Language Proficiency Of Students Research Articles

Testing the tester

Over the summer of 2022. I was tasked with testing the language proficiency of many potential students who were unable to access the International English Language Testing System (IELTS), either due to displacement or other adverse circumstances. The largest cohort was that of Ukrainian students, following the Scottish government’s announcement that free education and living support would be available for those qualifying students. The second group was less homogenous. It varied in nationality, age, background, circumstances and fell under the broad umbrella of refugees and asylum seekers. The Ukrainian students, on acceptance of academic and language qualifications would directly enter faculty as undergraduates. In contrast, the refugees and asylum seekers would join the last five weeks of a 34-week pre-sessional course and then proceed to a Widening Access Course. Completion of this, and successful settled status would then enable them to enter degree courses. I use a reading-to-write integrated test based on an academic paper, followed by an interview of 20 – 30 minutes duration for all students who are unable to access IELTS or other recognized commercial language tests. Due to the urgency and sheer number of undergraduates needing to be tested over July/August 2022, I made the decision to use English for General Academic Purposes materials and conducted invigilated reading-to-write tests on Zoom, with individual interviews being conducted over the following days. While this format had been used successfully in the past with displaced PGT/PGR students, it quickly became apparent that it was unsuitable for the latter group of students. Here I reflect on my role and consider future test design.

English Language Proficiency Analysis and Prediction using Deep Learning Algorithms

Abstract: Writing is one of the fundamental abilities. Unfortunately, only a small part of children are able to obtain it, typically as a result of the infrequent use of writing projects in the classroom. The lack of exercise has a particular negative effect on students who are studying English as a second language, also known as English Language Learners (ELLs), a population of students that is constantly growing. ELLs are not the intended audience for these tools, despite the fact that employing automated feedback systems makes it easier for teachers to offer more writing assignments. Due to the present tools' incapacity to provide feedback based on the student's language proficiency, the learner may receive a final evaluation that is skewed in their favor. Using data science models and algorithms, automated feedback techniques may be enhanced to better address the unique needs of these children. The primary goal of this essay is to assess the quality of the essay using a set of evaluation criteria. Six analytical criteria were used to evaluate the essays: coherence, syntax, vocabulary, phraseology, grammar, and conventions. Each measure's scores grow by a factor of 0.5 and range from 0.0 to 5.0. Predicting how well an article will perform on these 5 metrics is the major task

Language Testing of Pre-service Foreign language Teachers in their Professional Development

Introduction. Changes in educational goals in Ukraine, predicated by its accession to the pan-European space of higher education, have necessitated a review not only of teaching methods but also of teaching and learning materials These materials should aim to improve the language proficiency of pre-service students while equipping them with the tools necessary to address potential challenges in the classroom. Purpose. The article aims to scrutinize the role of language testing in the professional development of pre-service foreign language teachers. Methods. Reviewing studies on Methods for foreign language teaching and learning, Psychology, Pedagogy, Linguistics; analysis of curricula, syllabi, international tests, textbooks, study guides, dictionaries, including authentic ones; scientifically rigorous observation of the educational process; summarizing the positive work experience of university teachers. Results. Recognizing the lack of teaching materials, a group of university teachers from Ukrainian Institute of Arts and Sciences developed and published a manual “English Tests For University Students”. Subsequent experience with the book revealed the students’ positive attitudes towards language testing for assessing their foreign language communicative competence, citing its objectivity and validity. University teachers also highlighted the practicality, convenience, and cost-effectiveness of this form of assessment. Conclusion. Overall, despite obvious advantages of and progress in language testing, its wide-scale implementation requires university teachers to possess adequate knowledge and experience in this area, as well as awareness and readiness for its regular use in the classroom. Moreover, the development of tests remains challenging due to its time-consuming nature and the need for relevant theoretical knowledge, practical skills, and experience. This has resulted in a shortage of tests for pre-service foreign language teachers. Further research in this domain seems perspective for our future work.

Research into the capacities of the global digital environment for obtaining cultural and conceptual information at institutional and individual levels

Introduction. The article examines the problem of using the global digital environment as a resource of information about the concepts of German linguistic culture. The purpose of the article is to study the functions of the digital environment, identify its capacities for institutional and individual familiarization with cultural-conceptual information, justify the criteria for selecting media texts, and summarize recommendations for using the environment as a source of information about linguistic concepts. Materials and Methods. The study of the digital environment was conducted during two semesters in 12 groups of undergraduates studying German at MGIMO University of the Russian Foreign Ministry. During the research, the following methods were used: survey and study of written and oral statements of students in the process of their immersion into the digital environment, analysis and systematization of the accumulated experience in teaching the concepts of German culture. Results. The article summarizes the experience of researching the global digital environment as a resource of cultural and conceptual information. The functions of the environment used in teaching a foreign language are determined: informational, educational, motivational,and diagnostic. The prospects for institutional and independent familiarization with information about key concepts of culture are identified. The criteria for selecting media texts used as a resource of cultural-conceptual information are substantiated: the availability of data on the concepts being studied, compliance with the value guidelines of Russian society, relevance and novelty of materials, matching with the level of foreign language proficiency of international relations students. Conclusions. The authors have revealed the capacities of the digital environment for obtaining cultural and conceptual information at institutional and individual levels. Implementing the research provisions in teaching practice will contribute to the effective use of the virtual cultural and linguistic space and improve the quality of language and professional preparation of international relations professionals.

Prevalence and quality of medical Spanish education in US osteopathic medical schools: a national survey.

Spanish is the language in the United States with the greatest language-concordant physician deficit. Allopathic medical Spanish programs have proliferated, but the national prevalence of medical Spanish education at osteopathic medical schools has never been evaluated. The objectives of this study are to describe the medical Spanish educational landscape at US osteopathic schools and evaluate program adherence to previously established basic standards. Between March and October 2022, surveys were sent to all 44 member schools of the American Association of Colleges of Osteopathic Medicine (AACOM). For nonrespondents, data were obtained from publicly available websites. Primary surveys were sent to deans or diversity, equity, and inclusion officers at each osteopathic school to determine whether medical Spanish was offered and to identify a medical Spanish leader. Medical Spanish leaders received the secondary survey. The main measures of this study were the prevalence of medical Spanish programs at osteopathic schools and the extent to which existing programs met each of the four basic standards: having a faculty educator, providing a curricular structure, assessing learner skills, and awarding institutional course credit. We gathered medical Spanish information from 90.9 % (40/44) of osteopathic schools. Overall, 88.6 % (39/44) offered medical Spanish, of which 66.7 % (26/39) had formal curricula, 43.6 % (17/39) had faculty educators, 17.9 % (7/39) assessed learner skills, and 28.2 % (11/39) provided course credit. Only 12.8 % (5/39) of osteopathic schools with medical Spanish programs metall basic standards. Urban/suburban schools were likelier to offer medical Spanish than rural schools (p=0.020). Osteopathic schools in states with the highest Spanish-speaking populations were more likely to offer student-run initiatives (p=0.027). Most osteopathic schools provide medical Spanish education, but work is needed to improve consistency, quality, and sustainability. Future research should focus on osteopathic student language proficiency assessment, improve medical Spanish accessibility for students at rural programs, and explore the unique content areas of osteopathic medical Spanish education.

Development of an Instructional Model to Enhance Competency in the Thai Language for Grade 6 Students

This study introduces a novel learning management model aimed at enhancing Thai language proficiency in sixth-grade students. Confronting challenges such as inadequate teaching resources and a lack of student-centric, practical activities in current Thai language education, this model integrates six key components: foundational principles and theories, clear objectives, diverse learning processes, social systems, responsive teaching, and supportive resources. The approach emphasizes student engagement, self-directed learning, critical thinking, and applicability in real-life situations. Employing a rigorous research and development (R&D) methodology, the study involved analyzing existing educational conditions, developing the instructional model, assessing its impact, and seeking expert validation. The model demonstrated substantial improvements in students’ knowledge, skills, and attributes, as evidenced by the effectiveness index (E.I.) and expert assessments. These evaluations confirmed the model’s suitability, practicality, and beneficial impact on language proficiency. 
 
 The results indicate that integrating self-directed learning, experiential activities, and collaborative techniques significantly enhances language skills. The study underscores the need for adaptive learning strategies, varied instructional media, and comprehensive assessment methods. The model’s success in improving national test scores showcases its potential applicability and effectiveness in diverse educational settings. This research contributes a validated, effective framework for Thai language teaching, highlighting experiential learning, social collaboration, and the integration of ICT. Its successful application in Thai educational contexts suggests its potential for broader adoption in primary language education globally.

An interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency under a blended setting

The primary objective of this study is to enhance the English language proficiency of undergraduate students pursuing bachelor's degree programs. This is achieved through the development of a mandatory English course based on Interest-driven creator (IDC) principles within a blended learning environment. The IDC course was implemented over a 16-week period, consisting of 16 lessons, at a private college in China. To evaluate the impact of this course, a quasi-experimental design was employed to analyse the language learning outcomes. The performance of two groups, the experimental group (EG) and the control group (CG), was assessed using the Exam English (standardized according to CEFR) as both a pretest and posttest measure. Additionally, a semi-structured interview was conducted to gather valuable insights into the students' learning experiences. The findings of this study indicate that the blended learning approach effectively improved the students' English proficiency in listening and speaking.

Inducing Imitation Technique as a skill to acquire English Language Proficiency of Engineering Students

Abstract——Engineering students are tomorrow’s problem solvers. They are going to provide technical and innovative solutions and services to solve societal problems and make life easier. This necessitates today’s engineering student to acquire numerous skills to prepare themselves for not only national work front but also international work front. The ever evolving and challenging role of today’s engineer makes today’s students work on building and updating themselves on the required core technical skills but they fail to work on their English language skills. For many engineering students it has been observed that they have anxieties associated with the English language which in turn hinders their performance. This study is a humble try to induce Imitation Technique as a skill to help engineering students acquire English language Proficiency. Lot of work has already happened on how to improve students English Language skills but this study has an edge over by providing a unique method to not only learn English language but acquire English language without juggling through the tough grammatical rules of the language. The study focuses to strengthen the twelfth Program Outcome of the Engineering Attribute that is “Life Long Learning.” The study was conducted on freshman engineering students of a technical University. The study used quantitative research approach. The study investigated what are the apprehensions and anxieties students have towards English language and how Imitation Technique helps them overcome their apprehensions. The Public Speaking Class Anxiety Scale (PSCAS) was used to find out the pre intervention status and post intervention results of the students. The post intervention status shows reduced English language anxiety level and how students have successfully been able to acquire English language through Imitation technique. Keywords—Engineering students; English language Anxiety; Imitation Technique.

English learning model based on social media

This research endeavours to address the pressing need for a tailored English language learning model for students enrolled in Polytechnic institutions specializing in Food and Beverage studies. Recognizing the pivotal role of English proficiency in global culinary communication, we aim to design a comprehensive learning model. This model harnesses the potential of social media as an innovative pedagogical tool to enhance language skills, equipping students with the linguistic competence essential for success in their field. A mixed-methods approach was employed, combining quantitative and qualitative research methodologies. Initially, a thorough needs analysis was conducted to determine the specific language requirements of Food and Beverage students. Subsequently, an adaptive learning model was designed, incorporating social media platforms as supplementary tools for language acquisition. The model was tested within the curriculum of a Polytechnic institution, utilizing a pre-test/post-test design to assess the impact on students' language proficiency. The results of our study indicate a significant improvement in the English language proficiency of students following the implementation of the learning model. Quantitative analysis of pre-test and post-test scores revealed a statistically significant increase in language skills. Moreover, qualitative feedback from students and educators highlighted the model's efficacy in enhancing engagement and motivation, thereby fostering a more dynamic and effective learning environment. This research contributes to the intersection of language education and the Food and Beverage industry by providing a specialized English language learning model. The innovative integration of social media platforms as supplementary tools demonstrates the adaptability and effectiveness of this approach. The findings affirm the model's potential to bridge the gap between industry-specific language requirements and educational curricula, empowering students with the linguistic competence necessary for global success in the Food and Beverage sector. This study underscores the transformative potential of technology-enhanced language learning in specialized fields and lays the foundation for future research and pedagogical innovation. Ultimately, this research seeks to empower students, educators, and the industry at large, enriching the landscape of culinary education and communication on a global scale.

Enhancing Pronunciation, Grammar & Fluency (PGF) Proficiency Despite Pandemic (EPP) through Flexy Supplementary Teaching and Learning Development Sheets

This study determined the effectiveness of the innovations, interventions and strategies through Flexy Supplementary PGF Teaching and Learning Development Sheets in times of pandemic along with pronunciation, grammar and fluency. The subjects were 30 STEM students experimentally studied using validated written-administered language proficiency test, backed up by virtual meet-ups and observation. Statistical treatment used were weighted mean and Pearson-R. Findings revealed that the students’ language proficiency before the interventions conducted did not meet the expectations with 72.67%, Beginning Proficiency Level. Along pronunciation, 36.67% were Developing Proficiency and (100%) were both beginners in both grammar, and in fluency (66.67%). After the interventions conducted, the students’ language proficiency level along pronunciation, grammar and fluency is 87.40 or approaching proficiency level
 Statistics showed that the r- value of 0.8658 squared to 0.75 means strong effect of the implemented interventions, innovations, and strategies in enhancing the language proficiency of students. It further implies that the flexy supplementary development kit is effective program to students in times of massive impact of Covid-19 pandemic through online and offline platforms and teachers’ flexy mode in the delivery of the language programs in STEM track.

A Study on the Perceptions of Elementary School Students and Teachers on English Speaking Education

This research delves into the perceptions of students and teachers regarding English speaking educa- tion, and aims to illuminate the effectiveness and importance ascribed to English speaking instruction. Through surveys, viewpoints of 2,577 students and 3,259 teachers are investigated by providing insights into their experiences, opinions, and expectations concerning the develop- ment of the students English speaking skills. from 3,520 elementary schools. The participants were distributed across various grades and regions. The results showed a strong inclination among students to want to participate in a more variety of learning activities, with a strong preference for native English conversation programs, especially guided by a teacher. Teachers on the other hand, encounter challenges in executing activities effectively due to high student-to-teacher ratios and insufficient opportunities for English classes. Recommendations include self-directed learning resources, technological integration, and systematic after-school programs to optimize language proficiency for students and the need for continuous teacher training aligned with evolving curricula to assist teachers to maintain the changes needed in these classrooms.

Local language proficiency of fourth-year medical students at the University of the Free State.

Language proficiency is beneficial for doctor-patient communication and health outcomes. Poor communication can lead to misdiagnosis by the doctor and/or non-adherence from the patient. This study aimed to evaluate medical students' proficiency in the most commonly spoken local languages. This cross-sectional study was conducted in the class of 119 fourth-year medical students at the University of the Free State (UFS) in 2019. Students' proficiency was tested for Sesotho and Afrikaans, as these are the most widely spoken languages in the Free State province. The study consisted of two phases: completing a self-administered questionnaire where students self-rated their proficiency in the two languages, followed by telephonic interviews consisting of a series of proficiency-testing questions. Of the 119 fourth-year medical students at UFS, 96 (80.7%) completed the self-administered questionnaires. Forty-six students (47.9%) rated themselves as either advanced or proficient in Afrikaans, whereas only 23 students (23.9%) rated themselves as advanced or proficient in Sesotho. Only 28 students were subsequently interviewed. Their actual language proficiency matched their self-rating. The findings suggest a need for language skills training improvement in the curriculum for undergraduate medical students for languages most commonly encountered locally. We also found that students report their language capabilities accurately.Contribution:The research findings reinforce the need for language skills training in the curriculum of undergraduate medical students regarding languages commonly encountered in the local area.

Integration and Construction of Intelligent Learning Models for Business English Courses in Colleges and Universities under Big Data Technology

Abstract Intelligent education is an inevitable trend in the development of teaching in colleges and universities, and this paper constructs a smart teaching mode of business English in colleges and universities based on the achievement scalar function and multi-objective optimization algorithm. In the paper, the mixed difference operator is used to improve the singularity of business English teaching objectives and to diversify the teaching objectives. The achievement scalar function is used to assess students’ business English proficiency, and teaching strategies are proposed based on the target distribution parameters. By exploring the intrinsic connection between diversified objectives and intelligent classrooms, the intelligent classroom teaching model is constructed. Analyzing the learning effect and language proficiency of students under the smart classroom teaching mode of business English, the feasibility and effectiveness of the teaching mode are demonstrated. The results show that in terms of creating a relaxed classroom learning environment, 0.7267 students agreed that the smart classroom could create a relaxing and enjoyable learning environment, and around 0.7 learners believed that the learning resources released by teachers through the smart classroom could further promote their understanding of knowledge. This study provides an effective reference guide for business English teaching, which is more conducive to the development and progress of business English education.

Data Mining Technology Helps Digital Teaching and Learning of English Majors in Colleges and Universities

Abstract The use of information technology in the teaching of English majors in colleges and universities enriches the teaching means, especially the data mining technology that optimizes the digital teaching method. In this paper, starting from English writing, based on the functional requirements of writing training, we constructed a writing training process and utilized the NMF method to mine and decompose the English news text topics. In conjunction with the writing training, the data mining technology centered on the Rete algorithm was used to carry out automatic diagnosis of English composition on the basis of natural language processing. On the basis of mining and analyzing the English news text, the effect of English writing scoring was compared, and its enhancement effect on English composition was verified through controlled tests. The average writing score of the experimental group was 19.62, of which the full score was 25. The mean writing score of the control group is 16.38, which is 3.24 points lower than that of the experimental group. Significance Sig.=0.0004<0.05, P=0.025<0.05, there is a significant difference in the English proficiency of the two groups of students. Data mining technology enhances the language proficiency of students in English writing.

Teacher Practices and Student Language Proficiency: Insights from CLIL Classrooms in China

This research provides a comprehensive exploration of Content and Language Integrated Learning (CLIL) in Chinese educational settings, with a specific focus on teacher practices and their impact on student language proficiency. The study investigates key aspects of CLIL implementation, teacher strategies, and student language outcomes. It offers insights into effective CLIL practices, professional development needs for educators, and policy considerations for policymakers. The findings contribute valuable knowledge to the discourse on bilingual and multilingual education, aiming to inform stakeholders for the successful integration of CLIL programs in diverse educational contexts.

Poetry as An Alternative to Teach Literature for EFL Students in English Course

The purpose of the study is to investigate how effectively poetry works as an alternative teaching strategy for literature to English as a foreign language (EFL) Students. Poetry is a form of verbal art that evokes feelings, reflects thoughts, and conveys human experiences in a beautiful and creative way. This study explores the connection between teaching methods and literary works, with a specific focus on the use of poetry by teachers to improve language proficiency in EFL students. The study emphasizes a teacher's insights as a useful resource within the framework of an English course in Pare Kediri, East Java. The instructor highlights how well poetry works as an alternative teaching strategy for enhancing students' basic language proficiency, which includes speaking, listening, writing, and reading. The study also looks at the many advantages of including poetry in teaching languages. Using poetry as an alternative method to teach literature develops their critical thinking skills and language fluency in addition to their language ability. Moreover, it fosters a greater awareness and respect of one's cultural history and raises learning motivation. The research highlights the educational advantages of adding poetry into the curriculum and highlights the possibility of poetry as an alternative teaching method for EFL students. It is a promising option for instructors looking for cutting-edge and effective teaching methods because of its effectiveness. In the end, this study's conclusions support the inclusion of poetry in the curriculum as an alternative method to improve EFL students' language learning opportunities.

INTERNATIONAL STUDENTS’ ENGLISH TRAINING ON ENTRY TO HEI IN GREAT BRITAIN

The article analyzes the content of international students' language education on entry to a higher education institution in Great Britain, using the example of the LSI / IH Portsmouth language center. It is emphasized that Great Britain ranks third in the world after the USA and Australia in terms of the number of international students studying in higher education institutions. Statistical data on the increased number of international students in the higher education institutions of Great Britain are described and the countries of origin of international students are indicated in percentage terms. It is emphasized that the rating of a particular university largely depends on the number of international students who have chosen this institution for study. The author notes that a high level of English is a requirement not only of universities, but primarily of the Home Office, the UK Visas and Immigration (UKVI). The requirements of the Home Office in accordance with the level of English language proficiency of international students regarding the submission of documents for a visa to study at the Higher Education Institutions of Great Britain are outlined. The author draws attention to the discrepancies between the threshold score indicated by the Home Office and the IELTS consortium, which allows admission to the university for academic programs. Describes the work of LSI / IH Portsmouth Language Centre, which offers both face-to-face English classes in Portsmouth and online English classes for all levels from beginner to advanced, for a variety of academic and professional needs.
 Keywords: international students; language education; HEI; Great Britain; pre-sessional English language; language school.

Co-designing doctoral programs to enhance postgraduate students' employability: insights from industry stakeholders

PurposeDoctoral programs play a crucial role in promoting innovation and technology transfer in universities. To design these programs effectively and with a co-design perspective, it is essential to consider all stakeholders involved in the process, including teachers, students and employers. The main objective of this study is to enhance postgraduate programs to improve students' employability.Design/methodology/approachThis empirical study was conducted over a three-year period and employed semi-structured interviews as its primary research methodology. In the first phase, 21 in-depth semi-structured interviews were conducted with managers from various sectors. The second phase involved 20 interviews, and the final phase of the study included 18 interviews with the same managers from previous phases.FindingsThe study's main results revealed that the international networks, language proficiency and analytical skills of doctoral students were highly valued by employers. The main findings come from companies with doctoral students. Therefore, the skills were identified during the learning experience of the PhD graduates in the companies.Practical implicationsThe study's results can guide improvements in postgraduate program curricula and design to enhance students' employability.Originality/valueThis research presents a novel approach to its findings. On the one hand, the study's conclusions may provide valuable insights for business agents, encouraging them to hire PhD students. On the other hand, it aims to drive necessary changes that promote more PhD students' focus on non-academic careers, creating significant value for research and innovation in the private sector.

Assessing the Effects of Flipped Classroom to the Primary Pupils’ English Learning Performance

In this era, implementing technology in teaching and learning process without affecting traditional teaching method is very important in the 21st-century education system, which can prevent pupils’ from being outdated, as well as developing their thinking skills. Pupils in primary schools are having difficulty acquiring the fundamental abilities in the English language, encompassing speaking, listening, reading, and writing proficiencies. Therefore, it is crucial to identify effective strategies for enhancing the process of learning the English language within Malaysia's education system. This research concentrated on assessing the impact of Flipped Classroom learning on the English language proficiency of primary school students, specifically in four core language skills. In this quantitative analysis, 31 Year 3 students from a primary school located in the Kulai district were chosen through purposive sampling as participants in the study. Data collection involved surveys, pre-tests, and post-tests. The results indicated a moderately positive correlation between overall performance on these tests and a positive influence on Year 3 students' English skills in listening, speaking, reading, and writing. Additionally, students showed a strong positive acceptance of the Flipped Classroom learning method for these four essential English skills. However, it was found that the Flipped Classroom approach did not significantly alter the students' preferred learning methods. These findings suggest that the Flipped Classroom offers a valuable addition to the education sector, providing an alternative learning approach to enhance second language education and improving English language learning.

Assessing Key Determinants of Bilingual Education: An Examination of Language Policy, Bilingual Teacher Identity, and Student Language Proficiency

Assessing Key Determinants of Bilingual Education: An Examination of Language Policy, Bilingual Teacher Identity, and Student Language Proficiency