Language Proficiency Research Articles

Are migrant workers at greater risk of workplace deaths? A systematic review and meta-analysis

Abstract Background Globally, 170 million individuals migrate for work. Yet, evidence on their mortality risk remains unclear. Our aim was to synthesize global evidence on migrant worker mortality risk compared to local workers and to identify the multiple intersecting social determinants of mortality. Methods We conducted a systematic review of peer-reviewed literature which reported on mortality outcome of migrant workers. Studies published between 1 Jan 2000 to 17 Jan 2023 in English were searched in MEDLINE, Embase, PsycINFO, and Ovid Global Health. Meta-analysis using random effects model was used to calculate pooled estimates and narrative synthesis was used to develop a data-driven framework on intersectional social determinants. Results Out of 11,495 identified records, 44 were included, of which 11 were pooled in meta-analyses. The combined migrant worker death count was 44,338, with data from 16 countries, including migrants from agriculture, construction, and service industries. Compared to local workers, migrant workers had a higher risk of fatal occupational injury (pooled RR = 1.71, 95%CI: 1.22-2.38, I² = 99.4%), and a lower risk of all-cause mortality (pooled RR = 0.94, 95%CI: 0.88-0.99, I² = 90.7%). Key social determinants associated with increased mortality risk were either migration-related (e.g. lower language proficiency, undocumented status) or labour-related (e.g. precarious employment, labour migration policies) interacting over migrant workers’ life course. Conclusions As the largest evidence synthesis to date, these findings indicate that migrant workers have higher fatal occupational injury rates than local workers, indicating the need for tailored protections for migrant workers. These data confirm that the all-cause mortality advantage observed in migrant populations applies to the working population. Future interventions should be designed to address both migration- and labour-related determinants of migrant worker health. Key messages • Migrant workers have a higher risk of workplace fatality despite being generally healthier than local workers, explained by structural determinants such as precarious employment. • Future interventions must address migration- and labour-related social determinants of health at structural levels, such as extending labour protection laws to migrant workers.

To be with artificial intelligence in oral test or not to be: a probe into the traces of success in speaking skill, psychological well-being, autonomy, and academic buoyancy

There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners’ speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a concurrent mixed-methods design, the study included 28 upper-intermediate EFL students from an Ethiopian university. We gave the Michigan Language Proficiency Test to evaluate degrees of proficiency before the TOEFL iBT speaking section, which used ChatGPT for scoring and feedback. Speaking abilities were assessed using pretests, immediate posttests, and delayed posttests. Furthermore, we evaluated the impacts on psychological well-being, autonomy, and academic buoyancy using narrative frames. We used one-way repeated measurements to examine the quantitative data and thematically evaluated the qualitative data. According to the results, speaking abilities, psychological well-being, learner autonomy, and academic buoyancy showed notable increases. The results suggest that by improving skill development, offering individualized feedback, and meeting students' emotional and psychological needs, AI systems like ChatGPT have the capacity to transform language assessment and pedagogy. Encouraging the incorporation of AI technologies to enhance educational outcomes and provide a more flexible and adaptable learning environment, the study presents important implications for various stakeholders.

Migration and mental health: the case of postpartum depressive symptoms in Portugal

Abstract Background Postpartum depression (PPD) affects about 17% of healthy mothers within one year of childbirth. The etiology remains unknown, but PPD is influenced by a combination of genetic, physical, psychosocial, and obstetric factors, migration could influence the risk. Methods We analyzed data collected within the scope of baMBINO (Perinatal Health in Migrants: Barriers, Incentives, and Outcomes), a Portuguese prospective cohort study, aimed to investigate the maternity experiences and outcomes of migrant women, defined as foreign-born women, and compared to native women. Among the 5431 women enrolled at delivery, 3006 (55%) were considered eligible for this study and interviewed in their preferred language, within six months of recruitment. The Edinburgh Postnatal Depression Scale (EPDS) was administered during this interview, along with the Migrant-Friendly Maternity Care Questionnaire (MFMCQ). Results 2890 (96%) women were included in the analytical sample for this study. Among women included, 1475 (51%) were migrants or refugees. The proportions of women having EPDS scores ≥ 10 were overall greater among migrants than among native women (7.2% vs. 12.4%, p < 0.001) and the risk remained higher after multiple adjustment models. Conclusions Migration status, poor experience with maternal care and language proficiency increased the risk of PPDS and should be carefully addressed as part of perinatal care.

Pengaruh Tiktok Terhadap Perkembangan Bahasa di Kalangan Generasi Alpha

This study explores the influence of TikTok on the language development of Generation Alpha in Indonesia, a generation born after 2010 and raised in a digital environment. Using a qualitative descriptive approach, this research employs in-depth interviews, observation, and content analysis to examine how TikTok affects vocabulary, the emergence of new terms, and communication patterns. The findings reveal that TikTok contributes to the rise of neologisms and slang terms such as "rizz," "brainrot," and "sigma," which have quickly spread among Generation Alpha. This trend enriches vocabulary while also driving changes in formal language norms, although concerns remain regarding a decline in formal language proficiency. This study provides insights into the dynamics of language in the digital age and its implications for language education policy

On the Relationship Between Bilingualism and Mathematical Performance: A Systematic Review

As part of the demands of a globalized and interconnected world, studying second languages has become a major priority. Bilingual programs implemented in recent decades have motivated an educational strategy in which content area courses are taught through L2. The potential costs of this strategy in academic performance are debated, especially in challenging areas such as mathematics. The present work systematically reviewed 71 papers based on experiments measuring mathematics performance in bilinguals in order to establish if bilinguals show a (dis)advantage in mathematics compared to monolinguals. The results of a total of 305,136 participants (57,703 bilinguals and 247,503 monolinguals) show that bilingualism does not seem to affect mathematical performance, but this is dependent on whether subjects are highly proficient bilinguals. This type of bilingual may only be affected by lower reaction times depending on the testing language. On the other hand, low language proficiency negatively impacts mathematical performance. Lastly, bilingualism enhances mathematical encoding and processes in non-language-related tasks.

Work engagement and burnout among Polish labour migrants.

The aim of the study was to examine the relationship between work engagement, burnout and coworker support, social climate at work, work-language proficiency and post-migration job skill change, among international migrant workers. Polish versions of Utrecht Work Engagement Scale, Burnout Assessment Tool, and the second Copenhagen Psychosocial Questionnaire were used for the measurement of the studied variables. All participants were recruited using announcements at Polish diaspora online forums and snowball sampling. The questionnaire was submitted to them in a form of an anonymous online survey. From 420 questionnaires filled in by the respondents, 411 were qualified for analysis. The results of a multiple regression analysis indicate that a positive perception of the social climate at work increases the scores of general work engagement (β = -0.22, p = 0.001), as well as all its subscales: dedication (β = -0.14, p = 0.002), vigor (β = -0.20, p = 0.001) and absorption (β = -0.22, p = 0.001). Support received from coworkers has a positive influence on the vigor dimension (β = -0.14, p = 0.002). Furthermore, work-language proficiency can be associated with more engagement F(1, 409) = 37.66, p = 0.000 and less burnout F(1, 409) = 11.68, p = 0.000 than limited work-language knowledge. In a similar manner, increased or similar job skill level compared to one's last employment in the sending country may be associated with better engagement F(2, 408) = 33.88, p = 0.000 and fewer symptoms of burnout F(1, 409) = 7.96, p = 0.005 than post-migration decrease of job skill. The perception of social climate at work and coworker support have shown to be positive predictors for particular dimensions of work engagement. Moreover, work language proficiency and job skill have been shown to associate with work engagement and burnout. Int J Occup Med Environ Health. 2024;37(4):433-51.

Exploring the intercultural potential of picturebooks in early secondary EFL classrooms in Austria

Abstract Intercultural education has constituted an interdisciplinary teaching principle in Austrian upper and lower secondary curricula since 1992 and was reinforced by a decree in 2017. Literary texts have been identified as promising resources and valuable tools for initiating intercultural learning through their frequently inherent multi-perspectivity encouraging students to empathize with characters, consider different perspectives, contrast viewpoints, relate stories to personal experiences, and reflect on diverse ideas. However, research on the implementation of intercultural teaching and learning using literature in foreign language classrooms has so far mostly focused on upper secondary education and has frequently related to using postcolonial fiction writings. To counter the knowledge gap on the implementation of intercultural learning in lower educational levels, this study adopts a literary science approach to explore the potential of picturebooks in early secondary EFL classrooms. Using The Little Green Jacket (Dee, 2020), it specifically examines perspective-taking as a key dimension of intercultural learning. Through written learner reflections, the research study assesses whether students in two Austrian EFL classrooms (n = 35) can adopt a different viewpoint. The findings show that most students are successful, or at least partly successful, in perspective-taking and mostly describe emotions of sadness but also hopefulness in their reflective writings. Thus, the study suggests that picturebooks have the potential to facilitate perspective-taking as an essential dimension of intercultural education among young EFL learners with low language proficiency, highlighting their largely untapped potential in early language education.

A comparative study of how teachers communicate in deaf education classrooms.

This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings. Teachers using spoken English used teacher-centered approaches, making general comments directed at the whole class, which consequently reduced student participation and responsiveness. They also largely avoided repairing communication breakdowns with emergent writers, focusing instead on those with greater auditory and speaking abilities. These patterns reveal disparities in classroom communication that can affect student learning. Our findings highlight the need for teacher preparation programs to equip teachers with skill sets to employ accessible and effective communication during instruction, especially with deaf students who are still developing foundational language and writing skills.

Effects of Task Complexity and L2 Proficiency on Functional Adequacy in L2 Writing

ABSTRACTThis study examined how task complexity and second language (L2) proficiency impact functional adequacy (FA) among Chinese university English learners. Eighty‐nine Chinese undergraduate students from two first‐year and two third‐year classes participated in the study. Each participant completed two timed argumentative writing tasks with varying degrees of task complexity manipulated by altering the number of argument elements and reasoning demands, drawing upon the cognition hypothesis. The task‐complexity manipulations were validated by post‐task questionnaires and expert judgments. Learners’ productions were assessed by two experts using the FA rating scale. Results showed as task complexity increased, there was a significant decrease in scores across all four dimensions of FA. Additionally, a positive effect of L2 proficiency was observed on scores in two dimensions of FA, that is, comprehensibility and coherence and cohesion. However, this was not the case for content and task requirements. Importantly, the analysis revealed a significant interaction effect between task complexity and L2 proficiency, indicating that the impact of task complexity on FA varied depending on the learners’ proficiency levels. Specifically, higher proficiency learners demonstrated greater adaptability to complex tasks compared to their lower proficiency counterparts. These findings highlight the significance of manipulating task complexity and considering learners’ L2 proficiency in teaching L2 writing to enhance learners’ FA performance.

Skill Sets for the Hospitality Sectors: A Review

This article reviews the key skills required in the hotel industry, analyzing the importance of soft skills, technical skills, management, and leadership abilities. It also discusses the critical nature of cross-cultural competencies and language skills against the backdrop of globalization. The article emphasizes the foundational role of soft skills such as service attitude, communication, teamwork, and customer service. It points out the crucial role of technical skills like foreign language proficiency, information technology, and professional knowledge in enhancing service efficiency and market competitiveness. Management and leadership abilities, including organization, time management, and decision-making, are vital for the operational efficiency of hotels. Furthermore, the ability to engage in cross-cultural communication is essential for improving international competitiveness and customer experience. In the future, the demand for skills in the hospitality industry will be more diverse, and digital technology, multilingual competence and cross-cultural communication, the spirit of innovation and new training methods will bring greater challenges to practitioners in the hospitality industry.

Fostering Inclusive Learning and 21st‐Century Skills: Creating Translanguaging Spaces in University Content and Language Integrated Learning Courses

ABSTRACTContent and Language Integrated Learning (CLIL) is an innovative educational approach applicable to diverse settings. CLIL promotes 21st‐century skills, including logical and critical thinking, problem‐solving, creativity, collaboration, and cross‐cultural awareness. In Asia, particularly Japan, CLIL has predominantly focused on English language acquisition, often overshadowing its broader goal of developing other skills. Accordingly, a new language course has been developed to enhance both language proficiency and 21st‐century skills among Japanese and English learners at an international university in Japan. This study presents findings from a larger case study that examines student and teacher experiences within the new CLIL framework, leveraging translanguaging pedagogy. Analyzing student reflections and interviews, this study highlights the role of translanguaging in enhancing 21st‐century skills such as leadership, critical thinking, and collaboration, particularly in group projects. However, deeply ingrained monolingual beliefs pose challenges to students fully embracing translanguaging methods, despite their educational value. This study provides insights for educators and policymakers advocating innovative language programs, particularly in fostering global citizenship and diverse skillsets essential in contemporary contexts. It also highlights the importance of integrating language learning with broader skill development in multicultural educational environments.

FUTURE ENGLISH TEACHERS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN DEVELOPING LANGUAGE PROFICIENCY

Abstract. One of the key objectives of education evaluation is to increase students’ capability in learning how to learn. For this purpose, teachers need to teach students the required knowledge and effective strategies. Self-regulation plays a major role in learning English in order to achieve setting goals. It is significant to monitor and control the behaviors and motivation in learning process. The purpose of this study was to explore English Language Teaching (ELT) pre-service teachers’ use of self-regulated learning strategies in developing language proficiency. The participants were 70 junior and senior students enrolled at the Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University in Turkestan. This study used quantitative descriptive research design. A survey method using questionnaire was used in order to collect necessary data and analyzed descriptively using Statistical Package for Social sciences (SPSS) version 23.0. The result of this study showed that ELT pre-service teachers use different types of self-regulated learning strategies in different situations. To be precise, the record keeping and monitoring strategy was found to be used more often than the strategies, such as rehearsal and memorization, seeking social assistance, goal setting and planning, seeking opportunities to practice English and self-consequences strategies. The study determines the learners who are soon-to-be English language teachers’ perceptions of using different kinds of self-regulation strategies, therefore the results might be useful in teaching English in the language classroom.

Sustainability of a dual language program during and beyond COVID-19 challenges

ABSTRACT This study evaluates the Dual Language Program (DLP) implemented at a Title I public school in Baltimore City during the 2019–2020 and 2020–2021 school years. Building on previous research, the DLP's implementation, sustainability, and effects on students’ learning outcomes were examined. Utilizing a mixed-methods approach, the study’s second phase included participants from the school’s mainstream, English-only program (MP), enriching the overall understanding of the school community’s perception of the program. Data were collected through surveys, classroom observations, and standardized assessments—the DIBELS and the iReady Diagnostic assessments. Findings showed challenges with curriculum standardization and prevalent misconceptions about bilingualism. Nevertheless, the program's successes were evident in DLP students’ enhanced engagement, parental involvement, and community support. Despite the challenges of the COVID-19 pandemic, the DLP demonstrated its capacity for scaleability and sustainability. During the 2020–2021 school year, regardless of virtual learning, DLP students not only maintained but, in the case of Cohort 1, showed greater growth in reading skills compared to MP students, with Cohort 3 DLP students improving to reach statistically similar performance levels to their MP peers. Findings indicate that the DLP has the potential to serve as a sustainable educational program, fostering both dual language proficiency and academic outcomes.

Association between Thai language proficiency and adherence to COVID-19 protective behaviors (CPB) among Myanmar migrant workers in Southern Thailand.

The association between host country language proficiency and disease prevention among migrants is underexplored. The objective of this study is to assess the extent to which self-reported command of the Thai language is associated with adherence to COVID-19 protective behaviors (CPB) among Myanmar migrant workers in Thailand. We distributed a self-administered structured questionnaire in Burmese language to 1,050 Myanmar migrant workers in Southern Thailand from September 2022 to January 2023. The questionnaire included background characteristics, self-reported Thai language proficiency based on the Common European Framework Reference (CEFR), and self-reported CPB adherence at residence and workplace. We analyzed data using descriptive statistics and multivariate linear regression analysis. Although slightly less than half of the participants reported CEFR A1 level or higher in Thai speaking and listening skills, less than 10 percent did so for reading and writing skills. Workplace COVID-19 preventive adherence scores were initially found to be significantly associated with A1 level or higher speaking and listening skills. However, after adjusting for confounders, these associations were not statistically significant (Speaking skill's Adjusted Beta = 0.713, 95% CI = -0.011, 1.437; Listening skill's Adjusted Beta = -0.367, 95% CI = -1.087, 0.353). No significant associations were found between any language skill domain and residence COVID-19 preventive adherence scores for both unadjusted and adjusted analysis. The study findings may have implications for relevant stakeholders in migrant services, migrant health, and infectious disease control. However, information biases, language barriers, and lack of generalizability should be considered as caveats in the interpretation of the study findings.

Unmasking hidden challenges for migrant learners with few prior experiences with formal education: An exploration of language learning textbooks

AbstractThe German government requires all migrants without sufficient German language proficiency to enroll in integration courses. Many of these migrants had few prior experiences with formal education, yet, regardless of degree of literacy in any language, they are placed in classes based on language proficiency. How well do government‐approved language textbooks for integration courses meet the needs of migrant learners with few prior experiences with formal education and emergent literacy skills? We present a qualitative exploration of approved German language textbooks to identify hidden challenges. Results indicate that the textbooks require literacy practices, assume sociocultural practices, and demand ways of thinking largely unfamiliar to these learners. Moreover, promotion of a/n (ideal) German culture and western views of knowledge fosters deficit perspectives while rendering invisible the knowledges, and strengths of these learners. Thus, providing effective language education for these migrants requires a mind shift. The findings, discussion, and suggestions have relevance to educators globally.

Designing Effective Pedagogical Activities to Enhance Grammar Understanding and Communicative Competence in Intermediate-Level Adult SL Learners

This article explores strategies to enhance the grammatical understanding and communicative competence of intermediate-level adult second language learners by designing targeted pedagogical activities. It focuses on how pre-task, while-task, and post-task activities can effectively support learners in grasping complex grammatical concepts and applying them in real-world communicative scenarios. The study emphasizes that using grammar in authentic contexts significantly improves learners ability to communicate fluently in English, bridging the gap between theoretical knowledge and practical application.By integrating theory with practice, the article underlines the importance of designing teaching activities that are not only engaging but also aligned with the specific learning needs of adult students. The pre-task phase activates prior knowledge and introduces essential terms, while the while-task phase deepens understanding through critical discussion and note-taking. The post-task phase reinforces the application of learned grammar through role-plays and reflective writing, ensuring that learners can transfer their grammatical knowledge to everyday communication situations.Furthermore, the article provides practical insights into teaching strategies that foster active learning and critical thinking, encouraging learners to not only memorize grammar rules but also use them creatively in meaningful interactions. These strategies offer valuable guidance for educators in creating more effective grammar instruction plans tailored to adult learners' unique needs, ultimately enhancing both their linguistic proficiency and problem-solving skills.

Exploring Students’ Perceptions of Role-Playing Activities in Boosting English Speaking Confidence

This study explores students’ perceptions of role-playing as a pedagogical approach in language learning. A questionnaire was administered to 112 participants to gauge their views on the effectiveness of role-playing in enhancing language proficiency. The results indicate a generally favorable perception among students, highlighting role-playing’s ability to simulate real-life situations, promote engagement, and foster creativity in language use. Participants reported that role-playing activities effectively facilitated the practice of spontaneous language production and enhanced student engagement. Various types of role-playing activities were evaluated, revealing that scripted role-playing increased confidence, semi-scripted formats supported the use of set phrases, and improvised role-plays improved fluency. Additionally, students recognized benefits such as improved speaking fluency and pronunciation. However, challenges such as performance anxiety and time management issues were also identified. This research highlights the significant potential of role-playing in language education while addressing the associated challenges, suggesting that careful implementation can maximize its benefits.

Role of attachment style, acculturation orientation, and social support in the acculturation of international students in China

Herein, we examined the impact of attachment style, acculturation orientation, and social support on psychological distress and sociocultural adaptation difficulties among international students in China. This study was based on an online survey that involved 229 international students [117 (51.05 %) Asians, 105 (45.46 %) Africans, 3 (1.74 %) Europeans, 1 (0.44 %) Oceanian, and 3 (1.74 %) from the Americas]. Our sample’s average [Standard Deviation (SD)] GHQ-12 and Sociocultural Adaptation Scale (SCAS) scores were 0.906 (0.477) and 2.240 (0.746), respectively. Furthermore, hierarchical regression analysis revealed that our predictors could account for 25.4 % and 14.3 % of the explained variance in international students’ psychological distress and sociocultural difficulties, respectively. In such instances, Chinese language proficiency correlated negatively with both psychological distress and sociocultural adaptation difficulties. Additionally, there was a positive correlation between attachment avoidance/anxiety and psychological distress, as well as between attachment anxiety and sociocultural adaptation difficulties. Moreover, heritage culture orientation and co-national support correlated negatively with psychological distress. Besides providing valuable insights for policymakers in education, our findings could also aid international students in quickly and effectively adapting to new environments.

A fuzzy bayesian quantitative risk assessment for language and communication induced accidents in maritime operations

Language and communication issues pose a formidable risk to maritime safety. In maritime transportation, the effectiveness of speech acts and closed-loop communication is vulnerable to a wide array of factors. However, literature quantifying the impact of these factors on language and communication-induced accident risk is scarce. To that end, this study conducts a holistic quantitative risk assessment for the language and communication issues induced accidents in maritime transportation. The methodology consists of employing expert judgments, past literature, and accident reports to identify causation factors and a Fuzzy Bayesian approach to risk analysis. Bidirectionally propagated inferential analysis was conducted to determine the impact of factors under consideration in various scenarios. Lack of language proficiency and violations of the roles and regulations of communication were identified as prominent accident causation factors. Simultaneous evidence-setting analysis was conducted to determine the domino effect of the causation factors. A sensitivity analysis was performed to reveal the most critical factors causing language and communication issues induced accident risk. This study unravels the nuanced dynamics of language-related risk in maritime safety. The findings of this study can be used to propose guidelines and policies for effective communication and hence safer maritime operations.

Challenges and coping strategies in airline service under crosscultural context

This study explores the challenges faced by airline cabin service from the perspectives of globalization and intercultural communication, as well as potential strategies to address these issues. The paper first reviews and analyzes the intercultural interaction problems that have emerged in airline cabin service, including language barriers, cultural clashes, and the misunderstandings and conflicts they bring. Subsequently, through field research and in-depth interviews, this article proposes and demonstrates a series of strategies to address these issues, including providing cultural adaptability training, enhancing cabin crew's language proficiency and intercultural communication skills, and improving the quality of service. Through the study and analysis of these strategies, this paper concludes that intercultural sensitivity and adaptability are crucial for improving the quality of airline cabin service and passenger satisfaction, providing theoretical basis and practical reference for airlines.