Low English Language Proficiency Research Articles

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.

Choice of Participation Method in Setting International Accounting Standards: Evidence from EFRAG as an Intermediary for Indirect Participation

Synopsis The research problem Prior empirical research on constituents’ participation in setting international accounting standards has focused on their decision whether or not to participate directly in the standard setter’s due process. However, because that focus neglects constituents’ choice between direct participation and indirect participation via an intermediary, we investigated the determinants of using an indirect method of participation as a substitute for, or in complement to, direct participation. Institutional setting We exploited the European institutional setting, where the European Financial Reporting Advisory Group (EFRAG) serves as an intermediary for indirect participation in the due process of the International Accounting Standards Board (IASB). The test hypotheses Based on rational choice theory, we hypothesized that constituents from EFRAG’s inner circle and from countries with smaller capital markets, lower English-language proficiency, and/or an accounting value profile more different from that embodied in International Financial Reporting Standards (IFRS) have a higher probability of choosing to use indirect participation. Adopted methodology Using a sample of 7,766 comment letters (CLs) from 2005–2017, we focused on individual constituents and traced their use of indirect participation (i.e., sending CLs to EFRAG) versus direct participation (i.e., sending CLs to the IASB). We employed logistic regression models using the methods of participation as dependent variable to test our hypotheses. Controlling for factors used in prior research on direct participation, we estimated a primary model for the full sample of constituents and a secondary model with firm-specific variables for the subsample of constituents classified as corporate preparers. Findings and implications We found strong evidence that the constituents’ membership in EFRAG’s inner circle is positively related, and capital market size in the constituents’ home countries is negatively related, to choosing to use indirect participation. Country-level English-language proficiency and differences in the accounting value profile in relation to IFRS also determine the choice of participation method. Our findings suggest that a preference for indirect participation relates to the barriers to using direct participation. We provide initial evidence of a neglected aspect of Sutton’ s ( 1984 ) rational choice model and implications for EFRAG’s role as an intermediary.

The Importance of English Language Proficiency for the Success of Nursing Education in Sri Lanka

There is an ever-growing demand for Sri Lankan nurses to be recruited for work placements overseas. Before being considered for employment abroad, nurses who are from the English as a Second Language context are usually asked to provide evidence of English language proficiency. Therefore, there is a parallel need to enhance their English language skills with the demand. Hence, improving the English Language among nursing students is vital as they seek to meet future healthcare needs globally. This study aimed to identify the challenges faced by nursing students due to low English Language proficiency and recommend mechanisms to overcome those challenges. Academic writing, understanding medical jargon, communication in health care settings, reading and comprehension are some of the major challenges seen among nursing students. These challenges lead to Second Language Anxiety, poor academic performance, and higher dropout rates in nursing education programmes. Therefore, it is high time policymakers and the authorities of higher education get together and mitigate the challenges in English language learning among nursing students in Sri Lanka by developing proper mechanisms; making English a compulsory subject, improving the use of medical terminology, improving communication skills in English and providing financial support to pursue professional courses in English. This will enable the nurses to provide quality and sustainable health care for the patients and pave the way for a promising future for the nursing profession in Sri Lanka.

A critical view of National Senior Certificate examination discourse and First Additional Language writing tests

Critical views on language testing have long pointed out that tests are not neutral and that the use of test results requires a deeper interrogation of who is assessed, in what language and to whose benefit In South Africa, English, especially Standard English, creates a linguistic market where additional language (L2) students' writing and English language proficiency are under constant evaluation. Various systemic tests since 1994 highlight students' low English language proficiency, often resulting in negative discourses about their L2 proficiency and teachers' pedagogy. However, a key factor missing in such a narrative is how writing test design and its corresponding examination discourse impact pedagogy and the required writer identities needed in post-school contexts. This study draws on systemic functional linguistics (SFL) to illustrate the relationship between L2 writing discourse in the National Senior Certificate (NSC) examination (2017-2019) and the writing requirements stipulated in the national curriculum. The findings reveal that narrow definitions of writing proficiency underpin the test items and that the assessment documents are unlikely to contribute to academic writing and discourse competencies in school or post-school contexts in South Africa.

English Learners and Constructed-Response Science Test Items Challenges and Opportunities

ABSTRACT This article reports on two quantitative studies of English learners’ (ELs) interactions with constructed-response items from a Grade 5 state science test. Study 1 investigated the relationships between the constructed-response item-level variables of English Reading Demand, English Writing Demand, and Background Knowledge Demand and the performance of ELs vs. non-ELs on those items. English Writing Demand was the strongest predictor of Differential Item Functioning favoring non-ELs over ELs for constructed-response items. In Study 2, we investigated the student-level variable of English language proficiency level and found that lower English language proficiency was related to greatly increased odds of omitting a response to a constructed-response item, even when controlling for science proficiency. These findings challenge the validity of scores on constructed-response test items as measures of ELs’ science proficiency.

A Phenomenological Investigation of Senior High School Learners with Low English Language Proficiency

Several studies have been conducted locally to internationally, revealing the deterioration of the English proficiency of Filipinos, especially high school learners. Still, only a few have determined the causes of why it is constantly happening. Hence, this phenomenological study investigated the experiences of public senior high school learners under the Technical-Vocational-Livelihood (TVL) track with low English language proficiency to identify various reasons why they are still encountering such problems in English and create an intervention program for them to enhance their skills. Specifically, this research utilized transcendental phenomenology and applied triangulation of the three methods: observations, field notes, and interviews. Also, the researcher followed Colaizzi's Method of Phenomenology, as presented in Morrow, Rodriguez, and King (2015), in analyzing and interpreting the data gathered from the individual interviews. Based on the testimonies and shared experiences of the participants, they knew they had difficulty learning English as early as elementary, while others were during their Junior High School (JHS) and Senior High School (SHS) years. In this study, the following themes emerged: traumatic experience, language anxiety, external factors, learners' motivation and interest, self-awareness, academic performance, learning styles and strategies, and the essence and value of the English language. The researcher recommends that teachers address the learners' problems to enhance their English proficiency and academic performance. It was also recommended for future researchers to investigate the teachers' perspective and assessment based on their experience since they are considered one factor in the learners' low English language proficiency.

Chinese-English speaking family perspectives of augmentative and alternative communication use with their children.

Culturally and linguistically diverse families who have children with complex communication needs (CCN) often have limited access to augmentative and alternative communication (AAC) devices and interventions due to the lack of services that acknowledge their families' cultural and linguistic needs. Despite the increasing need for culturally responsive services, little is known about Chinese-English speaking families' perspectives and experience related to AAC use and services. The objective of this study was to understand the perspectives and experiences of Chinese-English speaking family members of children who use AAC use. This study employs a qualitative descriptive methodology approach. The researchers conducted individual or group semi-structured interviews with 10 adult family members (mother, father, and grandparent) from four Chinese-English speaking families in the U.S. and Canada who have a child who uses AAC (ages 3-8). Chinese-English speaking families have high acceptance and satisfaction with their child's AAC as long as they see the benefits of the AAC system. Mothers and siblings play unique roles in supporting home AAC practice given frequent engagement with and observed influence on the child who uses AAC. Family members indicated goals in building stronger family connections, but noted that the child's speech difficulties interfered with this goal. Chinese-English speaking families felt they can overcome limitations resulting from lower English language proficiency, but still find difficulties in obtaining resources because of the Western expectations of advocacy. Additionally, service providers' lack of responsiveness related to family goals could prevent families in obtaining AAC resources. The findings suggest the need for family-centered services with cultural sensitivity and humility for those serving Chinese-English speaking families with children who use AAC. Additionally, involving family members beyond the mother within services may improve both family functioning and child communication.

Inequalities in SARS-CoV-2 case rates by ethnicity, religion, measures of socioeconomic position, English proficiency, and self-reported disability: cohort study of 39 million people in England during the alpha and delta waves

ObjectiveTo examine sociodemographic inequalities in people with SARS-CoV-2 during the second (alpha) and third (delta) waves of the covid-19 pandemic.DesignRetrospective, population based cohort study.SettingResident population of England.Participants39 006 194 people...

Earned Income Tax Credit Receipt By Hispanic Families With Children: State Outreach And Demographic Factors.

The Earned Income Tax Credit (EITC), the largest refundable tax credit for low-to-middle-income US families with children, has been shown to improve maternal and child health and reduce public spending on health. However, many eligible families do not receive it. This study used 2014 Survey of Income and Program Participation data to explore predictors of EITC receipt among Hispanic families, an understudied segment of the eligible population. We found lower likelihoods of receipt among Hispanic income-eligible families, even those who were eligible US citizens by naturalization, compared with their peers. Parent self-employment and lower English language proficiency were also associated with lower EITC receipt. With new data collected on state policies, we found that states' granting of drivers' licenses to undocumented people, availability of government information in Spanish, and employer mandates to inform employees were associated with greater EITC receipt among all income-eligible families, including Hispanic families. These findings showcase ways in which information and outreach at the state level can support the equitable receipt of tax refunds and similar types of benefits distributed through the tax system.

Rethinking English as Medium of Instruction Policy in Multilingual Classrooms

This paper reports the results of a study that unpacked teachers’ experiences and challenges adopting EMI policy in the public schools’ multilingual classrooms. Building on a phenomenological design, we selected two primary level teachers purposively and collected data through in-depth interviews. Drawing upon the thematic analysis and interpretation of the data, the study revealed that teachers perceived EMI as a tool for achieving English language proficiency for the students and a means for the public schools to compete with their private counterparts. Contrarily, EMI in the public school’s multilingual classrooms was found to be practised just as slogan and insufficient for effective students’ participation in classroom learning. Since EMI leads multilingual learners towards monolingual direction, it has posed problems to both the teachers and students due to the low English language proficiency. The study implies that the EMI policy in the lower grades of public schools should be implemented considering the linguistic and cultural milieus of the students.

Prevalence of Advanced Care Planning in Emergency General Surgery: Do We Know Our Patient’s Goals?

INTRODUCTION: Advanced care planning (ACP) promotes the delivery of goal-concordant, patient-centered surgical care. There is opportunity to increase ACP adoption in surgery. We hypothesized that, on the emergency general surgery (EGS) service, most patients were not engaged in ACP discussions. METHODS: All patients admitted to the EGS service in 2019 were included. The primary outcome was having electronic health record ACP documentation (advance directive, physician order for life-sustaining treatment form [POLST], or ACP note). Multivariate analysis was conducted to identify predictors of ACP. RESULTS: Among 734 patients, the prevalence of ACP on admission was 15% (n = 109), and the prevalence of ACP completed during the hospitalization was 6% (n = 44). Only 27% (n = 12) of inpatient ACP was completed in the hospital before EGS procedures. Most documentation included advanced directives and POLST uploaded before admission (60%, n = 93), and 39 (22%) constituted ACP notes by the surgical team. Multivariable analysis demonstrated increasing age, Medicaid or Medicare insurance, increased length of stay, and institution-concordant primary care were associated with an increased odds of having ACP (Fig. 1); low English language proficiency, an increasing neighborhood deprivation index, and a higher Charlson Comorbidity score were all associated with lower odds of having ACP documentation (Fig. 1).Figure 1CONCLUSION: Integration of ACP for patients receiving EGS care is limited, with significant variation in terms of type of documentation. Little documentation is done in the context of their acute surgical condition. Further study is needed to identify opportunities and barriers to increasing ACP uptake into EGS workflows.

Comparative Determination of Communicative Competence of Saudi Students of English for Tourism and Hospitality (SSETH) to Develop ESP Course Content

Development of tailor-made indigenous teaching content, after assessing the target learners’ needs and proficiency, is necessary to address to specific needs of specific learners, ensure optimum learning and motivation. This quantitative investigation attempted to determine the communicative competence of SSETH in English language skills to develop indigenous teaching content. A Likert-scale questionnaire was developed and administered to 289 participants to record their perceived proficiency in English language skills and sub-skills. Independent-samples T-test was run to generate descriptive statistics and determine whether any significant differences exited in their perceived proficiency level. The results revealed medium low English language proficiency by the participants. SSETH reported comparatively higher proficiency in the productive skills of writing and speaking as compared to the receptive skills of listening and writing. The cohort form College of Tourism and Hospitality, Taif (CTHT) reported slightly higher competence as compared to their counterparts from College of Tourism and Hospitality, Madinah (CTHM). Comparative results generated by Independent-samples T-test rejected the null hypotheses as no statistically significant differences were found in the perceived communicative competence of both groups. It is recommended that various stake holders should work in close coordination to develop and implement indigenous teaching content which should be periodically assessed and modified to suit the changing ESP needs of SSETH. This procedure may be followed as a model for other disciplines to develop indigenous teaching material.

THAI VENDORS’ ENGLISH COMMUNICATION SKILL NEEDS

The aim of the study was to examine the needs and problems of Thai vendors in employing English in their workplace and their needs regarding English training, and subsequently to create an English training course to enhance their professional skills. The subject of the present study were 160 vendors selling food and drinks, clothes, accessories, souvenirs, and other things at the Indochina Market, Thailand. The data were collected by using a questionnaire. Descriptive statistics were used to analyze the data, involving frequency, percentage, mean, and standard deviation. The result revealed that respondents tended to have English communication problems with foreign customers. They found that low English language proficiency is a problem when communicated with foreign customers. Most of them were interested in attending English training, particularly learning English online. Speaking and listening skills were considered the most important skills for these Thai vendors. For an English training course, they wanted to emphasize speaking, listening, writing, and reading, respectively. They desired to improve their English in everyday life and work.

Academic Writing Difficulties Encountered by University EFL Learners

The present study was conducted with the aim to discover the major difficulties encountered by some university students in academic writing. It also aimed to find out the factors that hinder their academic writing skills. 36 students majoring in English at the Faculty of Education, University of Benghazi took part in this study. A questionnaire with 25 items was utilized to answer the stated research questions. The data analysis revealed that both graduate and undergraduate students have some problems in academic writing such as choosing the appropriate academic words, difficulty in developing a thesis statement, organizing ideas, and writing coherent paragraphs. These challenges were influenced by a lack of resources followed by a low English language proficiency and a lack of writing practice opportunities. It is hoped that the findings of this research would provide great benefits to the instructors of the English language and curriculum designers to address the writing difficulties that might be encountered by learners of English.

Evaluating the Efficacy of an English Language Development Program for Middle School English Learners

This paper reports the outcomes of an experimental evaluation of Direct Instruction Spoken English (DISE), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach DISE Level 1 or their typical English language development program. Treatment teachers received two days of training and taught daily lessons. Project staff assessed 746 sixth and seventh-grade students with a proximal measure of English language proficiency and distal measures of language and oral reading fluency. Analyses of oral English language suggested differences between intervention conditions favored the DISE condition for students who began with lower English language proficiency and accumulated when taught over two years. Differences between intervention conditions were not observed after only one year of instruction and for students with advanced levels of English language proficiency. The findings suggest that an evidence-based English oral language program that included frequent teacher demonstrations and opportunities for students to practice speaking English may improve English oral language skills for middle school students. Supplemental data for this article is available online at https://doi.org/10.1080/10824669.2022.2045993.

A Bayesian Approach to Investigating Factors Influencing Polytechnic College Students’ Academic Achievement

TVET plays a significant role in human resource development and, as a result, in a society’s progress and prosperity. The study is aiming at identifying the key factors influencing students’ academic success at polytechnic colleges. The study’s target population was regular Bahir Dar Polytechnic College students in the 2019/2020 academic year. Stratified random sampling was employed to conduct a cross-sectional survey of 536 participants. The author employed SPSS version 25 and WinBUGS 1.4 for quantitative data analysis. Bayesian logistic regression was used to model the factors that significantly influence TVET students’ academic achievement. Gender, age, family monthly income, study hours, stimulant use during the study, English language proficiency, EGSECE score, previous perceptions of TVET, teacher satisfaction, and field of study placement satisfaction were identified as factors that significantly influenced TVET students’ academic achievements. Being female, having a low family income, studying for a shorter period, using stimulants while studying, having a low English language proficiency, having a low EGSECE result, having a negative perception of TVET, and having low satisfaction with field of study were all linked to lower academic achievement in this study. According to the findings, students should spend more time in learning and consume fewer stimulants during their studies. The Ministry of Education should modify the TVET curriculum to aid students in improving their English language skills. Teachers in TVET should also receive ongoing capacity-building training. Finally, rather than imposing norms and limits (in terms of student achievement), TVET colleges should respect students’ free choice of training sector (department).

Akademski vokabular u nastavi engleskog jezika struke na master akademskim studijama

This paper deals with teaching English academic vocabulary in master's degree academic studies. The aim of this paper is to examine the extent to which students can properly use English academic terms after various exercises applied within the English classes, as well as a correlation between the students' prior knowledge of English and their ability to use English academic terms properly. In other words, the research also aimed to determine whether the usage of certain exercises could result in a greater share of properly used English academic terms. The respondents were students of the master's degree academic studies of the study programme Agriculture of the Faculty of Agriculture, University of Belgrade. The research thus comprised testing the correct use of English academic terms and correlating the obtained results with the students' proficiency. The results indicate that, in general, all students used English academic terms somewhat correctly, while the best results were achieved by those engaged in productive practice tasks, such as writing a paragraph, regardless of their English language proficiency. In addition, the analysis of variance ANOVA followed by a Post Hoc Tukey's HSD test revealed a statistically significant difference between the results of the groups of the highest and the lowest English language proficiency. The findings show a statistical significance of the correlation between students' prior knowledge and the incidence of correctly used academic terms, which can be explained by the tendency of the most proficient students to use learning strategies such as lexical inference. In addition, some hints on how to help students with lower English language proficiency to use new academic terms correctly to the same extent as students who are more proficient in English are provided. In conclusion, possible guidelines are given for teaching academic vocabulary to increase the share of properly used academic terms and possible starting points for future research.

IDENTIFICATION OF CHALLENGES IN TEACHING WORLD LITERATURE COURSE AT UNDERGRADUATES LEVEL

Research shows that literature contains propensities of human instinct and experiences. The knowledge imparted through literature is more effective as it is relatable to life experiences. This research paper highlights the challenges faced by teachers and students in a world literature course taught at an undergraduate level. In Pakistan, majority of students exhibit low English language proficiency levels. This leads to comprehension issues in literary meaning making. This as a consequence makes it challenging for teachers to effectively teach the course at tertiary level. The data was collected through a quantitative survey method. The participants identified for the study were 436 students and 6 teachers teaching the course. The sample represented almost 73% of the student population taking the course on World Literature at an undergraduate level. The results indicated that lack of language proficiency coupled with poor reading habits were major factors that impeded learning and directly impacted the motivation to study literature. The results from teachers' questionnaires determined that innovative pedagogy, appropriate selection of texts and genres were key determinants in generating interest in classrooms. The study was significant in terms of highlighting key factors that impeded student interest in studying literature and determining interactive pedagogy as an effective tool to achieve effective learning outcomes.

Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis

AbstractThe purpose of this paper is to build and test a framework of four factors stakeholders in postgraduate higher education institutions in Kazakhstan perceive as supporting or hindering language development in English‐medium programs. Data in this mixed‐methods study were collected through student surveys and interviews with students, faculty and administration from six universities across Kazakhstan. Factor analysis confirmed the value of structural, pedagogical, sociolinguistic, and cultural factors for language development. Quantitative and qualitative data demonstrated that respondents highly valued structural factors such as academic mobility abroad and having an opportunity to interact with international faculty. However, they were less satisfied with national and university policies on the implementation of EMI. Additional structural factors including: a significant lack of pedagogical trainings, lack of collaboration with EFL instructors for curriculum development, and low overall English language proficiency of faculty and students, led to pedagogical challenges in classrooms. These challenges were somewhat mitigated by translanguaging practices. The sociolinguistic factors scale demonstrated that out of three languages, Russian was the most prevalent on campuses, which, according to qualitative data, creates pressure to maintain English. Finally, the cultural factors data revealed that students were highly motivated for their ideal self, whereas institutions strived to be research‐oriented and included in the international ranking lists. Based on these findings, it is recommended that curricula be adjusted to include spaces for multilingual practices, and that faculty be provided support in teaching in English through professional development courses.

Prenatal Telehealth During the Pandemic: Sociodemographic and Clinical Associations

Objectives: Like other areas of care affected by the COVID-19 pandemic, telehealth (both audio and video) was rapidly adopted in the obstetric setting. We performed a retrospective analysis of electronic health record (EHR) data to characterize the sociodemographic and clinical factors associated with telehealth utilization among patients who received prenatal care.
 Materials and Methods: The study period covered March 23rd, 2020 to July 2nd, 2020, during which time 2,521 patients received prenatal care at a large academic medical center. We applied a generalized logistic regression to measure the relationship between the patients’ sociodemographic factors (in terms of age, race, ethnicity, urbanization level, and insurance type), pregnancy complications (namely, type 2 diabetes, chronic hypertension, and fetal growth restriction), and telehealth usage, as documented in the EHR.
 Results: During the study period, 2,521 patients had 16,516 prenatal care visits. 938 (37.2%) of the patients participated in at least one of 1,934 virtual prenatal care visits. Prenatal visits were more likely to be conducted through telehealth for patients who were older than 25 years old and lived in rural areas. In addition, patients who were with type 2 diabetes were more likely to use telehealth in their prenatal care (adjusted Odds Ratio (aOR) 7.247 [95% Confidence Interval (95% CI) 4.244 – 12.933]). By contrast, patients from racial and ethnic minority groups were less likely to have a telehealth encounter compared to white or non-Hispanic patients (aOR 0.603 [95% CI 0.465 – 0.778] and aOR 0.663 [95% CI 0.471 – 0.927], respectively). Additionally, patients who were on state-level Medicaid were less likely to use telehealth (aOR 0.495 [95% CI 0.402 – 0.608]).
 Discussion: Disparities in telehealth use for prenatal care suggest further investigations into access barriers. Hispanic patients who had low English language proficiency may not willing to see doctors via virtual care. Availability of high-speed internet and/or hardware may hold these patients who were insured through state-level Medicaid back due to poverty. Future work is advised to minimize access barriers to telehealth in its implementation.
 Conclusions: While telehealth expanded prenatal care access for childbearing women during the COVID-19 pandemic, this study suggested that there were non-trivial differences in the demographics of patients who utilized such settings.