachers to learn how to support the multilingual students in schools in critically processing the diverse textual types in the language lessons, thereby achieving both the development of linguistic and communicative competence and the interaction of the school community with the wider society.

THE USE OF VERSATEXT IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT MEDICAL UNIVERSITIES

This article explores the integration of data-driven learning tools, as exemplified by VersaText, into the process of teaching English for Specific Purposes in medical education. The study investigates the efficacy of VersaText’s functions (Word Cloud, Concordance, and Profiler) in enhancing language acquisition and proficiency development among medical students. Through a series of classroom-based activities and exercises, students engage with authentic medical texts, analyze linguistic patterns, and develop a deeper understanding of specialized medical terminology. This study discusses the benefits of integrating open-access materials sourced from PubMed and other databases with VersaText's features, further enriching the learning experience by exposing students to real-world medical discourse. By incorporating such authentic materials, educators can enhance students' awareness of current research literature and reinforce their understanding of medical terminology within a contextually relevant framework. The pedagogical implications of using VersaText in ESP teaching are discussed, highlighting its potential for fostering active engagement, collaborative learning, and critical thinking skills. Furthermore, the article emphasizes the need for ongoing research to further refine and expand the use of data-driven learning tools in ESP teaching methodologies. This study contributes to the growing body of literature on technology-enhanced language learning and provides valuable insights for educators seeking to optimize ESP instruction in various professional contexts.

Innovative Approaches in English Language Teaching: Integrating Communicative Methods and Technology for Enhanced Proficiency

This paper provides a comprehensive examination of effective English language teaching methodologies, focusing on communicative approaches and technology integration. Through an exploration of Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Content-Based Instruction (CBI), as well as Computer-Assisted Language Learning (CALL), Virtual Reality (VR), and Mobile-Assisted Language Learning (MALL), this study evaluates their impact on language acquisition and proficiency development. The analysis highlights the role of authentic tasks, learner autonomy, and multimodal experiences in promoting meaningful communication and linguistic competence. Furthermore, it addresses the challenges and opportunities associated with integrating technology into English language instruction. By synthesizing current research findings and pedagogical practices, this paper offers insights into optimizing English language teaching in diverse educational contexts.

IMPLEMENTATION OF ARABIC LEARNING CURRICULUM FOR GRADE VIII AT MTS DARUL ULUM: AN INTERDISCIPLINARY STUDY IN ARABIC EDUCATION

This study is prompted by the pivotal role of the curriculum in shaping Arabic language learning outcomes, necessitating its continuous refinement to align with educational objectives. Employing a qualitative approach with a descriptive research design, the research delves into the Arabic language curriculum for eighth-grade students at MTs Darul Ulum Beraim. The primary objective is to evaluate the curriculum's components, including objectives, content, instructional methods, and assessment strategies. Findings underscore a gap in the curriculum's focus on fostering interactive communication skills, both orally and in writing, with current materials primarily centered on vocabulary and texts related to personal experiences. Consequently, there is a pressing need to revamp the curriculum to prioritize comprehensive language proficiency development, facilitating effective communication in various contexts. This study advocates for curriculum enhancements aimed at equipping students with robust linguistic skills vital for their academic and real-world success in Arabic language proficiency

Ferreting the Efficacy of Action-Oriented Approach in Indian ESL Classroom: Learners’ Notion

The ‘Action-Oriented Approach’ proposes a new paradigm for teaching and learning languages, a pedagogical framework founded on the idea that language is a social practice and a tool for action. This study examines how Indian ESL students feel about AOA and its advantages in increasing English language competence among tertiary-level pupils in India. To gather data from 156 engineering stream students, including crucial key research objectives, the current study used a quantitative technique with survey instruments. Survey data were collected using a Five-Point Likert scale. The study results show that, in general, ESL students are in favour of assisting language learners to gain competency in various scenarios using an action-oriented approach. The statement "Action-Oriented Approach helps the learners to develop language proficiency in a variety of contexts" received the highest grade (x=4.2692) from the majority of ESL learners (94.2%). Overall, this study contributes to a greater understanding of Indian language acquisition strategies. The study’s outcomes highlight the benefits of implementing action-oriented approaches in ESL classes and the potential repercussions on pupils’ language fluency in English the Action-Oriented Approach was deemed an outstanding technique by a large number of ESL students, particularly for improving their comprehension of English.

A Mixed Approach Stand Effective in Developing Interest in Teaching - Learning Writing Skills among the High School Level Learners of Rural Areas: A Study

This paper is an attempt to identify the effectiveness and suitability of the mixed teaching-learning approach in developing language proficiency among learners from rural backgrounds. The survey was held to examine the views of the learners towards the application of a mixed teaching-learning approach that includes group learning and the use of online platforms in teaching English as a second language. The present study is held through a survey from which the data in the form of responses was gathered from the learners of rural areas of the Rayalaseema region of Andhra Pradesh, India. The survey data was analyzed through SPSS for statistical analysis. The interpretations of the analysis were drawn and presented through tables and figures. The paper focuses on the consent of the target learners towards the implementation of the mixed approach and the same is structured through a proper understanding of the approach, the methodology adopted, the survey held, and analysis of the data for the conclusion of the interpretations drawn after the analysis. Keywords: Mixed teaching-learning approach – group learning – cooperative learning -Technology in ELT – ICT - TPACK

Longitudinal Investigation: Impact of Production-Oriented Approach on Chinese University Students’ English Writing and Speaking Proficiency

This paper presents preliminary findings of a quantitative investigation of the effects of the Production-oriented Approach (POA) on the English writing and speaking proficiency of Chinese university students. Involving an experiment group instructed by the POA and a control group receiving regular instruction focusing on linguistic forms, the study organized reliable tests before, during and after the study, the data of which was analyzed from the perspectives of complexity, accuracy and fluency indices. Between-group and within-group analysis revealed that the experiment group exhibited a significant and sustained improvement in English writing and speaking fluency. However, notable progress in language production complexity and accuracy was lacking. Conversely, the control group demonstrated significant enhancements in both writing and speaking complexity and accuracy, with no observable improvement in fluency. The results underscore a cautious assessment of the effectiveness of the POA, suggesting its limited impact on students’ overall English proficiency in the context of this study. Educators and curriculum planners are encouraged to reconsider the comprehensive development of language proficiency within the POA. Striking a balance between a focus on form, which is prevalent in China’s English language education, and a focus on meaning is recommended for optimal language learning outcomes.

Auxiliary Verbs as Building Blocks: Integrating them into Language Proficiency Development Programs

Auxiliary Verbs as Building Blocks: Integrating them into Language Proficiency Development Programs

EDUCATIONAL TRANSFORMATION: FROM BOARDING SCHOOL TO PESANTREN WITH BI'AH ARABIYYAH

This research focuses on revealing the forms and management of Arabic language culture, known as "bi’ah ‘arabiyyah," at the Modern Diniyyah Islamic Boarding School (PPMD) Pasia through various boarding programs. The research methodology employed is a qualitative approach with a case study framework. The data analysis process involves four main stages: data collection, data reduction, data display, and data realization. The findings of this study uncover that an effective strategy for shaping bi’ah ‘arabiyyah at PPMD Pasia is manifested through the diversity of boarding programs. These programs encompass Arabic language days, bi-weekly muhaddatsah activities, morning mufradat sessions, and the presence of a conducive environment for reading and the Arabic Club. The varied boarding programs positively contribute to the formation of high-quality bi’ah ‘arabiyyah. Consequently, their impact is felt in the enhancement of the quality of learning activities within the classrooms. The significance of diverse boarding programs as a means of cultivating a positive bi’ah ‘arabiyyah becomes a crucial point throughout the entire research. The successful implementation of these programs creates a conducive environment for the development of Arabic language proficiency among the students. Therefore, this research provides a clear depiction of the role of boarding programs in shaping bi’ah ‘arabiyyah and fostering an optimal learning atmosphere at PPMD Pasia

Investigating the Use of Bed-Time Stories and Moodle in EFL Classes: Attitudes, Benefits and Challenges

This study scrutinizes the effectiveness and the feasibility of an EFL story-based textbook supported by a Moodle platform in Moroccan high schools. Along with the use of Moodle as the learning management system, this study uses a story-based approach in foreign language teaching/learning. Before designing this story-based textbook, the researcher investigated the Moroccan EFL context to be more practical and the textbook stands on a solid ground by having an added value not just being repetitive. Therefore, a quantitative study was conducted to collect up-to-date data and see (a) whether stories are already used or not in Moroccan EFL classes (b) the benefits and challenges, if any, stories can have according to these teachers (c) some of the most challenging obstacles behind not using stories in Moroccan EFL classrooms. To answer these questions, a questionnaire was administered to 100 EFL teachers from Casablanca. The data collected through the questionnaire revealed that most informants appreciated the use of stories in EFL classes. Additionally, most of them perceive the story-based approach as a useful tool to help students develop language skills. To conclude, these findings suggest that stories help in boosting students’ motivation, retention, and thus developing language proficiency. The findings also provided some solutions to teachers’ common challenges while using stories.

The Impact of the Holy Qur’an on Language Skills Development: Curricula, Models and Experiments

If Lisan al-Arab ‘The Tongue of the Arabs’ is the widest dictionary and has the richest vocabulary, then the Qur’an contains the most eloquent and honorable words. Al-Ragheb Al-Isfahani said: “The words of the Qur’an are the gist and core of the words of the Arabs, and his medium and dignity. The jurists and wise men depend on words of the Qur’an in their judgments.” One of the righteous said, “Teach your children the Qur’an, and they will learn everything from it.” The importance of the study lies in explaining the impact of the Holy Qur’an on the development of language skills and the methods and experiences of scholars to continue developing language proficiency. The reason for choosing this topic is due to what we see as the weakness of the language skills of students in schools and universities and the contribution to finding practical and influential ways to develop these skills. The research problem revolves around: What is the impact of the Holy Quran on the development of the four basic language skills? What are the means of its development? The study aims to clarify the concept of language skills and its sections and means adopted in learning and teaching the Holy Quran and to derive the impact of the Holy Quran in the development of the four language skills: (listening - speaking - reading - writing) and enrich the study with successful experiences learned from the Holy Quran. The results of studies compared public school students and Quran memorization schools in mastering language skills. And the experience of studying Al-Nourani’s rule, intonation and place of articulation and their impact on mastering language skills. The originality of the research in analysing the experiences of scholars on the extent of the impact of the Qur’an in the development of language skills and presenting the summary of these experiences with an explanation of the different approaches. The researcher used the historical analytical method (Desk Theory) through the experiences and results of the previous studies. The study results show a significant impact on learning language skills through learning the Qur’an recitation and memorization and the study of Tajweed and Al-Nourani’s rule to develop the four language skills. Keywords: The Holy Quran, the impact, language skills, models, experiences

On the validity of descriptors in ACTFL Language Proficiency Guidelines

Abstract ACTFL Language Proficiency Guidelines (hereinafter called Guidelines) are a multi-lingual framework mainly based on the language proficiency development of several European languages. Little consideration is given to the peculiarity of Chinese. Efforts are made to assess the validity of the descriptors in Guidelines in comparison with Chinese Proficiency Grading Standards for International Chinese Language Education (hereinafter called Standards). A total of five parameters from Guidelines that are not compatible with Standards have been selected and two questionnaires compiled by the authors are answered by local American Chinese language teachers to evaluate the validity of these descriptors. The study shows that the descriptors in Standards are more valid in differentiating language proficiency levels of Chinese. In accordance with this study, some revisions and amendments should be made to Guidelines.

Differentiating Language for Students Who Are Deaf or Hard of Hearing: A Practice-Informed Framework for Auditory and Visual Supports.

Speech-language pathologists (SLPs) serving students who are d/Deaf or hard of hearing (Deaf/hh) and their deaf education counterparts must navigate complexities in language that include modalities that are spoken or signed and proficiency, which is often compromised. This tutorial describes a practice-informed framework that conceptualizes and organizes a continuum of auditory and visual language supports with the aim of informing the practice of the SLP whose training is more inherently focused on spoken language alone, as well as the practice of the teacher of the Deaf/hh (TDHH) who may focus more on visual language supports. This product resulted from a need within interdisciplinary, graduate programs for SLPs and TDHHs. Both cohorts required preparation to address the needs of diverse language learners who are Deaf/hh. This tutorial includes a brief review of the challenges in developing language proficiency and describes the complexities of effective service delivery. The process of developing a practice-informed framework for language supports is summarized, referencing established practices in auditory-based and visually based methodologies, identifying parallel practices, and summarizing the practices within a multitiered framework called the Framework of Differentiated Practices for Language Support. Recommendations for use of the framework include guidance on the identification of a student's language modality/ies and proficiency to effectively match students' needs and target supports. An examination of established practices in language supports across auditory and visual modalities reveals clear parallels that can be organized into a tiered framework. The result is a reference for differentiating language for the interdisciplinary school team. The parallel supports also provide evidence of similarities in practice across philosophical boundaries as professionals work collaboratively.