Level Of Language Proficiency Research Articles

Improving English Language Proficiency through Podcasts: A Multifaceted Educational Approach

This paper probes into the strength of podcasts in building the English language through varied dimensions of a learning approach. The paper sought to establish the applicability of podcasts in the learning of languages among EFL students, given that podcasts are increasingly becoming an informal learning platform. The study was carried out among learners of different age groups and language proficiency levels, and the collection of statistics regarding the use of podcasts within language learning was affected through both quantitative and qualitative data. Important findings indicate that regular use of podcasts can make the process of vocabulary acquisition, listening comprehension, and general proficiency stronger. Such findings support the use of podcasts in gaining better language competence in that it not only presents rich contextual content in an accessible manner but also puts into play learner skills. In effect, the inclusion of podcasts into the learning curriculum has implications that are far-reaching in that it could offer an effective improvement in the traditional methodologies of language learning by enhancing a dynamic and flexible learning environment that meets the needs of all learners. This research paper points out the imperative nature of podcasts in modern educational strategies and suggests their application in a wider context of language learning frameworks to bring about superior linguistic competence.

English proficiency of Japanese third-age learners: A Quantitative Inquiry

The EFL (English as a Foreign Language) participation and engagement of third-age learners, whose ages range from 50 up to 70 and above has received global attention. Japanese third-age learners' pursuit of English competence exhibits broader societal trends and personal desires for lifelong learning. Utilizing a descriptive-correlational approach, the study assessed the level of English language proficiency (ELP) of 59 Japanese third-age learners registered in the 2023-2024 EFL program in five cities of Aichi prefecture, Japan, when they were taken as a whole and when they were demographically grouped by sex, age, educational background, and weekly average study time. The results show that on average, third-age learners in Japan achieve an intermediate level of English proficiency or B1, with variances observed attributed to demographic criteria such as sex, age, educational background, and weekly English study time. The study found a significant relationship between ELP and the respondents’ demographic, indicating that ELP levels are influenced by sex, age, educational attainment, and the number of hours spent learning English per week, with males showing higher proficiency and older learners generally showing higher levels. The study underscores the need for tailored English language instruction for third-age learners, taking into account their specific demographics. It also considers the policy implications of institutionalizing programs for third-age learners in Japan, aiming to promote active aging, social integration, and overall well-being. Researchers, teachers, and curriculum designers may use this study as one of the bases for developing tailored curricula and instructional materials for third-age learners.

Critical thinking skills in English academic writing: An exploratory interview study of the perceptions and the experiences of EFL tutors at a Hungarian university

The development of students’ critical thinking (CT) skills in English academic writing poses challenges for both educators and students within the realm of English language teaching. In response to these challenges, the present study examines two main research questions related to tutors' perceptions and their experiences in fostering CT skills in English academic writing classes at a Hungarian university. The study employed a qualitative exploratory approach and involved the participation of five EFL tutors. Data were collected through semi-structured interviews and analysed using thematic content analysis. The findings indicate that EFL tutors consider CT skills crucial for evaluating sources, analysing academic texts, questioning reliability, and expressing independent opinions. Various strategies are employed to foster CT skills, including sample texts, guided tasks, the process approach to teaching academic writing, technology use, written feedback, self-assessment, peer revision, and the Toulmin model. Challenges faced by EFL tutors include mixed English language proficiency levels of students, students' limited exposure to CT and academic writing, students' attitudes towards CT and academic writing, time constraints, and systemic issues. The study offers EFL tutors’ insights and effective strategies for enhancing students' CT skills in English academic writing.

Robot-Assisted Language Learning: A Meta-Analysis

This meta-analysis included 27 empirical studies to explore the effectiveness of robot-assisted language learning (RALL) as well as the moderating effects of a number of variables. The comparison of 64 effect sizes from 2,637 participants indicated significant variability between the independent samples. The overall results showed that the combined linguistic and affective gain of RALL was significant. The results of moderator analysis showed that most moderators, including place of the study, type of robot, publication type, instructional level of the learners, design of the study, time points of assessment, learning setting, second language (L2) proficiency level, type of assessment, language domain, and the non-RALL condition had no significant effects on learning outcomes. However, the moderating effect of the participants’ age was significant as RALL was found to be more effective for elementary school students (7–12 years old). The findings provide insights into the design of effective robots for second language acquisition (SLA) that support learners with certain characteristics.

Analyzing Mother Tongue Interference in Turkish EFL Students' Written Products: A Lexical and Syntactical Perspective

It is clear that languages vary in numerous aspects and are considered to be dynamic and evolving entities. It is evident that each language possesses distinct characteristics, and the way it interacts with another language over the extensive process of language acquisition is of great interest to many experts in the subject of Second Language Acquisition. Language learning is a continuous process that involves exposure to various elements. Despite extensive research, the idea of language transfer remains enigmatic as studies have not fully elucidated it. The objective of this study is to identify the errors that arise due to the influence of the first language on the learning of written English by Turkish learners of English as a foreign language in a formal environment. The objective is to examine the linguistic domains impacted by transfer and to analyze the consequences of this transfer on the educational process. The additional objective is to ascertain whether a correlation exists between the rates of error and the levels of proficiency in the second language (L2). The research questions are addressed through the utilization of qualitative and quantitative data analysis approaches. A total of 252 students were included in this study after excluding the 16 non-native Turkish speakers out of the initial 268 participants. The study's findings indicate that negative transfer is seen in both lexical and syntactical language categories. Empirical evidence has demonstrated a strong correlation between certain error kinds and the competence levels of students. Moreover, further specific recommendations have been proposed to enhance the discipline of Second Language Acquisition (SLA). The constraints of this study have also been incorporated.

Transition from traditional to innovative approaches in learning L2

The use of cutting-edge pedagogical and information technologies in foreign language instruction is becoming more and more popular these days. This is partly because, unlike traditional education, which taught students to acquire only pre-existing knowledge, modern technology’ enables them to search for, independently study, analyze, and even draw conclusions about their level of foreign language proficiency. During this process, the teacher serves as a leader and a guide while also establishing the conditions necessary for the individual's growth, formation, acquisition, and raising. In the process of learning, the learner takes center stage. Because of this, the practice of instructing students in a contemporary manner using cutting-edge techniques is spreading rapidly. Additionally, this article addresses cutting-edge techniques for teaching foreign languages.

An analysis of English as a foreign language undergraduate students' written errors

Writing is an intricate process in the first language and its intricacy increases when writing in the targeted language. Although Kurdish students of English study English writing at most levels of their education in Kurdistan Region of Iraq (KRI), it has been observed that they commit serious errors even in the basics of writing. These errors may influence their writing in English and their overall English language proficiency level. Nevertheless, meticulous research in the arena of error analysis is scanty in the KRI context compared to the body of research conducted in this area in the Arab world. This study was undertaken to analyze the errors committed by English-as-a-foreign-language (EFL) undergraduate students to recognize the most and the least prevalent errors committed by students and present and explain some possible causes and sources of those errors. The study investigated errors in a collection of 57 argumentative essays. Four categories of errors were taken into consideration, namely, grammatical, lexical, spelling, and punctuation as well as their subcategories. Frequencies and percentages of errors were first recognized, and then the common subcategories of each of the errors were tabulated, explained, and described with examples from the corpus. The reported results showed that the overall frequency and percentage of the errors were high and grammatical errors were the most common. Lexical errors were found to be the least common errors in students' written productions. Additionally, the most prevalent subcategories of the errors were presented and interpreted. The study concluded that the major causes of written errors in the KRI context were both interlingual and intralingual errors.

An Investigation into Iranian English Language Learners’ Investment in Imagined Communities

Unlike communities of practice, previous studies on imagined communities of practice are scarce, yet enlightening. The present research was conducted in an English as a foreign language (EFL) context in order to provide more insight into how language learners perceive their imagined communities (ICs). It was based on Norton’s (2000; 2001) conceptualization of ICs which connected the notions of imagination and imagined community to second language (L2) learning and classroom practice. To this end, 945 male and female EFL learners from different cities in Iran belonging to different age groups and language proficiency levels were recruited for this study. The instrument for data collection was a validated 57-item questionnaire. The findings of the study showed that the participants possessed a moderate level of investment in their ICs. Moreover, t-test results indicated that there was a significant difference between male and female learners in the extent of investment in their ICs. Furthermore, the significant differences in the extent of investment in ICs were shown between teenagers and adults and between learners in low proficiency (LP) and high proficiency (HP) groups. These findings contribute to more in-depth understanding of language learners' ICs in an EFL context. Pedagogical implications of the study are discussed and some suggestions are made for future research.

PECULIARITIES OF TEACHING COLORONYMS AT DIFFERENT LEVELS OF STUDYING A FOREIGN LANGUAGE IN HIGHER EDUCATION INSTITUTIONS

The article is devoted to the peculiarities of teaching coloronyms at different levels of foreign language learning in institutions of higher education. The article notes that color is an important element of nature that affects the result of a person’s perception of the external world. An interpretation of the color terms at the modern stage is provided. The definition of the term “coloronym” is given separately and it is stated that this definition is the most appropriate for conveying the emotional and mental state of a person, his character traits, social and cultural aspects of life. Three groups of coloronyms are studied by meaning: initial, extended and abstract meaning. The article indicates that most color adjectives are represented by nouns that mean food, materials, plants, animals, birds, and natural phenomena. It is noted that learning color vocabulary is not only about recognition; it’s a fun way to learn a language that offers opportunities to practice grammar, expand vocabulary and have meaningful conversations. Particular attention is paid to the peculiarities of learning coloronyms for students with different levels of knowledge of a foreign language. It suggests that students should be introduced to the pronunciation and spelling of the primary colors at an early stage and use visual materials such as color cards, real objects or even presentations to effectively associate the colors with their names. When working with intermediate students, it is necessary to expand their language skills while delving into the subtleties of color perception. At this stage of learning, it necessary to develop roleplaying scenarios that require students to solve problems related to color. At the advanced level students already have a good understanding of color vocabulary and can explore complex concepts related to color. At this stage, thought-provoking activities and discussions are needed that promote students’ critical thinking. The article indicates that when teaching the vocabulary of colors, the teacher must choose the most effective method according to the goals and take into account the level of language proficiency of the students and the tasks set before the students, especially if they are learning a foreign language for special purposes.

Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use

This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls’ English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed.

Możliwości wykorzystania metafor konwencjonalnych w nauczaniu słownictwa i frazeologii języków obcych na przykładzie języka polskiego jako obcego

The article discusses the use of conventional metaphors, proposed by G. Lakoff and M. Johnson, as a tool for teaching vocabulary and phraseology at advanced levels of language proficiency in the context of learning Polish as a foreign language. As this methodology is insufficiently represented in teaching materials, the article highlights the advantages of a systematic and long-term approach to teaching metaphors. Such advantages include deepening knowledge of vocabulary by a consideration of metaphorical meanings, understanding the role of metaphors in mental processes; providing insights into Polish culture and mentality as well as into the students’ own cultures, as expressed through their native languages; and stimulating students’ mediation skills. The article also provides examples of exercises to aid the discovery of different types of conventional metaphors and establish an understanding of their function. It concludes by emphasizing the importance of developing collections of exercises and projects – in both printed and interactive forms — to support language learners. Overall, the article promotes the use of conventional metaphors as an effective method for improving linguistic and communicative competence in foreign language learning.

Wykorzystanie audiodeskrypcji w nauczaniu języka rosyjskiego na studiach filologicznych

The article focuses on the possibilities of using audio description as a teaching aid in teaching Russian on university degree programmes. The author proposes a set of exercises for practical learning of Russian using the animated series Masha and the Bear. The structure of the proposed exercises includes several stages of student activities (including observation, language exercises, text editing, recording of a ready-made audio description), which makes it possible to adapt them to different levels of language proficiency of the learners. The proposed exercises do not focus only on verbal description itself, but also force the student to engage in in-depth analysis and reflection that requires reading the scene in a broader context, e.g. using the cultural background that can be seen while watching the series. Audio description is an attractive teaching aid, a tool that allows the simultaneous use of authentic material, such as the animation Masha and the Bear, and new technologies, including: applications for recording ready-made audio descriptions.

Assessment features for complexity of educational texts for schoolchildren

It is extremely important to choose an appropriate material for the students learning a foreign language. Hence the issues of studying the complexity of academic texts, their readability and their compliance with the level of language proficiency is of outmost importance. At this point, one can note the inevitable interconnection between linguistics and teaching methods. An educational text is a special type of secondary text that has a number of important functions, among which, first of all, there are informative, cognitive and cultural-logical ones. This type of text both contains new information and has an educational and developmental effect on students.The difficulty of text as well as its readability and complexity are crucial for text understanding. The evaluation of academic texts difficulty is closely connected with consideration of other characteristics. However, there are no widely accepted definitions of such concepts as “difficulty”, “complexity” and “readability” in contemporary linguistics. They are unreasonably used as synonymic notions. That is why the purpose of this article is to more clearly distinguish between these characteristics of the text. The features of complexity assessment of educational texts are revealed on the basis of their key characteristics.The study of educational texts’ complexity was conducted by using secondary school textbooks on physics. The text analysis was performed with the help of the automated analyzer Rulingva. This study demonstrates the capabilities of this program and presents the results of the analysis, which suggest that the use of Rulingva analyzer could be beneficial not only for linguists, but also for educators, measurement and control materials developers and those preparing for state exams in various academic disciplines.

University students’ perceptions of team teaching by native and non-native speakers in a Spanish course

Abstract This study investigated the perceptions of 200 Korean students of Spanish as a foreign language regarding team teaching by a Korean Spanish teacher (KST) and a native Spanish-speaking teacher (NST) in a university Spanish course. The survey focused on the students’ views on the weight and demand of learning areas in the lectures, the teaching method and attitude of each instructor, and the advantages and disadvantages of each teacher. The questionnaire asked the students to evaluate the overall team teaching to discern their expectations of the Spanish classes. The results showed that the students had high demands for speaking in both the KST’s and NST’s classes and indicated the advantages and disadvantages of both types of teachers. A relationship was found between the language proficiency level of the students and their preference for instructors, and the use of the first language was considered positive. Overall, the team teaching was evaluated as ideal.

Design principles for post-PELA discipline-specific language programs

In this paper, we present and illustrate four principles used to develop discipline-specific academic language tutorials for students who enter university with low levels of academic language proficiency. The tutorials are part of a university-wide language support program following a post enrolment language assessment (PELA). The principles respond to recent arguments about the importance of post-PELA language support being integrated into the overall university curriculum, being directly relevant to students’ needs, and being discipline and context specific. Drawing on sociocultural theories of language learning, we outline each principle and then illustrate them with practical frameworks and activities used in academic language development tutorials at a university in Australia. We also provide a discipline-specific language development tutorial plan that incorporates all four principles. These principles will be of interest to practitioners both in English Language Intensive Courses for Overseas Students (ELICOS) centres and in university language programs planning discipline-specific language development activities.

Формирование монологической речи студентов неязыковых вузов Казахстана при обучении русскому языку как иностранному

When teaching a foreign language, special attention is paid to the ability to conduct a dialogue in different language situations, to maintain a conversation on various topics. However, no less important is the formation of students' monologue speech skills, a necessary indicator of an accomplished professional. At the same time, methodological methods and techniques for working with this skill have not yet been widely covered. In this regard, the authors of the article raise the actual problem of the formation of monologue speech skills in groups with different levels of Russian language proficiency. The purpose of the article is to present and determine the effectiveness of innovative methods for practicing skills of both pre-prepared and spontaneous monologue speech in groups with different language levels. The authors consider such methods as «Tandem», lesson-excursion, case study, project. The features of the methods are revealed that allow them to be effectively applied in practicing the skills of monologue speech; a description and analysis of specific classes using these methods in multi-level groups at a technical university are presented. The main attention is paid to the description of the specific stages of organizing classes according to the proposed methods. Comparative analysis of the results of groups trained with and without these techniques allows us to clearly demonstrate the effectiveness of the proposed forms of work.

Linguistic diversity in media and state language proficiencies: evidence from Hungarian minority regions in central-Eastern Europe

ABSTRACT Can linguistic diversity in the media impede state language proficiency? In this paper, we test the extent to which the availability of minority languages in the media affects state language proficiency for ethnic minorities. We take advantage of an exogeneous development: The rapid expansion of Budapest-originating media outside Hungary in the mid-2000s transformed the media landscape in neighbouring states. Using an original survey data of ethnic Hungarians in minority regions in four Central-Eastern European states over two waves, we find (1) the availability of minority language media means minorities are consuming less media in the state language, which in turn induces low levels of state language proficiency – i.e. through an exogeneous exposure mechanism; and (2) minorities with weaker state language proficiency choose to consume minority language media – i.e. through an endogenous selection mechanism. The results suggest a strong relationship between the language of media consumption and linguistic proficiency.

Language transfers in third language acquisition of Chinese by intermediate level German and English native speakers: evidence from a behavioral experiment online.

The paper investigates language transfers in third language acquisition of Chinese by native German and English speakers at intermediate level. Subjects are divided into two groups and complete a Grammaticality Judgment and Correction Task through a behavioral experiment online. The results from multiple sources show that: (1) both L1 and L2 are sources of language transfers and the perceived crosslinguistic similarity of abstract structural properties serves as the main reason; (2) language transfers can be non-facilitative on L3 learning; (3) as L3 proficiency level improves, the less likely learners are to be affected by non-facilitative language transfers in L3 learning, but it may not disappear completely; (4) the background language with higher proficiency level is more likely to impose language transfers in L3 learning. The research suggests that language transfers in TLA are simultaneously regulated by a number of factors, such as similarities of abstract structural properties between background languages and L3, as well as language proficiency levels. At the end, we discuss the application of the results to Chinese language teaching.

MT error detection and correction by Chinese language learners

Abstract This article analyzes texts that have been generated by machine translation (MT) and post-edited by native English-speaking trainee translators (English>Chinese) who are also Chinese language learners enrolled in a four-year undergraduate translation program. The project examines the work product of trainee translators to categorize 122 errors that are (un)noticed and (un)corrected by them. MT errors in the Accuracy category were best identified and corrected, followed by those in the Lexicon and Fluency categories. Trainee translators who were advanced language learners outperformed the intermediate group in MT error detection and correction, especially in the Lexicon category. This study sheds light upon the use of raw MT output as meaningful input for trainee translators who are in the process of learning Chinese. Its findings provide information regarding the type of exercises needed in language learning and translation training for students with different levels of language proficiency.

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.