Low Level Of English Proficiency Research Articles

A study of adolescent English learners’ cognitive engagement in writing while using an automated content feedback system

The aim of this article is to reveal the ways in which six 14- to 15-year-old second language (L2) learners, two each of high, mid, and low English proficiency levels were cognitively engaged in writing while using an automated content feedback program known as the Essay Critiquing System 2.0 in three out of five workshops in a Hong Kong secondary school. Through their video-recorded verbal reports and stimulated recalls, it was found that cognitive engagement was demonstrated by means of some composing strategies including questioning what and how to write, reading, reasoning and planning, making evaluative comments, and problem-solving strategies. Forty-eight strategies representing four types of mental activities, as well as six aspects of their writing were identified from the two sets of introspective data. Both sets of data showed that the three groups of adolescent language learners made mental efforts to complete their writing in their own ways. All of them were concerned with what to write most, followed by how to express themselves. Although the findings of the six case studies may not be generalizable, through introspections they indicate how the adolescent learners were stimulated to use the System and technology to help them enrich both content and language while writing. The introspective data also shed light on pedagogical implications regarding the use of the System or similar computer-assisted programs to assist writing. The present study contributes to the literature by enhancing our understanding of adolescent English learners’ mental activities in a computer-assisted writing environment, an area which is not adequately researched.

Maximizing the potential of captions for primary school ESL students’ comprehension of English-language videos

This study investigated the effects of captioned videos on ESL primary school students’ comprehension of video content. A total of 182 primary school students watched two short English story videos in one of three conditions: fully captioned videos (N = 62), keyword captioned videos (N = 63), and uncaptioned videos (N = 57). Each group included learners with higher and lower levels of English proficiency. Two videos were selected, and the second video was watched twice. After each video, all participants took a comprehension test, including global comprehension and detailed questions. Findings revealed that fully captioned group achieved the best results on the global comprehension questions. Significant differences between the fully captioned and keyword captioned videos on the detailed comprehension questions were not detected. Learners with a higher level of English proficiency and those who watched the video for a second time achieved better comprehension scores. These findings suggest that full captioning videos, rather than keyword captioning videos, should be considered when using video-based comprehension activities for ESL primary school learners. However, learners’ English level and the frequency of video viewing should also be considered.

Challenges in Learning English Prepositions by Kuwaiti EFL Learners: A Call for Bridging the Gap in Kuwait’s New English Language Curriculum

This paper investigates the extent to which 80 students of bachelor and diploma’s degree studying in PAAET are aware of the appropriate use of simple and complex prepositions in English. It is one paper within a series of papers that shed light on the areas of difficulties and challenges currently facing EFL learners in Kuwait who have graduated from government schools and have studied the English language curriculum implemented until 2016. In addition, it represents a base line to which the competence of Kuwaiti EFL learners can be measured and compared to the outcomes of the new curriculum which was implemented in 2016 (graduates of the new curriculum should be joining PAAET three years from now). In this paper, two groups of participants divided based on proficiency levels were given a multiple-choice test which was used to check their comprehension skills in choosing the right preposition in English. Error analysis revealed that 53.75% of students have difficulty in learning English prepositions and these difficulties co-relate to low levels of English proficiency. The research shows that Kuwaiti EFL learners have little awareness of English prepositions due to a number of reasons including L1 negative transfer and the intralingual errors. The researchers hope that the implementation of the new English curriculum should encompass linguistics, cognitive and effective goals in teaching and learning English prepositions if it takes into consideration the common errors Kuwaiti EFL learners perform.

Digital flashcard L2 Vocabulary learning out-performs traditional flashcards at lower proficiency levels: A mixed-methods study of 139 Japanese university students

<p>This study investigates the effect of using digital flashcards on L2 vocabulary learning compared to using paper flashcards, at different levels of English proficiency. Although flashcards are generally believed to be one of the most efficient vocabulary study techniques available, little empirical data is available in terms of the comparative effectiveness of digital flashcards, and at different levels of student English proficiency. This study used a mixed-methods experimental design. The between-subjects factor was English Proficiency consisting of three groups: basic, intermediate and advanced. All participants underwent both a digital flashcards treatment and paper flashcards treatment using words from the Academic Words List. For each study mode, the two dependent variables were Immediate, and Delayed Relative Vocabulary Gain. The results of this study indicated that Japanese university students of lower levels of English proficiency have significantly higher vocabulary learning gains when using digital flashcards than when using paper flashcards. Students at higher levels of proficiency performed equally well using both study modes. It appears that by compensating for the gap in metacognitive awareness and effective learning strategies between students of lower and higher levels of language proficiency, digital flashcards may provide the additional support lower-level learners need to match their advanced-level peers in terms of their rate of deliberate vocabulary acquisition.</p>

Developing Narrative Writing Skills via a Reading Programme for Low English Language Proficiency Undergraduates

This paper investigates the effects of a reading programme on the narrative writing skills of low English Language proficiency level undergraduates in a Malaysian university. A total of eighteen narrative texts closely associated with the undergraduates’ personal experiences were prepared by the researchers for a reading-writing intervention programme. This quasi- experimental study involved 192 undergraduates who participated in a nine-week intervention programme. The pre-test and post-test mean scores indicated significant differences in the undergraduates’ content development, lexical variety and grammatical accuracy. The findings show that there is an improvement in content, lexical variety and grammatical accuracy in students’ essays. The undergraduates’ improvement in the content development aspect shows that reading texts which supplement information common to the undergraduates’ background will help them in their content development specifically and writing performance on the whole. The study also shows that the reading materials, vocabulary input and comprehension exercises helped the undergraduates to improve on their use of lexical variety and grammatical structure. The results support the notion that comprehensible input (Krashen, 1984) and appropriate language instructional exercises for writing intervention enable engaged learning by the students. The study therefore recommends that teachers should utilise authentic reading materials that are relevant to the background knowledge of the students in teaching writing to low English proficiency level undergraduates. Keywords:

Translation revisited for low-proficiency EFL writers

This study describes the implementation of a translation method in an EFL writing classroom and shows how a specific group of learners responded to the method. Using a ‘practical action research’ framework, the researcher designed and implemented the proposed translation method through four stages of writing over three consecutive semesters. The participating students, all of whom had very low levels of English proficiency, showed clear improvements in both their confidence and their actual capacity for English writing. The findings of this study are expected to work as a reference for second or foreign language teachers who wish to apply the proposed method in their classrooms in the future. The study also contributes to the field by emphasizing the affective and linguistic advantages of translation tools and offering new insights into the monolingual paradigm of English-only classes in second language teaching and learning.

La Educación Ecuatoriana en Inglés: Nivel de Dominio y Competencias Lingüísticas de los Estudiantes Rurales

La enseñanza-aprendizaje del inglés ha dado un giro grande en el sistema educativo ecuatoriano en las últimas dos décadas y varias medidas han sido implementadas. En este sentido, exámenes internacionales y estandarizados se han convertido en los medios que acreditan la suficiencia de esta lengua extranjera de estudiantes y profesores de distintos niveles educativos. Es por ello que el presente estudio tuvo como objetivo determinar el nivel de suficiencia de inglés de los estudiantes en el último año de Bachillerato General Unificado (BGU), como también identificar en qué competencias lingüísticas los estudiantes presentan mayores y menores dificultades. Para alcanzar estos objetivos, se llevó a cabo un estudio cuantitativo de tipo exploratorio en ocho instituciones educativas fiscales rurales del cantón Azogues en Ecuador. Los resultados del test, aplicada a una muestra de 142 estudiantes, indican que el nivel de suficiencia de inglés de los participantes es insatisfactorio, corroborando datos existentes sobre el bajo nivel de suficiencia de inglés en el estudiantado Ecuatoriano. Además, los participantes mostraron un bajo nivel de dominio en tres competencias lingüísticas, lo cual dificultaría el uso del idioma meta durante diferentes propósitos en su vida futura.

Teachers’ Beliefs versus Learners’ Beliefs in Grammar Teaching: Harmonizing Teaching and Learning for Adult Learners’ Improved Proficiency in English

The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL) learners. With this end in view, it investigates non-native EFL teachers’ beliefs in relation to adult learners’ beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teaching-learning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS). The major findings of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency level of the EFL adult learners. Eventually, pedagogical implications of the lack of harmony between the teachers’ teaching creeds and the learners’ learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.

An Empirical Study of Avoidance of Prepositions in English Writings by Chinese Higher Vocational College Students

<p>This study investigates the avoidance of prepositions in English writings by Chinese higher vocational College students of different English proficiency levels and the main reasons for the avoidance, using English writing tasks and a questionnaire. The result indicates that the students at low English level tend to avoid using English prepositions but the students at high English level do not avoid prepositions. Low English proficiency level is the main cause of avoidance. L2 complexity, L1 and L2 differences, Psychological factors also contribute to the avoidance of English Prepositions by Chinese high vocational College students.</p>

A Comparative Study on Passive Vocabulary Growth Through Rote Learning and Multiple Exposures among Iranian EFL Learners

Despite the historical prevalence of rote memorization as a way of vocabulary learning, it has been under severe critics in recent decades. However, some researchers found a positive attitude toward it among English learners as a foreign language (EFL). New trend of vocabulary learning strategies are focused on contextualization, one of which is multiple exposures technique. After all, this question remains as to whether EFL learners should dismiss rote learning thoroughly? This research aimed to have a comparison on the effectiveness of rote learning and multiple exposures in passive vocabulary growth i.e. retention of the first language (L1) equivalents of English words. Nineteen participants both male and female with associate degree in different disciplines who had a considerably low level of English language proficiency were selected and instructed a list of 26 single words, half of them with rote learning, and rest with multiple exposures. It was concluded that passive vocabulary growth (recalling the meaning of words in first language) is significantly higher for the list of words which was instructed through rote learning. Participants' low level of English proficiency and their cultural tendency may account for superiority of rote learning on multiple exposures in this specific condition. This implies that teachers and learners of EFL can take the advantage of rote learning when learners' English proficiency level is low and the purpose of vocabulary learning is merely word recognition and its translation in L1, as well as they should not be deluded by any imprecise claims about the significance of multiple exposures.

Scientific Publication: Write it in English or Get it Translated?

The article investigates issues that Russian scholars encounter when they attempt to publish their research findings in peer-reviewed journals indexed in Scopus and Web of Science. Low level of English proficiency among researchers, on the one hand, and the lack of deep scientific interdisciplinary knowledge of translators, on the other hand, complicates the promotion of Russian scientific achievements in the international academic community. As one of the efficient solutions, the author suggests establishing writing centers on the basis of Russian universities to teach scientific discourse — written as well as spoken — to undergraduates, graduates, junior researchers and academic staff. Acquired skills in scientific writing in English can enable Russian scientists to become independent members of intercultural scientific communication.

Variations of Language Learning Strategy Use among Three Colleges at a Private Four-year Technology University in Taiwan

<p>This study aims to examine the college students in Taiwan for the attributes of how their English test scores are being affected by language learning strategy use. The university is recognized as a second-tier technology university in Taiwan, as the students are considered to have low levels of English proficiency and learning motivation. A group of 156 students from three colleges (Engineering, Business and Management, and Humanity and Social Science) participated in the study. The result found that the students from Humanity and Social Science have the highest mean scores on their English tests and the highest level language learning strategies among the three colleges at the university. Cognitive strategy is found to be the only statistically significant difference among the study students from three colleges; the other five strategies are not found to be statisically significant. Compensation strategy is found to be most frequently used by all of the students. Cognitive and metacognitive strategies are found to be the least used among the study group.</p>

Building Vocabulary for Language Learning: Approach for ESL Learners to Study New Vocabulary

This project investigated Vocabulary Learning Strategies (VLSs) English Language Learners used; and strategies they thought were effective to them in terms of language proficiency. Using an online survey, 121 participants responded to statements regarding their usage of VLSs. Participants have been divided into two groups: (1) learners with low English proficiency level and (2) learners with high English proficiency level to measure the significance between them in response to the VLS questionnaire. The analysis measured five sets of vocabulary knowledge: building synonyms network, learning definition(s) with contexts, pronunciation process, bookmark word search, and remembering strategy for writing. This project determined that the group with high language proficiency agreed more on the items selected than those with low language proficiency.

Abstract A12: Developing an intervention to promote colorectal cancer control among multiethnic minorities

Abstract Background: Colorectal cancer is the second leading cause of cancer-related deaths in the United States. Screening for colorectal cancer has been shown to be effective in reducing incidence and mortality from the disease. Yet, Behavior Risk Factor Surveillance System data has shown that minority populations (African American, Hispanic, and Asian/Pacific Islander) are less likely to report being up to date with colorectal cancer (CRC) screening and having a colonoscopy within 10 years (60.0, 46.0, and 49.9%), when compared to whites (62.5%). Many barriers (lack of transportation, lack of access, fear, fatalism, low levels of health literacy, and lower levels of English proficiency) to CRC screening among minorities have been reported. However, studies have also demonstrated navigators, which include lay persons and health professional from the community to be effective at increasing screening among minority populations. Purpose: To increase capacity for navigators to promote colorectal cancer prevention and control in their community and/or health care setting. Methods: Twenty-two multiethnic navigators from partnering organizations that provide healthcare services for African American, Asian, and Latino communities were invited to participate in the “A Walk through the Cure” intervention. Participants were led on a walking tour of colorectal cancer care related centers, including Colorectal Health Center, Colorectal Surgery, Oncology Clinic and Infusion Center, Oncology Radiation Center and Cancer Resource Center at the University of Chicago Medicine. Each stop of the tour was staffed by a faculty member. A mini lecture was given by the faculty at each stop and participants were encouraged to ask questions. The tour lasted about two hours. Quantitative and qualitative data were collected through a survey with open-ended questions. Findings: All participants demonstrated an increase in colorectal cancer control related knowledge, by comparing a pre and post self-assessment. Additionally, the navigators reported that their increased knowledge and familiarity with the CRC screening and treatment process facilitated increased levels of confidence to encourage patients or community members to screen for CRC. “I have accurate statistics related to CRC and the importance of screening, which helps me encourage patients or people in my community to do screening without any fear.” Conclusion: This data indicates the importance of innovative strategies to facilitate increased capacity among navigators to promote colorectal cancer prevention and control in minority communities. Citation Format: Lisa Hinton, Helen Lam, Karen Kim. Developing an intervention to promote colorectal cancer control among multiethnic minorities. [abstract]. In: Proceedings of the Seventh AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; Nov 9-12, 2014; San Antonio, TX. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2015;24(10 Suppl):Abstract nr A12.

초급 상 수준을 위한 스토리텔링 중심의 영어 말하기 교수 전략

Abstract This study suggests one of English teaching methods to improve English speaking proficiency for adultEnglish learners. Contrary to the traditional English conversation teaching trends such as memorization of specificpatterns or grammar-focused practices, the study introduces a storytelling based teaching of English speaking. To theoretically support the storytelling based English speaking teaching, the study investigates the possibility of the teaching method in three ways. First, the 12 speaking strategies focusing on contents of a story are introduced in the way of securing speech amounts as much as possible. Next, the five rhetoric components by Aristotle are introduced to relate to the storytelling teaching for the purpose of achieving the goal of speaking, which is to deliverwhat a speaker want to say more persuasively. Finally, through the investigation of the learner strategy uses, the possibility of storytelling English speaking teaching can be expected regardless of learners’ low level of English proficiency.

Internet cognitive failure and fatigue relevant to learners' self‐regulation and learning progress inEnglish vocabulary with a calibration scheme

AbstractTo determine the factors of learning effectiveness inEnglish vocabulary learning when using a calibration scheme, this study developed a freshman English mobile device application (for iPhone 4) for students with low levels ofEnglish proficiency to practise vocabulary in the beginning of theirFreshmanEnglish course. Data were collected and validated from 243 subjects for confirmatory factor analysis and structural equation modeling. The findings revealed thatInternet cognitive failure (i.e., trait cognitive disability) was positively correlated to Internet cognitive fatigue (i.e., state cognitive disability). Both types of Internet cognitive disability were negatively correlated to self‐regulation in English vocabulary learning (SREVL).SREVLwas positively correlated to the degree of learning improvement. The findings implied that the use of a calibration design for mobile English vocabulary learning could benefit students with low levels of Internet cognitive disability but high levels ofSREVL.

Promoting learner autonomy in an Iranian EFL high school context: Teachers’ practices and constraints in focus

The present study aims to investigate teachers’ practices for promoting learner autonomy in an Iranian EFL high school context. For this purpose, the practices of 42 teachers, both males and females, were observed. The notes taken from observations were further analyzed qualitatively and the strategies implemented for promoting the autonomy of learners were coded and classified. This led to the emergence of four strategies, namely; focus on the learners’ independence from the teacher, giving choice to the students, providing opportunities for the learners to learn from each other, providing opportunities for self/peer evaluation, and setting out of class activities. Moreover, in order to delve into the problems which constraint promoting Learner autonomy in high schools, 19 teachers as well as 17 students were interviewed. While the teachers referred to predetermined materials, schedule, and tests, lack of facilities, university entrance exam, students’ desire to depend on teachers, and learners’ low level of English proficiency as the major impediments of promoting learner autonomy, the students referred to lack of time, students’ proficiency level, teachers’ lack of training, and students’ schooling background. The results provide insights for language teachers, teacher educators, and syllabus designers.

Implementing Project-Based Instruction for Students With Low English Proficiency: A Classroom Scenario

This quasi-experiment investigation was aimed at implementing project-based instruction into an English for Science course at Chiang Mai Rajabhat University, Thailand. The endeavor was conducted in the first semester, 2012, with 112 students in two classes. The students were of very low English proficiency levels and were lowly motivated to study the language. The textbook used in this investigation was a compilation from various sources and the topics included topic selection, main idea, note-taking and paraphrasing, summarizing, synthesizing data, writing an outline, and oral presentation. It was found that the students were able to carry out the instructional steps and the final project of each group. What was surprising was that they were happy to have studied the course and their attitude toward learning English was changed in a positive way. Their ability to deliver their projects at the end of the semester greatly enhanced their confidence, proficiencies and self-esteem.

Contextual Factors, Bilingualism and English Language Learning among a Group of Primary School Pupils in Nigeria

Contextual factors impinge directly and indirectly on second language learning through its influence on attitudes towards, and motivation to learn, a language among learners of a target language. This paper describes language learning situation, bilingual behaviour and academic performance of some primary school pupils. It suggests that learners’ independent use of digital and literacy activities could be harnessed for multimodal teaching where digital learning facilities have not been provided by the school. The researcher believes that such inclusion would encourage autonomous and collaborative learning among students; empowering learners to take responsibility for their own language learning – an attitude toward learning that would enable them overcome low English proficiency levels in the larger society.

Enhancing academic skills for first-year overseas business students

Purpose – This study reports on the academic support programs targeting first-year business students at La Trobe Melbourne. The at-risk students were offered both a general academic support class and a content-based program. This study was conducted to explore students' perception of the usefulness of these programs. The paper also aims to create a better intervention to attract more at-risk students by exploring the reasons behind the low rate of at-risk students making use of these services. Design/methodology/approach – The specific research uses a mixed method approach to explore a way to best address the academic needs of the first-year international business students, especially those identified as at-risk students in a college in Melbourne where both a general academic program and a discipline-based program were on offer. Findings – The findings indicate that although the content-based program was highly evaluated by students and also attracted more students than the general support module, many at-risk students did not use this service. The low level of English proficiency, the heavy workload, the passive and dependent learning style, the unclear information about the service and the desire to follow only teachers' guidance all prevented at-risk students from making use of the available services. These students need further help and guidance in this transitional period to recognise the assistance provided for them and to make use of these services to enhance their learning. Originality/value – Recently, various support activities have been designed to assist international students in enhancing their language and academic skills necessary for pursuing their study in Australia. These activities range from credit-based English for Academic Purposes courses, to optional general language and study programs, and more recently, discipline or content-based programs. There is also a tendency in several universities to move from offering general language and study programs to embedding disciplinary programs. Adopting disciplinary-based academic support activities seem to be the right direction in many universities as these activities are more likely to help increase the overall pass-rate and improve student learning outcomes. However, problems seem to remain when many at-risk international students do not seem to go for these services. This study has led some light on how to improve the future language and academic skills to support activities for first-year overseas business students.