Level Of English Language Proficiency Research Articles

Enhancing A2 Speaking Skills through Mobile-Assisted Language Learning: A Study of 1st Year Students at ESPOCH- Sede Orellana

This research delves into the perspectives of 1st Year students at Escuela Superior Politécnica de Chimborazo - Sede Orellana regarding the utilization of TikTok as a mobile-assisted language learning (MALL) tool within and beyond the classroom. With the aim of comprehensively exploring this innovative approach, a multifaceted methodology was employed. The study involved 30 participants aged 18 to 24, possessing English language proficiency levels spanning CEFR A2 to B1. Quantitative data were amassed through structured questionnaires, enabling a quantitative assessment of students' attitudes, motivations, and linguistic competencies. Qualitative insights were procured via semi-structured interviews and classroom observations. Preliminary results divulged nuanced student attitudes, with a majority showcasing positive inclinations towards TikTok integration in language learning contexts. Motivations included the platform's accessibility, interactive features, and engagement potential. Moreover, qualitative data unearthed multifaceted experiences, with students highlighting the platform's ability to enhance listening comprehension, vocabulary acquisition, and cultural awareness. The study uncovered that students perceived TikTok as a versatile tool fostering autonomous language learning beyond the classroom confines. This research contributes to the evolving discourse on MALL, emphasizing the significance of aligning digital resources with students' preferences and learning styles. By bridging pedagogical theory with contemporary digital platforms, educators can craft more engaging and effective language learning experiences. These findings underscore the need for educators to integrate platforms like TikTok purposefully, harnessing their potential to cultivate language proficiency and digital literacy.

EFL Teachers' and Learners' Perceptions of Code-switching: The Role of Learners' L2 Proficiency Levels

Code-switching (CS) is a complex linguistic phenomenon in bilingual environments, such as English as a second language (ESL) and English as a foreign language (EFL). In recent years, CS has been viewed as a meaningful linguistic phenomenon in ESL and EFL contexts. This research investigates EFL teachers' and learners' perceptions of the use of CS in Saudi universities. Also, this research aims to investigate the relationship between learners' perceptions of CS and their L2 proficiency levels. A quantitative approach is utilised in this research to collect data from 40 Saudi EFL teachers and 50 Saudi undergraduate EFL learners to investigate their perceptions of CS used in their EFL classrooms. Further, the researcher uses two modified Likert-type questionnaires adopted from Alkhudair (2019) to elicit teachers' and learners' perceptions of CS used in their EFL classrooms. In addition, the Statistical Package for the Social Sciences (SPSS) was used to determine the frequencies, percentages, and mean scores. The learners took Oxford Online Placement Tests to investigate the role of L1 in EFL classrooms. Also, SPSS was used to calculate the Pearson Correlation Coefficient to investigate a correlation between learners' L2 proficiency levels and their perceptions of using L1 in EFL classrooms. As a result, both teachers and learners showed positive attitudes towards CS in EFL classrooms. Moreover, upon investigating the relationship between learners' English language proficiency level and their perceptions of L1 use, the results suggest positive and negative correlations.

The Cognitive Processes of ESL Writers Responding to an Integrated Argumentative Writing Task

Integrated writing tasks, whether used for teaching or assessment, are designed to engage and gauge the actions, skills, and strategies that students need to become efficient writers able to identify, extract and synthesize information from multiple source material in their writing appropriately. Consequently, it is critical to verify that such tasks do engage the cognitive processes and strategies that theory and research indicate are essential elements of successful source use in writing. This study used a mixed methods approach to describe the cognitive processes that ESL learners engage in when responding to an integrated writing task and examine how these cognitive processes vary depending on the students’ English language proficiency (ELP). Each of 51 undergraduate ESL students at two levels of ELP (high and low) completed an integrated writing task that involved listening to a lecture, reading a passage about a related topic, and writing an argumentative essay using ideas from both sources and then responded to a questionnaire about their cognitive processes. Additionally, another eight participants were video recorded while completing the writing task and provided stimulated recalls about their writing processes immediately after completing the task. The findings reveal the various cognitive and metacognitive processes and strategies that the participants engaged and the language and discourse aspects they attended to. Additionally, participants with higher ELP tended to interact with the sources and task and to engage in planning and organizing, generating and retrieving, and revising and editing more frequently than did participants with lower ELP. The findings and their implications for the teaching and assessment of source-based writing are discussed.

Modeling the return on investment in human capital in the IT industry of Ukraine

Purpose. To identify patterns of return on investment in human capital in the IT industry of Ukraine through a quantitative assessment of the relationship between the income of IT specialists and the experience and other characteristics of the specialist and the company, as well as the formation of relevant recommendations. Methodology. The empirical basis of the study was a survey on the salary of IT specialists in Ukraine conducted in December 2022. The methodological basis of the study was general scientific and special research methods, in particular, the method of abstraction (to focus on the main determinants of the formation of IT specialists’ income), induction (to extrapolate the patterns found in the sample to the entire IT industry of Ukraine), economic mathematical modeling (for the construction of a multiple regression model that reflects the patterns of influence of factors on the income of IT specialists that exist in reality). Findings. It was established that among IT specialists people are predominant with little work experience (up to 5 years). The effect of experience on the growth rate of income has a decreasing non-linear nature, while the most noticeable increase in income is observed during the first years of work in the specialty. It was found that the highest-paid IT professionals are software development engineers, managers at various levels, and quality assurance engineers. It has been proven that the level of English proficiency has a positive effect on income. A higher level of remuneration for the work of IT specialists in product companies and startups compared to outsourcing or outstaffing companies has been established. Originality. It has been revealed that the relationship between the income of IT specialists and their work experience, profession, level of English language proficiency, and company type. Practical value. The applied value of the study lies in the ability to predict the income of IT specialists. The formed recommendations can be used in the activities of IT companies in terms of improving financial control over the spending of funds for the payment of services of IT specialists, assessing the feasibility of investing funds in personnel development, as well as substantiating the planned indicators of changes in the costs of paying for the services of IT specialists.

Ukrainian HEI Students’ Perceptions and Attitudes Towards Fostering Media Literacy and Critical Thinking in EFL Learning

The study examined Ukrainian HEI students’ opinions and perceptions of media literacy and critical thinking skills in EFL learning before and after participation in the set of trainings. Being created in the framework of the Jean Monnet Module project “EU strategies extrapolation for boosting students’ media literacy in Ukrainian higher education”, it was aimed to empower students with essential skills for navigating the complexities of the modern media landscape, evaluating information sources, forming such students’ competencies as critical thinking, fact-checking, digital security, resistance to media manipulation. A sample of 40 second-year undergraduate students, aged 19 to 23, willing to develop their media literacy and EFL capacities, who demonstrated at least A2 level of English language proficiency, were questioned through Google Forms by means of the specially designed questionnaires. The outcomes of the study revealed that the issues of media literacy and critical thinking were of particular importance among the young people, but they also pointed out their awareness of being insufficiently skilled in working with media products, their concerns about the quality of digital content they had consumed and priorities of being independent in media consumption choices. The activities conducted during the study significantly affected students’ gaining knowledge of media development, their value-meaningful attitude to the media space, the desire to detect false information, and distinguish fakes, manipulation, propaganda, and disinformation.

The relationship between self‐regulated learning strategy use and task engagement

AbstractDrawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference for Languages. Questionnaire surveys, narrative frames, and semi‐structured interviews were used to collect the data remotely during the COVID‐19 pandemic. The results of quantitative data analysis showed that SRL strategy use is a significant predictor of task engagement. The results of the qualitative analysis also pointed to the importance of SRL strategies, including (meta)cognitive, (meta)affective, (meta)motivational, and (meta)social strategies, to maintain task engagement. The results of the study may be used to inform English language teachers, learners, materials developers, and measurement instrument developers.

The Influence of Language Strategy Use to the English Language Proficiency of Grade 11 Students: A Correlational Study

This study dealt with the influence of Language strategy use and English language proficiency of Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of Language strategy use, and English language proficiency in terms of their respective indicators, the significant relationship between Language strategy use and English language proficiency and what domains of Language strategy use substantially influence English language proficiency. Also, this study utilized a quantitative-correctional design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a high level of Language strategy use among grade 11 students in terms of listening strategy use, vocabulary strategy use and translation strategy use. Also, results showed a high level of English language proficiency in grade 11 students regarding speaking proficiency, reading proficiency and writing proficiency. In addition, there is a high correlation, and a significant relationship between Language strategy and English language proficiency. Hence, this leads to the rejection of the null hypothesis. Also, all domains of language strategy use showed high ratings as perceived by students. Thus, the students may continue to improve their Language strategy use so that they can easily learn the English language proficiency.

Unravelling Complexity in Malaysian Life Insurance Policy Documents: The Questions of Readability and Lexical Density

Studies on knowledge of insurance literacy have shown that people have poor understanding of terms related to disclosures due to the complication of the language of the fine prints. To avoid insurance disputes, certain jurisdictions in the US have incorporated the use of readability formulae, to help assess the reading-level of the policy for the benefits of the policyholders. In Malaysia, it is not known whether such a readability formula is incorporated in the drafting of the insurance policy. Thus, this study aimed to fill the gap by analysing the insurance policy provided by insurance companies in Malaysia in terms of its readability and lexical density. The data were procured from the policy documents obtained from two insurance companies in Malaysia. The policies were analysed using five validated readability formulae of Flesch Reading Ease Index, Flesch-Kincaid Grade Level Index, Gunning Fog Index, Simple Measure of Gobbledygook (SMOG) and Coleman-Liau Index, and Halliday’s lexical density formula. The readability consensus grades the policy documents as ‘difficult to read’. The analysis also reveals ‘average’ and ‘above average’ level of lexical density in both policies. The findings suggest that policyholders with a low level of English language proficiency may find it challenging to understand the legal documentation that elaborate their powers and liabilities to the contract signed. The findings of this study call for the attention of relevant authorities to mandate the incorporation of readability formulae in any policy drafted and the development of readability formula for English as a second or foreign language.

СТАН ВИВЧЕННЯ ІНОЗЕМНИХ МОВ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В КОНТЕКСТІ ІНТЕГРАЦІЇ УКРАЇНИ В ЄВРОПЕЙСЬКИЙ ОСВІТНІЙ ПРОСТІР

This article presents the findings of a study on the current state of foreign language learning and teaching in the languages spoken by national minorities and indigenous peoples in general secondary education institutions (GSEIs). The authors conducted an analysis of scholarly sources and contemporary legislative acts related to these topics. It is determined that promoting foreign language acquisition is crucial for developing individuals capable of intercultural communication, which is increasingly important in the context of European integration and globalisation. Based on statistical information, the authors analysed trends in the study of foreign languages as independent subjects and as elective courses, as well as the teaching of languages spoken by national minorities in GSEIs. Currently, Ukrainian schools offer instruction in 30 foreign languages worldwide, the most common being English, German, French, Polish and Spanish. A comparative analysis of these findings with data from the European Statistical Office reveals that English language proficiency levels in Ukraine are comparable to those in European Union countries, while proficiency levels in German, French, and Spanish are slightly lower. The article also discusses the results of the analysis of teaching minority languages in GSEIs. Given the diversity of languages taught, a key issue highlighted is the availability and training of teachers with appropriate qualifications. Consequently, the article examines the number of graduates with higher education in philology through state-funded programmes.

ENGLISH LANGUAGE PROFICIENCY AMONG STUDENTS OF TOURISM AND HOSPITALITY INDUSTRY

This study explores the proficiency in English language among students pursuing careers in the tourism and hospitality industry, a sector where linguistic skills are pivotal. It investigates how English language proficiency impacts their academic performance and future professional prospects. The research hinges on two key questions: What is the level of English language proficiency among these students? How does this proficiency influence their academic and professional readiness? Employing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews across several educational institutions specializing in tourism and hospitality. The survey targeted students, while interviews gathered insights from faculty and industry professionals. The findings reveal a significant correlation between high English proficiency and improved academic performance. Additionally, students with superior English skills demonstrated greater confidence and readiness for industry-specific challenges. The research highlights a notable disparity in language proficiency across different institutions, attributed to varying curriculities and exposure to practical language applications. These findings suggest a pressing need for integrating comprehensive English language training within the curriculum, emphasizing practical usage over theoretical knowledge. This study underscores the critical role of English language skills in shaping the career trajectories of future professionals in the tourism and hospitality sector, advocating for enhanced language education strategies to meet industry demands.

Using Needs Analysis to Foster Sustainability of Business English Courses: A Case Study of a University in the South of Chile

The purpose of this study is to conduct an in-depth needs analysis in order to create a sustainable business English course. Drawing critical insights from the development and implementation of a sustainable curriculum, a mixed-methods approach was carried out that involved data collected via a structured questionnaire administered to 117 university students of business administration and accounting. The findings indicated that a substantial majority of respondents perceived their level of English language proficiency to be low, with merely 25% evaluating their English skills as either “good” or “excellent”. Several language skills such as speaking, listening, and writing were recognized as communicative needs for effective business communication and studies, with over 86% interested in registering for the course. Regarding pedagogical needs, the emergence of preferences for face-to-face teaching, making the course mandatory, varying perspectives regarding the frequency and duration of courses, and inclination towards small group learning were established. For the sustainability of the business English course, this study suggests an integrated, responsive, and adaptive course that emphasizes interactive learning and curriculum alignment with global business trends.

Formation of sustainable development competencies in Ukrainian English for specific purposes students

PurposeThe purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.Design/methodology/approachThe research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.FindingsThe experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.Originality/valueThe study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.

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.

Assessing the Impact of English Language Skills and TOEIC Performance on Career Development

This study investigates the impact of English language skills, as assessed by TOEIC (Test of English for International Communication) performance, on career development and the transition to professionalism and understanding how individuals with varying levels of English language proficiency face specific challenges and how these challenges impact their career trajectories. The study utilized and approached mixed methods, combining quantitative analysis of TOEIC scores and career development indicators and qualitative analysis of challenges individuals face. The sample comprised 75 participants from diverse professional backgrounds, representing a range of English language proficiency levels. The sample averaged 720 TOEIC points, indicating moderate English proficiency. Career progression markers included skill acquisition or credentials (1.3), greater responsibility (3.9), and broader job scope (3.7). Ethical behavior, effective communication, leadership, problem-solving, adaptability, and devotion to continual learning were above 4 in the transition to professionalism, indicating a positive trend. As judged by TOEIC scores (r = 0.8, p < 0.05, 0.525, p 0.001), English language skills were strongly connected with work promotions, pay increases, and job satisfaction. These findings suggest that TOEIC performance affects professional advancement. The thematic study revealed language barriers, global resources, professional networks, and cross-cultural collaboration.

Hackathon in Differentiated English for Specific Purposes Instruction of Information Technology Students

The current study aims to check the effectiveness of differentiated ESP instruction using the hackathon. This study used the mixed research method. The participants of the study were 24 Information Technology (IT) students of the Physics and Technology Institute of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” who voluntarily took part in the study in 2022-2023. They were divided into two experimental groups and differentiated according to the social roles and the level of English language proficiency. Sensory, interactive and graphic scaffolding as the temporary assistance was integrated in the educational process. As shown by the results of the experimental learning, the second group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by both students and teachers, demonstrated significantly better results than the first group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by IT students only. Scaffolding should be regulated by both the teacher and the students. It was concluded that the use of hackathon with a focus on learners’ differentiation helps to diversify ESP learning at technical university and facilitates the development of professional communicative skills (speaking and writing) as well as other soft and hard skills.

METHODOLOGICAL PRINCIPLES AND STRATEGIES OF THE TEXT-BOOK “ENGLISH FOR NATURAL SCIENCES (A2-B1)” IN THE SYSTEM OF PREPARING STUDENTS FOR THE FINAL EXAM IN A FOREIGN LANGUAGE

The article analyzes the methodological approaches and strategies of the textbook “English for natural sciences (A2-B1)” in the system of preparing bachelors for the certification exam in a foreign language at level B2. The rationale for the structure of the manual and the logic of selecting textual material is given, the principles for developing training tasks and exercises are concretized. The author concludes the relevance of systematic and consistent training of bachelors to fulfill the complex task of improving the level of English language proficiency raising it to the upper-intermediate level (B2) in all types of speech activity, as well as mastering professional vocabulary and scientific discourse skills on specialized topics. Thus, it is required to strictly adhere to the verified logical structure of the manual, to increase the interest and motivation of students for self-education, to calculate the time to complete various types of tasks, to have modern technical equipment, and also to conduct regular testing.

Assessing the Usability of ChatGPT for Formal English Language Learning.

Recently, the emerging technologies have been constantly shaping the education domain, especially the use of artificial intelligence (AI) for language learning, which has attracted significant attention. Many of the AI tools are being used for learning foreign languages, in both formal and informal ways. There are many studies that have explored the potential of the recent technology "ChatGPT" for education and learning languages, but none of the existing studies have conducted any exploratory study for assessing the usability of ChatGPT. This paper conducts an assessment for usability of ChatGPT for formal English language learning. The study uses a standard questionnaire-based approach to ask participants about their feedback for usefulness and effectiveness of ChatGPT. The participants were asked for their feedback after performing series of tasks related to formal English language learning with ChatGPT. A variety of student participants were selected for this study with diverse English language proficiency levels, education levels, and nationalities. The quantitative analysis of the participant responses shed light on their experience with regards to the usability of ChatGPT for performing different English language learning tasks such as conversation, writing, grammar, and vocabulary. The findings from this study are quite promising and indicate that ChatGPT is an effective tool to be used for formal English language learning. Overall, this study contributes to the fast-growing research domain on using emerging technologies for formal English language learning by conducting in-depth assessment of usability for ChatGPT in formal English language learning.

Quantifying the Relationship between Parental Involvement and English Language Proficiency among EFL Learners

This study investigates the correlation between parental involvement and English language proficiency among learners of English as a Foreign Language (EFL) in non-English speaking contexts. Despite the established significance of parental involvement in general academic success, its specific impact on EFL learning remains under-researched. Building on previous studies and theories, this research aims to fill this gap by quantifying the relationship between these two variables in a non-English speaking environment. Guided by the primary research question "Is there a significant correlation between the level of parental involvement and English language proficiency among EFL learners?” the study hypothesizes that higher levels of parental involvement will be associated with greater English language proficiency. By exploring this potential relationship, the study hopes to provide insights beneficial for educators, policymakers, and parents in supporting EFL learners more effectively. The outcomes of this research will contribute to the literature on second language acquisition and parental involvement, broadening our understanding of the dynamics involved in EFL learning.

Upgrading English Language Proficiency and Providing Optimum Nursing Care for Cardiac Patients: Perceptions of Non-native Nurses

Linguistic competence and effective communication are essential for providing optimum care for patients. Cardiac care is among the high-alert settings that require highly proficient nurses to be attentive and provide the best possible care for patients with heart problems. This research aims to measure the perceptions of non-native nurses towards the correlation between upgrading their English language proficiency level and providing optimum nursing care for cardiac patients. To this end, a mixed-method research design, qualitative and quantitative, was adopted in the study. First, a questionnaire was constructed and disseminated to 210 Egyptian nurses working at the Magdi Yacoub Foundation (MYF) in Aswan, Egypt. Yet, 127 nurses responded to the questionnaire. Secondly, to ensure the reliability of the research results, observation and interviews with a selected number of questionnaire takers were used as data collection instruments. Findings revealed that upgrading the English language proficiency level is believed to contribute to enhancing the performance of cardiac care nurses, their professionalism, and their learning autonomy. In addition, a taxonomy of the nurses’ uses of English for Specific Purposes has been constructed during the study. The proposed taxonomy was constructed from the data from the questionnaire, the interview, and the observation. It can be used to identify nurses’ needs when designing English-for-nurses courses. It is recommended that further research is conducted to investigate the correlation between the level of English language proficiency and the performance of nurses in other medical sub-domains.

The impact of L2 learners’ altruistic teaching on their task engagement in English essay writing

The purpose of the present analysis was to investigate the impact of altruistic teaching, i.e., teaching with self-less motives (a concept in positive psychology), on the students' task engagement in English essay writing. To this end, the present study adopted two designs, i.e., an experimental (comparison group, pretest-posttest) design to investigate if the learners' altruistic teaching affects their task engagement statistically significantly in the short and long run by using a task engagement questionnaire, and a mixed-methods sequential explanatory design to explore how it affects their task engagement by using reflective frames and semi-structured interviews. The participants were 122 Iranian EFL learners with an intermediate level of English language proficiency. The results of quantitative and qualitative analyses showed that altruistic teaching enhances the students’ task engagement in the short and long run by creating in them a sense of enjoyment, self-verification, responsibility, bonding and group learning, less anxiety, self-confidence, progress in learning, finding out about strengths and weaknesses, and more enthusiasm to learn. The paper ends with theoretical and pedagogical implications for research and practice in second language acquisition (SLA).