English Language Proficiency Research Articles

FROM EFL TO EMI: A CASE OF THAI INTERNATIONAL STUDENTS’ L2 LEARNING MOTIVATION AND ENGAGEMENT IN CHINA

This study aims to explore Thai international students’ attitudes towards teaching approaches maximizing their second language (L2) learning motivation and engagement and the motivating and demotivating factors influencing their L2 learning experiences during the transition from EFL to EMI contexts. The participants, selected by the purposive sampling method, were five senior Business English major undergraduates in southern Thailand who were enrolled as international students in a Chinese multilingual university for two semesters. Semi-structured interviews were employed, and qualitative data was inductively analyzed using thematic analysis. The findings indicated that all participants felt motivated and engaged to take the English for International Business and Trade course within the field of Content and Language Integrated Learning (CLIL) in the EMI Business Program. They tended to sustain their intended effort to complete communicative-based tasks and term projects related to their future professional goals, acquire specialized business knowledge, and develop digital literacy skills. Despite experiencing fluctuating motivation and transitional challenges, they reported their native-speaker teacher helped them reduce their constraints regarding English language use by editing their writing tasks and presentation scripts. Furthermore, they developed their English language proficiency, L2 self-confidence, and intercultural competence. These findings illuminate several factors influencing the student sojourners’ L2 learning motivation and engagement in EMI settings. The study sheds light on the pedagogical implications of implementing practical courses and developing the instructional quality of the curriculum in internationalized higher education institutions.

Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach

Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data ( n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After that, the revised 17-item questionnaire was validated by confirmatory factor analysis and other validation methods with data from 224 EFL learners. The results indicated that the underlying structure involved writing task traits, English language ideology, writing teacher support, interest in English language, and self-perception of English language proficiency. The scale was further validated through factor analysis of the quantitative data ( n = 173) and thematic analysis of the immediate retrospective interview data ( n = 12) from EFL learners to test its generalizability in other L2 learning contexts and for face validity evidence. The findings showcased a promising mixed-methods design for scale development and clarified the underlying factors of L2 writing WTC. Implications for scale development and the teaching and learning of L2 writing were discussed.

Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment

Abstract The present study examined self-efficacy, working memory, and English proficiency in a multimedia writing environment. The research design included a survey to assess self-efficacy and a writing assessment within a multimedia environment, while controlling for working memory capacity and levels of English proficiency. Data collection methods comprised a survey on self-efficacy beliefs in multimedia writing, a working memory task, and the standardized College English Test Band 4 in China. The participants were a total of 406 Chinese university students. The results support the reliability of the self-efficacy questionnaire, with five dimensions: linguistic knowledge, planning, monitoring, evaluation, and performance. These five factors were positively correlated with the students’ writing performance in a multimedia environment. The structural equation modeling findings suggest that working memory and English language proficiency moderate learners’ self-efficacy in EFL multimedia writing. Relevant implications based on the findings were discussed.

Exploring Student Perceptions of Teaching Strategies in Business English Courses: Insights from EFL Contexts

The aims of this research were exploring the teaching strategies used by lecturers in Business English courses in Universitas Khairun, Ternate within the EFL context. The researchers used classroom observation and semi structure interview to collect the data. There were two lecturers and two classes of students who participated in this study. The findings of this research reveal that the case method and project-based learning (PBL) were the most commonly used strategies, while cooperative learning, small group work, and direct teaching were also occasionally applied. Although these strategies were effective in enhancing students' understanding of business concepts, they did not significantly contribute to the improvement of students' English language proficiency.

The Role of English Language Proficiency in the Global Economy and Business Communication

This research explores the role of English as a lingua franca in international business, focusing on its impact on business operations, economic communication, and cross-cultural interactions. The research objectives include understanding the relationship between English proficiency and business success, identifying common cross-cultural communication challenges, and exploring strategies to improve communication in global markets. Using a qualitative methodology, data was gathered through Semi-structured interviews conducted with 10 key informants, including 2 managers, 2 executives, and 6 employees from 2 multinational corporations and 2 small businesses that operate in global markets. Key findings indicate that higher English proficiency enhances business outcomes, while cross-cultural communication barriers often complicate international transactions. The study concludes that businesses should invest in language training to boost competitiveness and mitigate communication challenges in global operations.

Students’ attitudes to lecturers’ English in Englishmedium higher education in Denmark

This study examines the evaluative reactions of university students to their nonnative lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language proficiency and perceptions of general lecturing competence (defined here as knowledge of subject and teaching skills). Statistical analyses of 1,700 student responses to 31 non-native English-speaking lecturers at a major business school in Denmark revealed that the students’ perceptions of the lecturers’ English language proficiency is a significant predictor of their perceptions of the lecturers’ general lecturing competence and vice versa. We interpret this as a two-way relationship caused by speech stereotypes similar to those which have been demonstrated in socialpsychological experiments. This effect should be addressed when universities use student ratings to evaluate teaching in English-medium content courses.

Estimating Test-Retest Reliability in the Presence of Self-Selection Bias and Learning/Practice Effects.

Test-retest reliability is often estimated using naturally occurring data from test repeaters. In settings such as admissions testing, test takers choose if and when to retake an assessment. This self-selection can bias estimates of test-retest reliability because individuals who choose to retest are typically unrepresentative of the broader testing population and because differences among test takers in learning or practice effects may increase with time between test administrations. We develop a set of methods for estimating test-retest reliability from observational data that can mitigate these sources of bias, which include sample weighting, polynomial regression, and Bayesian model averaging. We demonstrate the value of using these methods for reducing bias and improving precision of estimated reliability using empirical and simulated data, both of which are based on more than 40,000 repeaters of a high-stakes English language proficiency test. Finally, these methods generalize to settings in which only a single, error-prone measurement is taken repeatedly over time and where self-selection and/or changes to the underlying construct may be at play.

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.

Social networks as facilitators and barriers to behavior change among U.S. South Asian adult participants of a culturally adapted, group lifestyle intervention

ObjectivesThis qualitative study aimed to characterize how social networks influence cardiovascular health behaviors among U.S. South Asian adults in a culturally adapted, group lifestyle intervention. MethodsA purposive sample of participants (n = 24) from the South Asian Healthy Lifestyle Intervention (SAHELI) randomized trial’s intervention arm participated in semi-structured process evaluation interviews. Specific open-ended questions were used to probe participants’ behavior changes, personal social networks, and social support for behavior change. The team transcribed interviews and identified themes using inductive and deductive coding, based on a theoretical model of social influence. ResultsAmong 24 participants (67 % female, mean age 50.5 years, 88 % foreign-born, 50 % with limited English proficiency), three themes emerged: 1) SAHELI participants and their family members provided bidirectional social support for behavior change; 2) intervention participants provided social support to one another; and 3) participants faced resistance to change from some community members. ConclusionsBehavior changes initiated during SAHELI diffused to participants’ close family members. Several social network influences varied by participant gender, English language proficiency, and network member type. Practice ImplicationsHealth professionals should ask patients about how their social networks facilitate or hinder behavior changes. Gender and cultural factors may modify how social networks influence behavior change.

Factors associated with acculturative stress among international medical students in an Egyptian university

BackgroundInternational students frequently face difficulties that are specific to the typical college experience, in addition to facing other factors of acculturative stress, including cultural differences, language barriers, and comfortability in accommodation.AimThe study aims to measure the prevalence of acculturative stress among first-year international students enrolled at Faculty of Medicine in an Egyptian University and aims to reveal the factors that are associated with acculturative stress in these students.MethodologyA cross-sectional study was conducted on 422 international students in the academic year 2021–2022, using the Acculturative Stress Scale for International Students (ASSIS). The factors associated with acculturative stress were examined using the following criteria: comfort in accommodation, student adjustment to college, language proficiency, and academic pressure.ResultsThis study showed that 28.7% of the international students were “above the warning sign” of acculturative stress (above 109). The major stressors of acculturative stress among international students were the non-specific concerns, homesickness, and perceived discrimination, while the least reported stressors were fear and guilt. International students who scored in the “above the warning sign” in the (ASSIS) were mostly females (35.3%) and non-Arab students (37.8%). Having a friend or a family member living in Egypt significantly reduced the level of acculturative stress. Moreover, the ASSIS total score showed a negative correlation with the scores for overall language proficiency, comfort in accommodation, academic adjustment, and student adjustment to college.ConclusionAcculturative stress among the studied groups is influenced by several factors, including nationality, English and Arabic language proficiency, academic adjustment, and comfort of living. That being said, the most significant stressor is the country of origin, which is defined in terms of nationality or language proficiency. Consequently, resources that ensure the sustainability and growth of international students throughout their educational process must be made available to a multicultural environment in order to support and retain those students.Clinical trial numberNot applicable.

English in Displacement: Language Learning and Test Preparation Experiences of Refugees and Asylum Seekers

AbstractIn an effort to better support adult and refugee English language learners, this paper aims to focus on understanding the needs and experiences of one specific group, that is, refugee and asylum seeker healthcare professionals (RASHPs), based in the United Kingdom. RASHPs tend to be highly educated and experienced learners. One of their main objectives is to acquire high levels of English language proficiency and possibly return to clinical practice in their new host country. The data for the study come from an online survey that was completed by 106 respondents, followed by interviews conducted with three nurses and nine doctors. Additionally, two language test preparation teachers were also interviewed. The findings show that RASHPs represent a very diverse group of learners, with a range of linguistic backgrounds, age groups, and proficiency levels. Results further reveal that RASHPs often face a range of situational, technological and psycho‐social barriers that may prevent them from fully engaging with their English language and test preparation classes. The study concludes with a series of classroom and policy‐level recommendations that could help ensure better outcomes for refugee and asylum seeker learners.

Methodological Strategy for the Development of Speaking Skills in the English Language

The present research study examines the crucial role of methodological strategies in English language teaching to develop speaking skills. It focuses on a sample of students from the elementary basic level of two public educational institutions and Uleam University in the city of Chone. A descriptive approach was employed, centering on scientific tasks and utilizing convenience sampling method. Data collection was conducted through five interviews with elementary basic level teachers, three interviews with university English teachers, and observation of five English class sessions. The results highlight the importance of applying strategies to motivate students to speak during the English teaching-learning process, emphasizing the need to balance both in order to maximize the use of available techniques, methodologies, and resources. The study particularly emphasizes the importance of the communicative approach, underscoring how this method influences the development of students' communicative competence. Additionally, internal factors such as self-will, enthusiasm, enjoyment, satisfaction, and autonomy, as well as external factors such as rewards and recognition, were identified as having an impact on students' learning. These findings underscore the importance of considering both methodological and motivational elements when creating effective strategies to improve oral expression in English. This study contributes to the field of research and education by providing important insights into the significance of planning and balancing methodological and motivational strategies in the development of English language proficiency.

Emotional Intelligence and Engagement in Language Learning: A Mixed-Methods Exploration of Their Impact on English Language Proficiency

Emotional Intelligence and Engagement in Language Learning: A Mixed-Methods Exploration of Their Impact on English Language Proficiency

Contribution of the English Language to Advancing Travel and Tourism

This article explores the intricate relationship between language and tourism, focusing on the role of English as a global lingua franca in facilitating communication and cultural exchange. While English is often viewed as a colonial language used for resource exploitation, its knowledge is a resource that attracts and facilitates tourists, enriching tourism. The research questions address how English has become integral to tourism and its impacts on tourist experiences and destination choices. The study employs a historical and sociolinguistic analysis, examining the historical, political and economic factors contributing to the globalization of English. The paper emphasizes the importance of effective communication in tourism, illustrating how language proficiency in English enhances tourist experiences and influences destination selection. Additionally, it highlights the significance of linguistic diversity in enriching the tourism experience and promoting inclusivity. Findings indicate that English proficiency significantly enhances tourist experiences while linguistic diversity adds value to tourism. The paper advocates for sustainable tourism practices that embrace cultural and linguistic diversity. Overall, it calls for a deeper understanding of the interplay between language and tourism to foster cultural appreciation and sustainable tourism practices globally.

Enhancing English Language Proficiency through Online Games: Younger Learners from Marrakech as a Case Study

In this globalized and digitally transformed era, English language proficiency has become a crucial skill, serving as a gateway to international communication, educational opportunities and career advancement. This study explores the connection between online games and English language acquisition, specifically in the Moroccan context. It also highlights how the integration of technology and interactive gaming methodologies has shaped language learning. Various online games and platforms, such as Minecraft, Among Us, Fortnite, Roblox, and many more online interactive games, are considered within the broader context of this study. These games are presented as interactive mediums where learners can immerse themselves in authentic English language environments, interact with players worldwide, and practice language skills meaningfully. The research is supported by a case study conducted within the Moroccan context, precisely in Marrakech, aiming to test the effectiveness of interactive gaming for English language learning. The case study involves young Moroccans who actively engage with various interactive games, demonstrating how such experiences influence English language proficiency. Using a mixed-method approach, this study underscores the potential of online interactive games to enhance English language proficiency among young Moroccan learners. It advocates for the adoption of innovative pedagogical methods that incorporate interactive gaming experiences to promote digital literacy, linguistic proficiency, and intercultural competence. This research offers valuable insights and practical recommendations for language educators and learners striving to enhance language proficiency in this rapidly evolving world.

Measuring EFL Students’ Intercultural Competence and Language Skill after Having an International Living

The study aims to measure EFL students’ intercultural competence and English language skills both qualitatively and quantitatively after participating in an international living program, where English served as the primary means of communication. This research utilized surveys, interviews, and self-reflections to assess the sojourners' intercultural competence and English language proficiency. To provide a comparative perspective, data were also collected from a control group of students who did not participate in international living. The findings reveal that the international living experience had a significant impact on students' intercultural competence and English language skills compared to their non-participating peers. Knowledge and awareness showed the most improvement, followed by skills and attitudes. Additionally, students exhibited notable advancements in their English language proficiency. Qualitative data from interviews indicated that the international experience facilitated self-discovery, empathy, and cultural awareness, enriching their understanding of their original culture’s complexities and contributing to their English language development. Quantitative analysis from questionnaires highlighted participants in the international program had higher levels of cultural competence and language skills compared to the control group. The informants demonstrated a better attitude toward cultural differences and showed marked progress in their English communication abilities compared to the control group. They overcame initial challenges by actively engaging with various cultural practices, interacting with locals, and embracing different viewpoints, which also fostered their language learning. The study underscores the transformative impact of international living on students’ intercultural competence and English language skills, highlighting a journey of self-discovery, empathy, and enhanced communication abilities.

Internet heuristics in the English language course for junior medical students

Introduction. Teaching of modern Internet heuristics to medical students is presented in fragments or in demand at late stages of training (graduate or postgraduate course of specialization). The aim of the article is to reveal the peculiarities of the heuristic method of teaching in the educational work with professional authentic Internet materials in English for undergraduate medical students. Materials and Methods. The present study was conducted in three stages (February – April 2024) and is based on experimental work made in September 2022 – June 2023 [36]. The entrance survey of students to test the null hypothesis (H0) was conducted using the Anketolog Online Survey Platform. To check the impact of factor α, a univariate analysis was performed in MS Excel. The final questionnaire to test the alternative hypothesis (H1) was conducted using the WebAsk Online Survey Service. The data obtained were analyzed using IBM SPSS (version 23.0). The comparative analysis method was used to develop the necessary professional content of the course. The study involved 80 junior medical students (1st and 2nd year) of English language proficiency level from Elementary (A1) to Pre-Intermediate (A2). Results. It was found that school English-language training does not affect the choice and motivation of medical students of the elementary and threshold levels of English proficiency in studying the professional Internet materials (F = 1.27, p>0.05) The distribution of answers regarding the evaluation of the conducted practical work with professional Internet materials is 40% in favor of training in the skills of working with scientific databases of articles on medical topics, 25% – training in the basics of writing professional texts (articles and abstracts) on medical topics, 20% in favor of training in critical thinking skills in working with professional materials, 15% – training in time management when working with information and correlates between all the studied groups. The obtained data served as a basis for the development of thematic sections of the educational discipline “Introduction to Internet information heuristics”. Conclusion. The results of the experimental study and the design for the academic discipline "Introduction to Internet Information heuristics" developed on their basis contribute to ensuring the level training of medical students in terms of developing skills in working with professional materials in English and allows them to master modern heuristic methods of working with information that are in demand in clinical practice.

Economic return of English language proficiency: Do English proficiency scores predict employee income in China?

Economic return of English language proficiency: Do English proficiency scores predict employee income in China?

Mobile Learning and Verbal Proficiency: A Cross-Sectional Study Investigating English Speaking Skills Enhancement

Mobile learning supports a constructivist approach to learning by providing student-focused pedagogies and enhancing students' self-directed learning toward a goal. While reading, writing, listening, and speaking are all important life skills, speaking or, to put it another way, communication—occurs often in both official and casual settings. For this reason, speaking is typically more important than the other abilities. Gaining speaking proficiency is just as crucial as developing other abilities that are necessary for target language learners to improve their communication. Offering a comprehensive picture of how mobile learning interventions function for different learner profiles is the aim of this methodical sampling strategy. Due to their widespread use, mobile devices offer unparalleled accessibility and flexibility for learning, independent of location. Consequently, developing successful educational interventions requires an understanding of the connection between these technology benefits and the enhancement of English language proficiency through speaking. Data from 29 surveys were gathered for a quantitative cross-sectional study using Google Forms, which examined the effects of mobile learning, prior English proficiency, frequency of mobile engagement, and their link to English-speaking abilities. The study sought to clarify the importance and association of these factors in improving verbal competency through mobile learning in English language acquisition, using t-tests for group comparison and Cronbach's Alpha for reliability. Findings highlight the necessity for customized methods depending on learners' proficiency levels to maximize their efficacy. Regular mobile learning engagement is strongly correlated with prior English proficiency and increased language abilities.

Relationship between social determinants of health and hospitalizations and costs in patients with major depressive disorder.

The relationship of patient characteristics and social determinants of health (SDOH) with hospitalizations and costs in patients with major depressive disorder (MDD) has not been assessed using real-world data. To identify factors associated with higher hospitalizations and costs in patients with MDD. A retrospective observational study identified patients aged 18 years and older newly diagnosed with MDD between July 1, 2016, and December 31, 2018. SDOH were linked to patients at the "near-neighborhood" level. Multivariable models assessed association of patient characteristics with hospitalizations (incidence rate ratios [95% CI]) and costs (cost ratios [95% CI]). Of 1,958,532 patients with MDD, 49.6% had Commercial and 50.4% Medicaid insurance; mean ages were similar (43.9; 43.4) with more female patients (67.6%; 70.5%). MDD patients with Commercial insurance had a mean household income of $75,044; 53.2% were married; 76.5% owned their home; 64.4% completed high school or less; and 2.8% had limited English-language proficiency (LEP). Patients covered by Medicaid had a household income of $46,708; 68.1% lived alone with 41.6% married; 54.6% owned their home; more than 4-in-5 patients (80.8%) completed high school or less, and 6.3% had LEP. Nearly one-third of Medicaid insured patients with MDD had at least 1 hospitalization (29.6%) with a mean length of stay 6.8 days; total health care costs were $21,467 annually. Commercially insured patients with MDD had 14.7% hospitalization rates with a length of stay of 5.9 days; total costs were $14,531. Multivariable models show female patients are less likely (Commercial 0.87; Medicaid 0.80; P < 0.05), and patients with more comorbidities are more likely to be hospitalized (Commercial 1.33; Medicaid 1.27; P < 0.05). All treatment classes relative to antidepressants only increased likelihood of hospitalizations-particularly antipsychotic+antianxiety use (Commercial 2.99; Medicaid 2.29)-and costs (Commercial 2.32; Medicaid 2.00) (all P < 0.05). Household income was inversely associated with hospitalizations for both insured populations. LEP reduced the likelihood of hospitalizations by more than 70% among Medicaid patients (0.27, P < 0.05) and was associated with higher costs for Commercial (2.01) but lower costs for Medicaid (0.37) (P < 0.05). Living in areas with no shortage of mental health practitioners was associated with higher hospitalizations and costs. We identified patient characteristics associated with higher rates of hospitalizations and costs in patients with MDD in 2 insured populations. Female sex, higher comorbidities, and living in areas with no shortage of mental health practitioners were associated with higher hospitalizations and costs, whereas income was inversely associated with hospitalizations. The findings suggest disparities in access to care related to income, LEP, and availability of mental health practitioners that should be addressed to assure equitable care for patients with MDD.