Low Level Of English Proficiency Research Articles

PERSPECTIVES ON TECHNOLOGY ADOPTION AMONG SPANISH-SPEAKING HISPANIC ADULTS AGE 60+

Abstract By 2060, Hispanics aged 65+ are projected to be 21% (19.9 million) of the total US age 65+ population. Despite the benefits of technology use, such as facilitating social engagement and access to health services, few studies have explored attitudes of older Spanish-Speaking Hispanic adults toward technology adoption. In this secondary analysis of a larger diverse study of attitudes toward technology, we reviewed audio recordings and transcripts of Spanish-language interviews and focus groups with adults ages 63-89. Participants (n=21) self-identified as Hispanic, 67% had less than a high school education, and almost half (n=10) lived alone. Connecting with family members abroad was the primary motivator and a “necessity” for using technology; excess use of a device was negative. As one participant stated: “Technology brings you closer to those far away and pushes you away from those near you.” Those without relatives living with or near them reported greater difficulty using technology and identified living alone as a barrier to adoption. Finally, although the sample had low levels of English proficiency and low educational attainment, characteristics associated with lower use and knowledge of technology, findings challenge stereotypes that these older adults lack the capacity or interest to adopt the technology. Rather, the study identified multiple social factors that may hinder adoption. Understanding these cultural and linguistic barriers is important to promote digital inclusion; overcoming the digital divide will involve more than providing free tablets or classes. It will also require addressing barriers with adequate, culturally competent understanding, training and support.

Mother Tongue Education as a Medium of Instruction - A Literature Review

This article presents a review of literature of various studies on mother tongue education (MTE) as a medium of instruction. The first objective of this review was to examine the role of mother tongue as first language (L1) as a medium of instruction for effective learning. The second objective was to study the challenges faced by native language learners studying through second language (L2) English. The third objective was to summarise the problems and challenges in implementation of mother tongue-based multi-lingual education (MTB-ML). The review was conducted through a literature search in various databases. The review of literature showed that the mother tongue-based education gives better understanding of the concepts and clear interpretation of the thoughts and gives emotional strength. Mother tongue learning was seen to act as a medium for the interaction within a community. However, the challenge of implementing mother tongue-based multilingual education in countries having multiple mother tongues was a reality. It was seen that learning through English (second language) was useful to learn for all the students in the context of globalization. However, the major challenge was of low levels of English proficiency amongst teachers and students, lack of resources, and limitations of a well defined pedagogical plan. The studies suggested that up to primary classes, the medium of instruction should be mother tongue/regional language. Students should however be given an opportunity to learn through English/second language so that they would be able to act as global citizens in future.

Construction and validation of the foreign language learning enjoyment scale

AbstractSince the original and adapted versions of the scales that aim to measure foreign language enjoyment may not be appropriate for learners with low English proficiency levels, it seems necessary to develop scales in their native languages. This study aims to create a valid and reliable scale of foreign language learning enjoyment that can be applied to Turkish students learning English as a foreign language (EFL). The sample group of the study consisted of 18 students in the focus group study, 408 learners in the exploratory study, 630 students in the confirmatory group, and 66 students in the study in the assessment phase of convergent validity and test–retest reliability. The participants had different educational backgrounds and proficiency levels in English. After administering a background questionnaire and the Foreign Language Learning Enjoyment Scale (FLLES), exploratory and confirmatory factor analysis and reliability analysis were performed. The findings showed that the FLLES comprising 12 items obtained high reliability and validity with a one‐factor solution. The study also concluded that the FLLES displayed a moderate correlation with the Foreign Language Enjoyment Scale (FLES) developed by Dewaele and MacIntyre, and had a good level of test–retest reliability.

Innovative productive method of teaching foreign languages to foreign students

This article describes an innovative productive method of teaching foreign languages foreign students. Increase quantity foreign students in Azerbaijan in recent years has led to changes in the content and structure of learning foreign languages. Communicative competence in the conditions of multilingualism becomes basis fundamental professional training foreign students. In this regard, a productive method of teaching foreign languages allows you to systematize the methodological foundations of integrated language learning by foreign students. In addition, the study of foreign languages based on the basic principles of productive method provides creative development and self-realization of students, reinforced with the help of the developed linguodidactic method of the Personal Multilingual Portfolio (PMP). An analysis of modern educational standards of higher education allows us to conclude that there is a trend towards a practical orientation. This methodological the direction determines the introduction of productive learning in the field of teaching foreign languages, providing a high quality of education. The article reveals the content of this linguodidactic technology in the system of professional training of foreign students. The article shows theoretical and practical methodological Aspects learning foreign languages foreign students, having a low level of knowledge of the Azerbaijani language and an average or low English proficiency level. To test this technology, the authors conducted an ex.periment using the methods of scientific and pedagogical research. AT result It was found out what English, Azerbaijani and native languages can interact and correlate with each other another in the process of learning foreign languages. The authors determined the dynamics formation communicative competence students, including linguistic and discursive aspects. The results of the experiment showed the effectiveness of the developed PMF technology and its successful implementation in training process.

The Effect of a Self-Regulated Intervention on Vocabulary Knowledge and Self-Regulated Learning Skills for English Language Learners

English language learners (ELLs) lack academic vocabulary knowledge, an essential component that explains much of the persistent achievement gap between students who start schools as ELLs and their monolingual peers. This single-subject experimental design study addressed this issue by focusing on self-regulated vocabulary learning that helps ELLs become effective and independent word learners. Nine upper elementary ELLs participated in an intervention for 16 sessions, with about 35 minutes per session. The intervention included the instruction of task-specific cognitive strategies (i.e., morphological and contextual analyses) and metacognitive strategies (i.e., goal-setting and monitoring) in authentic reading texts in social studies. Results indicated positive effects on ELLs’ vocabulary knowledge and self-­regulated vocabulary learning skills. Participants were also able to generalize both cognitive and metacognitive strategies to learning of new words. A lagging effect was observed for participants with low English proficiency levels.

The effects of a two-generation English as a second language (ESL) intervention on immigrant parents and children in Head Start

We present results of a randomized control trial of a two-generation English as a Second Language (ESL) program in which all families participated in Head Start while treatment parents also enrolled in a high dosage, family-focused ESL curriculum with supportive services. Examining 197 parent-child dyads among Spanish- (89%) and Zomi-speaking (11%) immigrant families, we found improvements in participant parents’ English reading skills and engagement with their child’s teacher after one year. Parents with low levels of English proficiency (57%) at program start reported more positive parenting skills and lower levels of psychological distress whereas parents with more advanced English proficiency (43%) reported more parenting stress and higher levels of psychological distress. We did not find main effects on children’s language and cognitive skills. We conclude by discussing policy implications of a two-generation approach for immigrant families.

The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot

AbstractThe anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self‐regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self‐determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between students' previous technical (AI) and disciplinary (English) knowledge and SRL, using an AI conversational chatbot. Data were collected from 323 9th Grade students through a questionnaire and a test. The students completed an AI basic unit and then learned English with a conversational chatbot for 5 days. Confidence intervals were calculated to investigate the mediating effects. We found that students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot, and that satisfying the need for autonomy and competence mediated the relationships between both knowledge (AI and English) and SRL, but relatedness did not. The self‐directed nature of SRL requires heavy cognitive learning and satisfying the need for autonomy and competence may more effectively engage young children in this type of learning. The findings also revealed that current chatbot technologies may not benefit students with relatively lower levels of English proficiency. We suggest that teachers can use conversational chatbots for knowledge consolidation purposes, but not in SRL explorations. Practitioner notesWhat is already known about this topic Artificial intelligence (AI) technologies can potentially support students' self‐regulated learning (SRL) of disciplinary knowledge through chatbots. Needs satisfaction in Self‐determination theory (SDT) can explain the directive process required for SRL. Technical and disciplinary knowledge would affect SRL with technologies. What this paper adds This study examines the mediating effects of needs satisfaction in SDT on the relationship between students' previous AI (technical) and English (disciplinary) knowledge and SRL, using an AI conversational chatbot. Students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot. Autonomy and competence were mediators, but relatedness was not. Implications for practice and/or policy Teachers should use chatbots for knowledge consolidation rather than exploration. Teachers should support students' competence and autonomy, as these were found to be the factors that directly predicted SRL. School leaders and teacher educators should include the mediating effects of needs satisfaction in professional development programmes for digital education.

EFL VIETNAMESE STUDENT ENGAGEMENT IN FACE-TO-FACE LEARNING ENVIRONMENT

English has gradually been very important in education in Vietnam and it is taught from the early ages. However, many students cannot communicate English appropriately after graduation. There are many reasons for this, but student engagement is considered as one of the major reasons which cause the low level of English proficiency of Vietnamese students. Therefore, this study aimed to investigate EFL Vietnamese students’ perceptions of their engagement with English learning in the face-to-face learning environment. A quantitative method was employed. The sample consisted of 428 students who have studied English. The results revealed that students were highly engaged with their learning. Students indicated that they were cognitively engaged with learning the best and were agentically engaged the least. In addition, the findings also showed that English major students were more engaged with their learning than their non-English major counterparts. The students in the group of freshman and sophomore year combined were found to be more engaged than those in junior and senior years. Some implications from the findings were also suggested.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0542/a.php" alt="Hit counter" /></p>

Acculturative difficulties and coping strategies among Vietnamese immigrants: a case study of two high-socio status immigrant families in the U.S.

Vietnamese immigrants in the United States encounter a variety of acculturation issues that affect them as individuals, families, and as members of their communities. It is evidenced in the literature that low-socio status immigrants suffered from those acculturation challenges. However, there is scant research on how acculturation affects high-socio status immigrants in general and Vietnamese American immigrants in particular. To better understand how high-educated Vietnamese families coped with acculturation in the United States, this research used semi-structured interviews to examine the acculturation issues they encountered and the techniques they utilized to overcome those issues. Four well-educated participants were interviewed one-on-one for 20-30 minutes each by Google Meet in Vietnamese whenever they were available. The interviews were transcribed using unfocused transcription, and the data was analyzed using grounded theory technique. Results showed that high-educated Vietnamese immigrants in the United States face three major acculturation challenges: orientation, the necessity of better economic and self-esteem needs. However, women seemed to be under more acculturative stress owing to their lower levels of English proficiency and work satisfaction, according to the findings. In terms of coping methods, the husbands use integration acculturation tactics to deal with their issues. Separation methods were adopted by the women at various periods in their life, despite the fact that they are eager to become fully integrated members of American culture. They are unable to do so due to a lack of urgency and lack of access to cultural integration.

How Can Framed Mammography Screening Messages Be Optimally Persuasive for Foreign-Born Chinese American Women?

Foreign-born Chinese American women (FBCAW) have the lowest mammography rates compared with other racial groups despite the overwhelming evidence of the benefits of screening. Message framing based on the prospect theory has shown significant but inconsistent effects on mammogram screening among ethnic minority groups. Using data from a randomized controlled trial, this secondary analysis aims to identify factors that interact with message framing to improve mammography screening in FBCAW. In the parent study, participants were randomized to receive either a gain- or loss-framed brochure that encouraged mammography screening. Data were collected at baseline and 2 months using validated questionnaires. For this secondary analysis, ordinal logistic regression was performed to identify moderation effects using both per-protocol and intention-to-treat principles. Participants predominantly had low income, a low level of English proficiency, and no insurance. Lack of access to mammography services, knowledge of making a mammogram appointment, knowledge of insurance coverage for breast cancer treatment, education levels, and mammogram history were significant moderators of the framing effects. Overall, the moderation effects were larger when using per-protocol analysis. Some moderation results under intention-to-treat analysis were different from those using per-protocol analysis. The persuasive effects of the loss- or gain-framed messages depend on the characteristics of FBCAW. Future studies can identify algorithms to select tailored messages that match individual FBCAW's characteristics to optimize the effects of framed messages. Findings of this study can guide healthcare providers, especially nurses, to choose different wording when communicating with their clients.

Needs Analysis of Chilean Students of Dentistry for Dental English Course Development

The purpose of the study is to determine the necessity for a Dental English course in the dentistry degree program at the Universidad Autónoma de Chile. To achieve this objective, the target needs analysis instrument developed by Hutchinson and Water (1987) was adapted and distributed to 91 dentistry students and 35 of their teachers in order to determine the students' necessities, lacks, wants, expectations, preferred style of learning and teaching, and interest in the English for Dentistry course. For the quantitative data analysis, descriptive statistics were utilized, while thematic analysis was adopted for the qualitative data analysis. The results indicated the perceived importance of English is related to studying dentistry in their program and practicing dentistry in their future careers as dentists, the sense of lack is demonstrated in the inadequacy of English learning courses in their program curriculum as well as their current low level of English proficiency, and the need to focus on reading, writing, and vocabulary skills in order to write and read research articles in English. The study recommends implementation of a comprehensive branch of English language instruction that include English for General Purposes and English for Specific Purposes, such as English for Dentistry, English for Dental Consultation, and English for Writing Research Articles.

A Case Study on the Use of Inquiry-Based Instruction to Improve Science Learning in Junior High Schools in Ghana

The study examined how Inquiry-Based Learning affects students' academic progress in science lessons and whether this approach can help low-proficiency users of English to comprehend scientific concepts. The study used a Quasi-Experimental design and looked at it through the lens of Self-Determination theory. The study included a total of 40 second-year Junior High School students from two distinct classes. The research was aimed at students aged between 13 and 15 years, and therefore, only students within that age range were selected to participate. Students in the experimental group received Inquiry-Based instruction, while the control group used traditional instruction. The study lasted for four weeks and was an experimental one. To see if Inquiry-Based learning is more effective than traditional teaching, a test with 20 questions was used as a pre-test and a post-test for both the experimental group and the control group. The results of the study showed that students who were taught using an inquiry-based method scored higher than those who were taught through a traditional technique. The main finding of this study is that students in the experimental group, who had a low level of English proficiency, were able to understand the lesson without switching to their native language to explain concepts.

Factors affecting English proficiency of Arabic student nurses: Future directions for educational developers in Saudi Arabia

This study aims to determine the contributory factors affecting the English Proficiency of Arabic student nurses. This research employed the quantitative-cross-sectional approach conducted at the University of Hail, College of Nursing. Two hundred seventy-six student nurses participated in the study resulting from the convenience sampling. Frequency and percentage, t-test, and one-way Analysis of Variance (ANOVA) analyzed the data. Data was gathered between January and February 2022. The students have a low level of English proficiency (22.25/55). The gender has significant difference with level of English proficiency (t=3.679; p<.000), however, there was no significant difference with environment (t=.129; p>.898), peer (t=.255; p>.799), teacher (t=.515; p>.607), and technology (t=1.306; p>.193). Moreover, age was found no significant difference with the level of English proficiency (F=.618; p>.540), environment (F=1.415; p>0.71), and teacher (F=2.462; .087) but with a significant difference with technology (F=4.155; p>.017) and peer (F=1.486; p<.044). The year level of the participants, was found no significant difference with English proficiency (F=.932; p>.395), environment (F=.494; p>.611), peer (F=1.385; p>.252), teacher (F=1.627; p>.198), and technology (F 2.23; p>.109). Lastly, the environment (F=(4,271=9.856, p<000)), peer (F=(4,271=9.856, p<.020)), teacher (F=(4,271=9.856, p<.014)) were significant contributors to the level of proficiency of the student nurses but not on technology. The student nurses have a low level of English proficiency, and gender was found to have a significant difference in English proficiency. The age was found to have no significant difference with English proficiency, environment, and teacher. However, technology and peer were found to have a significant difference. The year level of the participants was found to have no significant difference with English proficiency, environment, peer, teacher, and technology. The environment, peers, and teacher contributed to English proficiency but not to technology.

The Effectiveness of a Structural-cum-Communicative Approach to Vocabulary Teaching

This study aims to investigate the effectiveness of a structural-cum-communicative approach to the teaching of vocabulary to students possessing a low level of English proficiency. A total of 52 foundation degree students taking a 13-week preparatory reading and writing course participated in the present study. Both the control and the experimental groups took a pre-test and a post-test. The pre-test contained two parts, each of which included 25 words and a list of 25 definitions for students to select. The same format applied to the post-test. Both groups of participants were taught word-formation knowledge at the initial stage. However, at the later stage of actually teaching target words, the experimental group was engaged in brief conversations on topics related to their daily life with respect to the target words while the control group was provided with explanations only in the teaching process.Paired Samples T-Tests show that only the experimental group scored significantly higher on the post-test than on the pre-test. The findings suggest that the teaching of word-formation knowledge as well as engaging students in conversations related to the target words seems to constitute an effective pedagogical approach to vocabulary building for students possessing a low level of English proficiency.

Unfolding the Lived Experiences of the College Students’ Language Learning Strategies vis-à-vis their English Proficiency: A Convergent Design

The study determined students’ language learning strategies (LLS) status and English proficiency (EP). A mixed-method, particularly the convergent design, was used. Through purposive sampling, 378 and 17 Education major in English students served as participants for the quantitative and qualitative strands. An adapted questionnaire for quantitative strand and interview guide for qualitative strand were used to gather the necessary data. The study revealed a high level of LLS and a low level of EP. The compensation strategy has a significant relationship to EP. Six themes unfolded as the lived experiences in learning English: sustaining interest amidst fear, looking through an uphill battle, experiences enrich communicative competence, courage to face adversities, igniting positive language learning, and translating excellence in multilingual contexts. Regarding the insights on the contribution of English LLS, five themes emerged: a window of opportunities, towering the students' lamp, guarding with a bulletproof vest, dreaded fires of mediocrity, and kindling brighter lamps through assistance. Moreover, the joint display of quantitative and qualitative findings yielded that students' LLS and their lived experiences are convergent when the merging function is employed; EP status and experiences are convergent when the merging function is employed. However, on the relationship of LLS on the EP of the students, the results show the merging functions as diverging. Further, only the compensation strategies have a significant relationship with the EP of the students.

Reticence to Speak English: Lived Experiences of the Teacher Education Students

Abstract
 The purpose of this study was to investigate the lived-experiences of the Teacher Education students of the Northern Iloilo Polytechnic State College, Estancia, Iloilo, Philippines in terms of being reticent to speak English. Specifically, the study explored the following research questions: what are the lived- experiences of students in terms of being reticent to speak English? and what insights and meaning to Teacher Education students’ reticence to speak English may be revealed by their lived experiences? This study used the qualitative research design, particularly the phenomenological research approach. Themes and eidetic insights were established to describe the lived experiences of the students and the recommendations were also made by the researcher. The themes presented in this study were: (1) Low proficiency in the target language. (2) Silence as an innate characteristic. (3) Unwillingness to communicate due to shyness and fears. (4) A need for a formation of a speaking habit. (5) Reluctant to speak due to difficulty in pronunciation. (6) A need for focus and memory exercise. (7) A need for wait-time to speak their minds. (8) Perceived reticence in the classroom: a need for proper conditioning. It can be noted that students’ reticence to speak English were due to the following reasons: low level of English proficiency, shyness, fears, pronunciation difficulty, poor speaking habit, poor memory, innate characteristic, and poor focus. However, there exists an eidetic insight that the students’ reticence can be reduced by means of teacher’s strategies and use of classroom activities to develop their oral fluency and participation.

The Effects of Twin Text Instruction with Different Readability Levels on EFL Children’s Reading Comprehension

In the present study, the i-1 method is applied to young EFL learners who have a low level of English proficiency as well as reading motivation. The experiment of twin-text instruction was conducted in a community English library center, AJU Good Dream Center, in Seoul, Korea. The participants of the experiment were 13 elementary school students who enrolled in an English reading program during the winter vacation. There were 9 female students and 4 male students, and their grades ranged from 1st to 6th. The whole experiment was conducted for fourteen sessions, where each session consisted of one pretest, twelve teaching sessions with 12 pairs of text sets about the same topic in the order of ‘i-1’ level non-fiction texts to ‘i+1’ level of fiction texts, and one posttest. The findings are as follows. First, the twin-text reading instruction had positive effects on young Korean EFL learners, especially when the i-1 method was applied to expository text to pair with narrative text. Statistical analyses demonstrated that the posttest scores are higher than the pretest scores after the twin-text instruction, and the positive effects were greater for those with a lower level reading comprehension ability. Also, the students agreed that the twin-text instruction is helpful for improving their reading comprehension ability, and those with a lower level of reading comprehension ability had a more positive evaluation of the twin-text instruction. These results suggest that the i-1 method in twin-text instruction can be a good solution to reduce inequality in English education.

Using Online Texts to Build Independent Readers in ESL Classrooms

Studies with proficient users of English suggest that readers demonstrate deeper comprehension of texts when reading non-linear hypertexts than when reading linear texts. This is attributed to the networked nature of texts that helps readers exercise cognitive flexibility. An aspect that remains largely unresearched is the potential of linear online texts to facilitate comprehension in readers who are non-proficient users of English. Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers. Two groups of readers with high and low levels of English proficiency read twelve texts on familiar and unfamiliar topics in print, linear online, and non-linear online modes. A comparison of readers’ responses to comprehension questions and free recalls showed that those with low linguistic competence and/or topic familiarity were able to achieve better comprehension of linear online texts than print texts or non-linear online texts. The findings indicate that text linearity when combined with the presence of multiple information resources (both provided by the author within the text and freely available on the internet) might have the potential to scaffold linguistic and content knowledge deficits in ESL readers and promote deep levels of comprehension.

University students’ perception toward the use of the mother tongue in the EFL classrooms

This study identified learners’ perceptions toward using the mother tongue and analyzed the function or occasions of its use in the EFL classroom. A mixed-methods design, employing classroom observation, questionnaire, and semi-structured interview as data collection methods, was used to pursue this study. The questionnaire items gained the students’ opinion on two categories, namely: students’ preference and occasion of mother tongue use. Twenty undergraduate students who took the Speaking course at a private university in Aceh were involved as the participant of the observation and questionnaire. Meanwhile, only three of them were chosen as the interviewee. The questionnaire data were analyzed quantitatively. In contrast, the observation and interview data were analyzed qualitatively. The results indicated that the use of mother tongue brought positive and negative impacts regarding the students’ perception based on their various English proficiency levels. The low level of English proficiency and intermediate students revealed a higher preference toward the mother tongue to understand the instructions, explain unfamiliar vocabularies, and understand the differences or similarities of English pronunciation and idioms. At the same time, the advanced students indicated a negative perception of mother tongue use. They chose to avoid using their mother tongue to improve their skill through maximum exposure to English as the target language in the speaking classroom atmosphere.

The roles of racial discrimination and English in civic outcomes for Asian Americans and Pacific Islanders.

Objective: Asian Americans and Pacific Islanders (AAPIs) on average report higher rates of racial discrimination and lower levels of English proficiency than other racial and ethnic groups. Less clear is how these factors may shape AAPIs' civic outcomes. The current study explored the roles of racial discrimination and English proficiency in AAPIs' civic satisfaction and civic engagement. Method: Using data from a quality-of-life survey of 2,463 AAPIs from five ethnic subgroups in a large southwestern city, we analyzed (a) whether racial discrimination was associated with lower civic satisfaction but higher civic engagement and (b) whether English proficiency is associated with higher civic satisfaction and civic engagement. Results: Multivariate regression results indicated that racial discrimination was associated with lower levels of civic satisfaction for four AAPI groups (Asian Indian, Korean, Filipino, and Vietnamese) but not with higher civic engagement. English proficiency was not consistently associated with civic satisfaction or engagement across AAPI groups. Conclusions: Examining racial discrimination along civic outcomes brings attention to an important dimension of AAPIs' well-being and lived experiences. Although English proficiency was not associated with civic engagement, the findings on racial discrimination have implications for civic programs, services, and policies that are important for promoting a more inclusive democracy. (PsycInfo Database Record (c) 2021 APA, all rights reserved).