Language Proficiency Research Articles

Analysis and Application of Problem Situation Creation in Comprehensive Courses for Teaching Chinese as a Foreign Language

Background and Aim: To solve the current problems of low student interest and low classroom atmosphere in the teaching of integrated Chinese language courses in Thailand, is in line with the teaching objectives of integrated Chinese language courses to develop students‘ Chinese language skills such as listening, speaking, reading and writing and to improve students’ learning outcomes. In this paper, the problem situation teaching method is applied in the elementary Chinese comprehensive class to provide a reference for the innovation of teaching methodology in the elementary Chinese comprehensive class and to provide a reference for the teaching design of Chinese teachers. Materials and Methods: In this paper, through literature research, comparative analysis, teaching experiments, and other research methods, the study was carried out to create problematic situations in the Thai elementary Chinese integrated class, to verify the experimental hypothesis that the problematic situation teaching method can improve the teaching effect and learning effect, and to change the current situation of the Thai elementary Chinese integrated class. Results: This paper verifies the experimental hypotheses by applying the problem situation teaching method to the Thai integrated Chinese language classroom, designing an experiment in two classes of integrated Chinese language class comparing the results of the two classes, and finding that creating problem situations in the elementary integrated Chinese language class can help to improve students' academic performance and Chinese language proficiency. Conclusion: This paper takes the creation of problem situations as a teaching method, creates situations according to the teaching content and students' learning situation, gradually builds a scaffolding for students by asking questions, helps students to understand and apply knowledge in the problem situations created, and puts forward the corresponding solution strategies for the problems, to provide reference for the theoretical research on the teaching of problem situations in the future, and provide reference for the theoretical research on the teaching of problem situations in the Chinese integrated class. The purpose of this study is to provide a reference for the theoretical study of problem-situation teaching and to provide a reference for the creation of problem situations in Chinese comprehensive courses in the future.

Sell not, TEL not

An interdisciplinary group of researchers designed an innovative mobile application (app) to support bioscience language proficiency among pre-registration nursing students. The app's design, which incorporated features for audition and speaking prompts, was a key factor in its effectiveness. The same pedagogical approach was applied to alternative topics within the unit in Moodle, the university’s learning management system (LMS). The intervention in both forms (IC) was trialled and evaluated in a pilot study with two consecutive student cohorts in 2023 (n1=631, n2=218). Student access to each form of the condition was measured via technology-provided user analytics. The intervention condition (IC) uptake was higher in its LMS form compared to the app form. However, there were more initial attempts of the standard condition (SC) than the IC overall, indicating a tendency towards novelty avoidance. This article highlights and discusses the challenges of implementing novel technology-enhanced learning (TEL) approaches, focusing on students as stakeholders. Recommendations are proposed to improve user uptake of TEL approaches by focusing on strategies to enhance students’ perceptions of the TEL’s utility. A consistent ‘sales pitch’ to students as stakeholders is suggested.

Evaluating the Oral Method in Foreign Language Teaching: Historical Perspectives, Modern Applications, and Pedagogical Insight

This article explores the Oral Method in foreign language teaching, focusing on its historical significance, core principles, and relevance in contemporary education. Originally developed by Harold Palmer and A.S. Hornby, the Oral Method emphasizes verbal repetition, situational learning, and structured grammar acquisition as foundational tools for language proficiency. Through an analysis of its strengths—such as pronunciation accuracy, fluency development, and practical application—and its limitations, including restricted learner autonomy and cognitive engagement, this study highlights the method’s enduring value. The article also discusses the potential of integrating the Oral Method with communicative and task-based approaches, leveraging digital tools and personalized techniques to enhance its effectiveness for diverse learners. Ultimately, the Oral Method’s adaptable principles make it a valuable component of a comprehensive language teaching framework.

Utilizing YouTube Videos to Improve Speaking Skills in Seventh-Grade Students at MTsN 2 Kota Bengkulu

This study aimed to explore how YouTube digital videos could enhance students’ speaking skills and to identify the factors that influenced these improvements. Conducted as Classroom Action Research, the study involved 36 seventh-grade students at MTsN 02 Kota Bengkulu. The research employed a mixed-methods approach, gathering both quantitative data through speaking tests and qualitative data through observations, field notes, and interviews. The results revealed that key factors driving this improvement included increased student motivation and active participation in the learning process. Students reported feeling more confident in their speaking abilities, and the authentic language input provided by YouTube videos helped them improve their pronunciation, vocabulary, and fluency. The novelty of this study lay in applying YouTube as a pedagogical tool within an Indonesian junior high school context, specifically focusing on its impact on speaking skills. Furthermore, the study highlighted the importance of combining digital media with interactive classroom activities to create a more engaging and effective learning environment. This research contributed to the growing body of literature on digital media in education by offering practical insights into how YouTube videos could be successfully integrated into language teaching to foster speaking skill development among younger learners. The findings suggested that YouTube digital videos served as an effective medium for improving language proficiency, particularly in EFL (English as a Foreign Language) contexts, where authentic language exposure was often limited. Moreover, the study emphasized the crucial role of motivation and student engagement, offering valuable strategies for educators to implement in their classrooms to enhance student learning outcomes.

Exploring the Relationship Between Language competence and Intercultural Communicative Competence Among English as a Foreign language Learners: A Mixed-Methods Study

This study explores the relationship between language competence and intercultural communicative competence (ICC) among English as a Foreign Language (EFL) learners through a mixed-methods approach. A sample of 196 Chinese EFL learners was divided into three proficiency groups (low, intermediate, and high), with data collected through Likert-scale questionnaires and semi-structured interviews involving 16 participants. Quantitative analysis revealed that higher language proficiency is linked to improved overall ICC scores and its specific dimensions. The Kruskal-Wallis H test confirmed significant differences in overall ICC, attitude, and skill across proficiency levels, with attitude showing the strongest effect. Spearman's correlation analysis demonstrated small but significant positive correlations between English proficiency and overall ICC, attitude, and skill. Qualitative findings further enriched the quantitative results, emphasizing the foundational and catalytic role of language competence in enhancing ICC and its dimensions. However, participants acknowledged that language competence alone is insufficient for fully successful intercultural interactions. This study expands Byram’s model by offering detailed insights into the intricate relationship between language competence and various ICC dimensions. The study recommends that to fully cultivate ICC, it is essential to integrate the development of language competence into instructional practices.

Language Learning Motivation in Post-Secondary Courses: English, German, Spanish, Japanese, and Multilingualism

This study explores the motivational profiles of students enrolled in language courses at the post-secondary level, emphasizing the role of the ideal multilingual self. A sample of 280 learners across English, German, Spanish, and Japanese courses participated in the research. Drawing from the L2 Motivational Self System framework and integrating the concept of the ideal multilingual self, the study utilized a questionnaire to investigate the sources of language learning motivation. The findings revealed English and German as the predominant language choices, primarily influenced by external factors such as academic requirements and societal expectations. In contrast, learners engaged in less commonly taught languages, particularly Japanese, demonstrated heightened intrinsic motivation and a more explicit ideal multilingual self-concept. This trend highlights the significance of multilingualism in shaping learners' motivational profiles, with learners of less commonly taught languages expressing a stronger inclination towards linguistic versatility and proficiency. Moreover, the study revealed a positive correlation between speaking multiple languages and the aspiration for multilingualism, suggesting that learners with multilingual backgrounds are more inclined toward embracing linguistic diversity. These findings contribute to understanding the dynamic relationship between language choice, motivational factors, and the ideal multilingual self-concept in the context of post-secondary language education.

Law, Culture and Language: Challenges in Legal Term Translation from the Perspective of Comparative Legal Culture

As a cross-cultural communication activity, legal translation inevitably involves law, culture and language. The accurate translation of legal terms plays a crucial role in facilitating the exchange between different legal cultures. Cultural factors, including language, legal systems, legal institutional structures and legal mindsets, have a major impact on legal translation. Failure to capture the discrepancies between different legal cultures causes errors in the translation of legal terms. To achieve optimal translation effects, translators not only need to possess a high level of language proficiency but also have a deep understanding of different legal systems and cultures. From the perspective of comparative legal culture, this paper analyzes how cultural factors influence the translation of legal terminology between Chinese and English and proposes corresponding translation strategies. When there are equivalent concepts in both the source and target legal systems, translators should employ corresponding legal equivalents in the translation. In cases where such equivalents are absent, translators may employ paraphrasing techniques or coin new terms to convey the intended meaning.

Root causes behind patient safety incidents in the emergency department and suggestions for improving patient safety - an analysis in a Finnish teaching hospital.

Adverse events occur frequently at emergency departments (ED) because of several risk factors related to varying conditions. It is still unclear, which factors lead to patient safety incident reports. The aim of this study was to explore the root causes behind ED-associated patient safety incidents reported by personnel, and based on the findings, to suggest learning objectives for improving patient safety. The study material included incident reports (n = 340) which concerned the ED of a teaching hospital over one year. We used a mixed method combining quantitative descriptive statistics and qualitative research by inductive content analysis and deductive Ishikawa root cause analysis. Most (76.5%) incidents were reported after patient transfer from the ED. Nurses reported 70% of incidents and physicians 7.4%. Of the reports,40% were related to information flow or management. Incidents were evaluated as no harm (29.4%), mild (46%), moderate (19.7%), and severe (1.2%) harm to the patient. The main consequences for the organization were reputation loss (44.1%) and extra work (38.9%). In the qualitative analysis, nine specific problem groups were found: insufficient introduction, adherence to guidelines and protocols, insufficient human resources, deficient professional skills, medication management deficiencies, incomplete information transfer from the ED, language proficiency, unprofessional behaviour, identification error, and patient-dependent problems. Six organizational themes were identified: medical staff orientation, onboarding and competence requirements; human resources; electronic medical records and information transfer; medication documentation system; interprofessional collaboration; resources for specific patient groups such as geriatric, mental health, and patients with substance abuse disorder. Entirely human factor-related themes could not be defined because their associations with system factors were complex and multifaceted. Individual and organizational learning objectives were addressed, such as adherence to the proper use of instructions and adequate onboarding. System factors caused most of the patient safety incidents reported concerning ED. The introduction and training of ED -processes is elementary, as is multiprofessional collaboration. More research is needed about teamwork skills, patients with special needs and non-critical patients, and the reporting of severe incidents.

Developing English language learners’ speaking skills through applying a situated learning approach in VR-enhanced learning experiences

A situated learning environment is crucial for language learners to develop speaking skills as learners can apply their speaking skills in context, helping them adapt language use to various situations and improve their language proficiency and communication effectiveness. Although various features of situated learning environments have been explored across different subject areas and in many platforms, there is limited research on their application to language learning within VR environments. This convergent mixed-method study adopts a situated learning framework and examines the impact of situated learning on learners’ English-speaking performance, specifically in areas of fluency, vocabulary, pronunciation, and grammar, and explores learners’ perception of the instruction based on the situated learning approach. Sixteen first-year English majors at a university in China participated in eight role-play speaking classes using the desktop-based VR application, Immerse. The study involved pre- and post-assessments of speaking performance and semi-structured interviews with six participants. Paired samples t-tests were used to assess the difference in the speaking performance and respective areas, and a thematic analysis was adopted to explore learners’ perceptions of the instruction based on the situated learning approach. Quantitative findings show a significant improvement in learners’ speaking performance (t(15) = 7.41, p < .001, Cohen’s d = 1.82), with notable progress in fluency, vocabulary, pronunciation, and grammar. Thematic analysis of the qualitative data indicated the authenticity of the context and activities, the collaborative nature of the tasks, the expert guidance, and the opportunities for reflection all contribute to a comprehensive learning experience that aligns well with the principles of situated learning.

Teacher's Perception Towards Introducing English Language from First Grade

The importance of English language education as a foreign language (FL) is growing significantly in today's globalized technological world, preparing young children to achieve a high level of social integration and language proficiency. Since English has spread widely internationally, many countries teach English at the elementary level to remain competitive in a global economy and to advance individual and national development. This study examines teachers' perceptions of teaching English to first-grade students. It will be evaluating the opportunities, strengths, and weaknesses of the English as a Foreign Language (EFL) program for first-grade students in Saudi Arabian schools. It will also identify differences between teachers' perceptions of teaching needs. The study relies on the questionnaire as the primary quantitative instrument to gather the data. Results confirm that teachers were outstandingly supportive and agreed with teaching a foreign language in first grade. Regarding the second theme of opportunities, strengths, and weaknesses of the EFL program for first graders in Saudi Arabia, many teachers expected opportunities and improvement for the EFL students in the future. The participants showed an urgent need for either educational courses or the appointment of specialized teachers to teach first-grade

Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion

ABSTRACT Developing emotional competence during childhood is critical because it is a significant resource for building psychological well-being, social relationships and even school achievement. Language plays an important role in fostering emotional competence among monolingual children but for bilingual children, the relationship between culture, language and emotions is significantly more complex. Although bilinguals may have more emotion concepts due to their engagement in multiple languages and cultures, this potential may only materialise under specific conditions. In this study, we investigate whether ethnic minoritised bilingual children’s emotional competence (i) differs from that of majority monolingual children based on their language proficiency profile and (ii) is shaped by their exposure to the majority culture, independent of their language competencies. Using a sample of primary school children (aged 10–12; N = 924) living in Belgium, the results of our quantitative analyses suggest that being fluently bilingual is beneficial to fostering emotional competence for minoritized children. However, Belgian socialisation efforts, exposure to Dutch media and demographic proxies of the degree of cultural exposure were not significantly related to emotional competence. Our results contradict contemporary deficit views surrounding bilingualism and suggest important policy implications for educational professionals.

Approaches and Benefits of Teaching English through Literature Curriculum at Myanmar Universities: Insights from Stakeholders

The curriculum serves as a fundamental bridge between teachers and students, fostering an effective learning environment. This qualitative research investigates the pedagogical approaches employed by English literature teachers and evaluates the perceived benefits of using an English literature curriculum in EFL classrooms of Myanmar. The study involved 27 English literature teachers, six government officials, and three local business leaders through interviews, classroom observations, and focus group discussions. Four primary teaching approaches were identified: Paraphrastic, Information-Based, Language-Based, and Integrated Approaches. These methodologies are specifically designed to meet the diverse needs of students, thereby enriching their educational experiences. The research employed purposive sampling to select participants and conducted thematic analysis on the collected data through content and document analysis. The findings underscore the significance of integrating various literature genres, such as prose fiction, short stories, novels, poetry, and drama, into language education. This integration not only enhances language proficiency but also fosters critical thinking and cultural awareness among students. The study highlights the importance of a multifaceted approach to teaching literature, which can cater to different learning styles and preferences. To advance research in EFL education and pedagogy, future studies should focus on investigating specific pedagogical approaches, assessing the impact of digital technologies, and conducting longitudinal studies to deepen the understanding of literature’s role in language learning. The insights from this study provide valuable implications for curriculum developers, educators, and policymakers in enhancing the effectiveness of literature-based language education.

Assessing Students’ Perception of the Effectiveness of Group Discussion in Improving Speaking Skills

Group discussion is highly recommended as a crucial instructional method in schools to enhance students' speaking skills. The main objective of this study is to examine the effects of group discussion on students' speaking skills. This study employed both quantitative and qualitative methodologies. A simple random sampling technique was used to select 133 tertiary-level students at Rift Valley University, Burayu Campus, Ethiopia. A Likert-scale questionnaire was employed to collect primary data, which was subsequently analyzed using SPSS and Excel. The study found that group discussion is a highly effective strategy for improving student's oral communication skills. Furthermore, the majority of students believe that group discussions contributed to their enhanced language proficiency.

Parent language proficiency is a source of variance in CDI scores for bilingual children

Parent language proficiency is a source of variance in CDI scores for bilingual children

(In)definites, pronouns and bare nouns: How Turkish/Swedish bilingual 4-to-7-year-olds introduce characters in narratives in Swedish

Abstract This study investigates the referential forms children use to introduce characters in Swedish, in a cross-sectional sample of oral narratives by 100 Turkish/Swedish bilinguals aged 4 to 7 and in a longitudinal sample from age 4 to 6 (N = 10). We analysed development with age and how language proficiency (expressive vocabulary) and exposure affect children’s use of referring expressions, with a focus on referential appropriateness. In addition, a qualitative analysis of the characteristics of high- and low-performing children was carried out. The results show significant effects of age and language proficiency, but not of language exposure on appropriate use of referring expressions. At age 7, 69% of the characters were introduced with an indefinite NP. The Turkish/Swedish bilinguals were found to lag behind in their use of indefinite NPs in comparison to Swedish-speaking children investigated in previous studies, with little crosslinguistic influence from L1 Turkish.

«Языковая личность» - понятие и роль в современном мире

Relevance: In recent years, the Russian Federation has paid close attention to the official activities of employees of the internal affairs bodies from authorities, public organizations and institutions, and the population. First of all, we are talking about the observance by the employees of the internal affairs bodies of the norms of morality and ethics, rules of conduct in everyday life and speech culture. State policy determines the main areas of activity of the internal affairs bodies of the Russian Federation. Thus, in the decisions of the Ministry of Internal Affairs of the Russian Federation it has been repeatedly noted that the successful solution of the tasks facing the internal affairs bodies largely depends on the level of training of the personnel. Fostering high civic, professional, psychological and moral qualities in employees, as well as the formation of a high professional culture, one of the key competencies of which is proficiency in language as a means of communication, strengthening the authority of the internal affairs bodies in society, increasing the prestige of the service are priority goals in the activities of the police and are regulated by the order of the Ministry of Internal Affairs of Russia dated December 25, 2020 No. 900 "Issues of organizing moral and psychological support for the activities of the internal affairs bodies of the Russian Federation". Therefore, the problem of general language processes occurring in the internal affairs bodies of the Russian Federation at present leads to the need to study the features of communication underlying official activity, and therefore to its creator - the "linguistic personality". Statement of the problem: The article considers the issues of state support for traditional values ​​in the Russian Federation, the need to protect the norms of the Russian literary language, the role of language in human life. What are the features of the "linguistic personality"? One of the important conditions for the formation of a person's pedagogical culture is the study of pedagogical thought that has gone through a centuries-old historical path. The article considers the main and most significant stages in the development of the education system in the world, as well as domestic pedagogy, the founder of which is K.D. Ushinsky. Purpose of the study: clarification of the definition of "linguistic personality" based on the presented basic concepts of "linguistic personality" formed in world linguistics. Research methods: analysis of modern scientific definitions of the concepts of "personality", "linguistic personality", generalization of the results obtained. Results and key findings: the conducted research allowed us to formulate and propose the author's definition of the concept of "linguistic personality", which is proposed to be understood as a bearer of cultural and linguistic values, endowed with will and aspirations, moods and assessments, and also fully using language in business communication, professional activities and in everyday life.

A systematic review on robot-assisted language learning for adults

In the 21st-century era of globalization, language proficiency is a pivotal connector across cultures, with artificial intelligence (AI) revolutionizing educational paradigms through Robot-Assisted Language Learning (RALL). This systematic review examines the role of RALL in adult second language acquisition, focusing on its pedagogical strategies and learner engagement. Unlike the previous systematic reviews that explore the multifaceted roles of robots in language learning, including as teachers, tutors, assistants, and peer learners, we identify explicit and implicit instructional strategies within RALL, highlighting the unique learning landscape of adult learners characterized by self-regulation and self-direction. We assess the latest advancements in RALL for adult learners through three research questions, compare the effectiveness of explicit versus implicit instructions, and investigate affective factors enhancing RALL performance. Our review contributes a comprehensive status analysis, in-depth exploration of interaction modes, and insights for future research directions, providing a roadmap for academic research and practical guidance for educators and robot developers. This study aims to optimize RALL strategies to better meet the needs of adult learners, fostering a more efficient and engaging language learning experience.

Factors influencing EFL learners’ speaking fluency: A case study at a high school in Vietnam

This study investigates how four key factors - English exposure, learning environment, motivation, and teaching pedagogy - affect English speaking fluency among high school students, using both qualitative and quantitative research methods. The findings indicate that frequent exposure to English, an engaging learning environment, and effective teaching pedagogy significantly enhance students' speaking fluency and motivation. Qualitative results show that students who interact with English regularly, whether through classroom activities or extracurricular engagement, demonstrate better fluency and enthusiasm. A dynamic and supportive learning environment, combined with interactive teaching strategies, fosters higher levels of student participation and motivation. However, the study acknowledges several limitations. The small sample size used in the qualitative phase may not fully represent the broader student population, potentially impacting the generalizability of the findings. The reliance on self-reported data in the quantitative analysis introduces the possibility of bias, which could affect the accuracy of the results. The study also notes that focusing on a limited set of factors might overlook other influential elements such as individual learning styles or external pressures. Future research should aim to include a larger and more diverse sample, explore a broader range of factors affecting English fluency, and incorporate various activities and technological tools to address these limitations. By expanding the scope of research and incorporating these suggestions, more comprehensive strategies can be developed to improve English speaking fluency among students. This approach will provide valuable insights for educators and policymakers, assisting them in designing more effective language programs and interventions that enhance students' communicative competence and overall language proficiency.

Nine partner languages, one path: Minority language reading proficiency development among German two-way immersion students

BackgroundAt the State Europe School of Berlin (SESB) students with different language backgrounds learn together in two languages of instruction: German and one of nine partner languages (English, French, Greek, Italian, Polish, Portuguese, Russian, Spanish, and Turkish). AimsThis study investigates the reading proficiency trajectories in the minority or partner language among students in a two-way immersion (TWI) program. SampleParticipants were 977 TWI students. MethodsThe study included longitudinal large-scale assessments in Grades 4 to 6. Latent growth curve models were utilized for analysis. ResultsThe analyses revealed significant progress in partner language reading skills across all language combinations. However, notable differences in initial proficiency levels and developmental trajectories were observed between partner languages, even after controlling for background variables such as socioeconomic status and cognitive abilities. Furthermore, the results demonstrate that students' initial German reading proficiency positively influenced their reading proficiency in the partner language. ConclusionsOverall, the study demonstrates the effectiveness of the TWI program in promoting partner language proficiency development in TWI programs, particularly within the unique context of a diverse linguistic environment. This research provides valuable insights into how students develop reading skills in a multilingual environment.

Assessing and Improving Medical-Spanish Language Proficiency Among Nursing Students.

Introduction: Language discordance among health care providers and patients has been shown to result in poor patient outcomes. Health care providers who identify as being proficient in the native language of their patients may decline the use of professional interpreters due to their self assessment of language proficiency. More information is needed about whether providers who speak Spanish are proficient in medical Spanish. This study measured medical-Spanish language proficiency among nursing students. Methods: A quantitative pretest posttest evaluation (N = 30) at a large private university in the northeastern U.S. compared student and faculty assessment of student language proficiency after taking a medical-Spanish course using the Interagency Language Roundtable (ILR). T-tests compared student's final, self-assessed ILR scores with faculty's final ILR scores. Results: A significant difference was noted between students' self assessments and faculty assessments of student language proficiency (Rater 1: t(29) = -2.660, p = 0.013; Rater 2: t(29) = -2.693, p = 0.012) with high interrater reliability (kappa = 0.875). There was a significant difference between students' self-assessment of language abilities before and after the course (t(29) = -3.694; p < 0.001). Conclusion: Objective assessment of medical-Spanish language proficiency following a medical Spanish course may more accurately measure proficiency than self-assessment alone.