English-medium Research Articles

Mediatization of the Ecological Security in the English Media: Corpus-Assisted Approach

Introduction. The relevance of the work is due to the interest of linguistics in the issues of discursive mediatization of socially significant phenomena in the English-language media, in particular environmental safety as the most important value of modern society. The scientific novelty of the study lies in establishing the content of the value “environmental safety” on the basis of systematization and quantification of semantic fields that are correlated with the main topics that determine the interpretation of this socially significant phenomenon in the British media and form a discourse-based thesaurus of its representation. Methodology and sources. The paper used corpus linguistics methods and the interpretative method of discourse analysis. The empirical basis of the study was a corpus of media texts of high-quality and popular media devoted to environmental safety issues, the corpus size was more than 200 thousand words. Results and discussion. Based on corpus analysis, semantic fields were identified that represent the concept under study in the high-quality and popular British press. It is shown that in the media narratives of the British media, ES is closely associated with climate change and global warming. It was revealed that the dominant topics in narratives about environmental security in both types of media are: 1) the environment; 2) science; 3) politics. A comparative analysis of the semantic fields showed the predominance of the semantic field “science” in high-quality media, which indicates rational and logical strategies for influencing a wide readership. In the texts of popular media, the semantic field “politics” dominates, which indicates the politicization of the discourse of environmental safety and indicates a strategy of emotional impact on the addressee. Both corpora emphasize the issues of climate change, related to unfavourable weather conditions and extremely high temperatures, however, high-quality press texts mention temperature anomalies much more often, which indicates an attempt to arouse public concern about the existing threat and encourage the adoption of necessary measures. Conclusion. The proposed methodology can be used in analyzing the specifics of other media discursive practices in terms of their discursive-textual organization, in studying the rhetorical, pragmatic and linguocultural organization of environmental safety discourse in sociocultural and ideological perspectives.

To Assess the Cariogenicity of the Lunch Box Content of Schoolgoing Children of Karad: A Cross-sectional Study.

The present study was conducted to identify the main foods and beverages consumed at primary school and also to explore the information regarding cariogenic food consumption patterns of children in the school. A cross-sectional descriptive study was conducted among 150 schoolgoing children of age 6-9 years of an English medium school in Karad. Respondents were asked about the type of daily food consumption at breakfast, lunch, and dinner using a 24-hour diet chart, and the lunch box of children was viewed at the time of lunch break to assess for carbohydrate-rich diet. Majority of the students (58.6%) were boys, from class IV (25.4%) and class III (25.4%), and were between 20 and 25 kg (48%) and 116 and 130 cm (42%). It was observed that the most frequently consumed food in the lunch box was chapati/paratha and vegetables (45%) followed by poha/upma (28%) and biscuits (22%). Almost half of the students (46%) were in the category of "watch-out zone," that is, >15 sugar exposure. Most of the food consumed in school was homemade and was less cariogenic. Beverages were less consumed by the students in the school time. Since dental caries is a chronic infectious disease affecting more than two-thirds of all children and the incidence of caries is directly related to "form" or "physical consistency" of the sugar-containing foods, the content of lunch box should be considered a priority for health promotion efforts among children. Gugawad S, Patil SV, Devendrappa SN. To Assess the Cariogenicity of the Lunch Box Content of Schoolgoing Children of Karad: A Cross-sectional Study. Int J Clin Pediatr Dent 2024;17(2):121-124.

Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation

ABSTRACT The internationalisation of higher education has resulted in the spread of English-medium education (EME) across the world. This new educational paradigm comes with a number of challenges, one of them being the need to create specific continuous professional development (CPD) for teachers involved in it. Despite this compelling need, existing research accounting for examples of teacher education in EME is scarce. To reduce this dearth, the present study seeks to showcase a research-based peer observation EME teacher education initiative as a potential inspiration for the design and implementation of similar programmes worldwide. A thematic analysis of its participants’ feedback has revealed that, in addition to addressing linguistic and pedagogical competences, multilingual and identity issues are of the highest concern. Likewise, reflection and collaboration are highlighted are key elements for effective teacher education programmes.

“PERCEPTIONS AND CHALLENGES ENCOUNTERED BY TEACHERS WHO ARE CURRENTLY STRUGGLING TO IMPLEMENT ENGLISH AS A MEDIUM OF INSTRUCTION AT DENAU INSTITUTE OF ENTREPRENEURSHIP AND PEDAGOGY”

This study investigates the perceptions and challenges encountered by teachers tasked with implementing English as a medium of instruction at the field of Entrepreneurship and Management in Denau Institute of Entrepreneurship and Pedagogy. Amidst the global push for English language proficiency, many educational institutions, particularly in non-native English-speaking contexts, face hurdles in adopting English as the primary medium of instruction. Through qualitative research methods, including interviews and surveys, this study explores the perspectives of teachers navigating this transition. Findings reveal a range of challenges, including linguistic barriers, pedagogical adjustments, and cultural considerations. Moreover, the study sheds light on teachers' perceptions regarding the effectiveness and feasibility of English-medium instruction, providing valuable insights for educational policymakers and administrators.

Mechanisms of mental illness anti-stigma messaging matter: Leveraging mental health communication inequities among Latinx populations to understand what works and what we can do better

BackgroundSince 1950, public communication about the neurobiological-psychosocial basis of mental illness from the diathesis-stress model has promoted reception to treatment yet violent/dangerous stereotypes have increased during this period. Moreover, public mental health communication efforts have predominantly diffused in English-language media, excluding Spanish/Latinx media and its consumers from these efforts. To inform future mental health communication strategies, this study leverages high versus low diffusion of public mental health communication across English and Spanish/Latinx media to examine public mental health communication effects on stigma and treatment beliefs via neurobiological-psychosocial beliefs. MethodsA quota sample of 2058 U.S.-based Latinx residents ages 13–86 with diverse language/cultural media preferences was recruited to self-complete a survey about mental health information acquisition in 2021. Assessments ascertained frequency of Spanish/Latinx and English media use and mental health content scanning and seeking (α = 0.86–0.94); and items from the General Social Survey about mental illness neurobiological-psychosocial causal beliefs (α = 0.72)—genetics, brain chemistry, environment, stress; treatment beliefs—mental illness improves with treatment or on its own; and stigma beliefs—violent/dangerous and bad character stereotypes and unwillingness to socialize with a person with mental illness. Structural equation models estimated total, direct, and indirect effects of Spanish/Latinx and English media exposures on treatment and stigma beliefs via neurobiological-psychosocial beliefs, net individual/family factors. ResultsSpanish/Latinx media reduced, while English media increased, neurobiological-psychosocial beliefs (p < 0.01). Neurobiological-psychosocial beliefs, in turn, increased treatment and stigma beliefs (p < 0.01), simultaneously. Indirect pathways were also significant (p < 0.05). Proportion mediated on treatment beliefs was one-third for Spanish/Latinx and two-thirds for English media. Proportion mediated on stigma beliefs for all media exposures averaged ≥1. ConclusionsWhile consumers of Spanish/Latinx media report lower neurobiological-psychosocial knowledge that impedes treatment beliefs, consumers of English media report greater neurobiological-psychosocial and treatment knowledge and, consequently, more stigma. Innovation in public mental health communication is needed to counter stigma and health inequity.

African international students’ challenges, investment and identity development at a highly selective EMI university in Kazakhstan

This article documents the reflections of six African second-year master’s students on their international educational experiences in Kazakhstan with a special focus on their challenges, strategic learning efforts and identity development. It is guided by Norton’s conceptualisation of investment in identity, language learning, and social change. The qualitative data collected from a written narrative and two subsequent rounds of individual semi-structured interviews suggest that participants pursued their studies at an English-medium instruction university in Kazakhstan mainly because of the fully-funded scholarships. However, their expectations regarding the university and Kazakhstan were unclear, as they received no pre-departure orientation. Despite being satisfied with the high-quality education in the host institution, they faced challenges such as difficulty securing part-time work due to a lack of proficiency in local languages (Kazakh and Russian), enduring prolonged cold weather, and limited opportunities for socialising with other students. Most participants described Kazakhstan as ‘a peaceful and progressive country’; however, two participants experienced linguistic racism in the classroom. This study underlines the significance of addressing the issues of graduate employability and linguistic racism, along with implementing pedagogical interventions in all phases of study abroad and fostering a sense of intercultural citizenship among students.

Students’ Perceptions of English Medium Instruction (EMI) in Secondary School Bilingual Classes: A Case Study

In contemporary international secondary education in Indonesia, English-Medium Instruction (EMI) has gained popularity and expanded into a rising global phenomenon. Recognizing this phenomenon and the importance of English language skills for students from an early age, this study aims to investigate the perceptions of junior high school students in bilingual classes on the use of EMI in schools. A qualitative research design in the form of a case study was adopted in this study. It involved thirteen (13) junior high school students (2 males, 11 females) of two bilingual class programs at a private junior high school in Bandung, West Java, Indonesia. Data were collected through questionnaires, semi-structured interviews, and an FGD (forum group discussion) session. The findings indicate that all participants show positive perceptions of the EMI implementation in terms of the importance of EMI for Learning, the importance of EMI for career, and the use of EMI associated with the preservation of tradition issue. This study also reveals the obstacles that are often faced in the use of EMI such as a lack of understanding of technical terms in the content course and teachers' low proficiency in English. Therefore, it is expected that this study will offer recommendations from the perspectives of EFL practitioners in order to optimize the advantages of the EMI policy in an EFL context.

English-Medium Instruction in Higher EducationThe Evolution of EMI Research in European Higher Education

English-Medium Instruction in Higher EducationThe Evolution of EMI Research in European Higher Education

Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms

Background and aimsEnglish-medium instruction (EMI) mainly mandates teaching all subjects in English only, but evidence shows teachers and students use local languages alongside English, commonly known as translanguaging. This has been proposed as a transformative pedagogy, especially for ethnic/Indigenous children, but research on its impact on the lived experiences of ethnic minority students in EMI multilingual classrooms is lacking. This paper fills the gap by studying the discursive use of translanguaging in EMI classrooms in a multilingual school in Nepal. MethodsDrawing on an ethnographic study in an EMI school located in a multilingual ethnic minority community where mother tongues (i.e., Bhojpuri) other than Nepali were spoken, this paper reports on interviews, focus group discussions, and classroom observations in Grades 6 and 9 over 4 months. ResultsData analysis reveals that both teachers and students recognized a need to negotiate the English-only policy to accommodate their limited English proficiency and used Nepali but not their mother tongues as a supplementary language. While English-Nepali translanguaging seemed to facilitate a better delivery and understanding of content knowledge, this selective, excluding practice did not guarantee equity and equality due to excluding students’ mother tongues (i.e., Bhojpuri) in content classes and school language policy. ConclusionsOur findings highlight how such “selective translanguaging” practices and their related ideologies stigmatize mother tongues, causing linguistic injustice for ethnic minority students. The study proposes “inclusive translanguaging,” countering unequal language ideologies and embracing historically marginalized languages, cultures, and identities.

Augmented Reality as a Media of Mathematics Learning in the Post-COVID-19 Pandemic

In this era, the development of technology is going quite fast. Smart phones are common to use in every element in society. The usage of technology increased rapidly especially after COVID-19. People have started using gadgets more intensively almost for every activity and working from home is the one of it. The advancement of technology has affected every aspect of human life and one of these is education which should be able to adjust with the development of technology. The new innovation in educational aspect is learning media that should be done. R&amp;D is the method to know how the design that wants to be developed and know the development of augmented reality learning media in elementary school at second-grade mathematics subjects in space shape lesson. As for the result of this research are states that the augmented reality learning media that is developed is worthy and good in both material and media aspects as the solution for today’s learning innovation especially for mathematics subjects in space shape lessons.&#x0D; Keywords: Augmented Reality, Mathematics Learning, Post-COVID-19

International Students Tackling Linguistic Challenges in Cross-Border English-medium Instruction: The Perspective of Migration Infrastructures

Drawing on Xiang and Lindquist’s notion of migration infrastructure, this study investigates how international students utilize contextual resources to enhance learning in English-medium instruction (EMI) degree programs in the Japanese context. We recruited 13 Chinese students enrolled in EMI postgraduate degree programs at four Japanese universities and collected data from semi-structured interviews and the participants’ reading/lecture notes. Qualitative content analysis revealed that despite the constraints of regulatory infrastructure (monolingual orientation at the institutional level), Chinese students utilized various resources offered by technological, social, and commercial infrastructures to facilitate their academic communication and foster their academic learning. The findings revealed that despite facing linguistic difficulties in their EMI program, the students used technological, social, and commercial infrastructural resources to access knowledge, developed multilingual habitus both in and outside their classrooms, and ultimately enhanced the quality of their cross-border education. This study provides migration infrastructure as a useful framework to examine international students’ challenges and adjustments in their cross-border education. In doing so, this study extends our understanding of international students’ experiences by going beyond a linguistic-centered perspective to encompass their language use as embodied socio-material processes. This paper concludes with implications for the implementation of English-medium higher education.

Introducing the Swedish Learner English Corpus: a corpus that enables investigations of the impact of extramural activities on L2 writing

This paper introduces the Swedish Learner English Corpus (slec), which consists of argumentative texts in English that are written by Swedish junior and senior high school students. slec includes rich metadata, enabling empirical studies of various extra-linguistic variables. Most noteworthy is the inclusion of detailed information on students’ extramural English activities (ee), such as reading, watching, conversing, gaming and engaging in social media in English. In addition, a sub-set of texts from slec have been assessed for proficiency using the Common European Framework of Reference for Languages (cefr). This paper provides an overview of the corpus compilation process, the metadata, and the available versions of slec. Researchers, teachers and students can access this resource to investigate various aspects of second language use and development, such as the impact of extramural language activities on linguistic complexity.

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

This study presents a bibliometric review of teacher professional identity (TPI) research from 2004 to 2023. 4,066 SSCI-indexed papers retrieved from the Web of Science database were identified for analysis using CiteSpace. The major findings are: (1) The publications have increased significantly from 2004 to 2021, there is a slight decline in recent 2 years. (2) Top contributing country, institution, and journal are the US, University of London, Teaching and Teacher Education respectively. (3) The top productive authors are Yuan Rui, Trent John, and Nazari Mostafa respectively, the top cited authors are Beijaard D, Gee JP, and Lave J. (4) TPI research has evolved in terms of multiple theoretical lens, diversity of discipline and participants, and methodological shift. (5) Emerging trends include teacher agency, positioning theory, and English-medium instruction (EMI) policy. This study has implications for future researchers.

Effect of Dietary Habits and Physical Activities on Abnormal Menstrual Cycle Pattern Amongst School-going Adolescent Girls Residing in the Foothills of the Himalayas: An Age-matched Case–Control Study

Abstract Background: The menstrual cycle pattern in women is related to high variability in cycle length of 21–35 days, flow lasts 4–7 days with an average loss of 15–80 ml of blood. The abnormal menstrual pattern is influenced by several factors, including dietary habits, physical exercises, family history of obesity and anthropometric parameters. Objectives: This research was carried out to establish numerous risk elements that depict abnormal menstrual cycle patterns amongst school-going adolescent girls in urban areas of Rishikesh, India. Methods: An age-matched case–control research was implemented in schools in the urban areas of Rishikesh between May and December 2019. A simple random sampling technique was carried out to choose urban wards and schools, and data were assembled in two steps. Adolescent girls (10–19 years) studying in the government and private schools (both Hindi and English medium) of urban Rishikesh areas were included and screened for abnormal menstrual patterns. Equal numbers of age-matched controls were also selected. Data were assembled using a self-scrutinised pre-designed pre-tested semi-structured questionnaire. The independent t-test, Mann–Whitney test, McNemar test, Chi-square test and Fisher’s exact tests were applied for data analysis using the SPSS software version 23.0. Results: A total of 200 school-going adolescent girls (100 cases and 100 age-matched controls) were included in this study. The strength of getting symptoms of menstruation was high amongst cases, and it was found that adolescent girls with high menstrual symptoms had more chances of developing menstrual abnormalities (odds ratio = 6.6; confidence interval = 2.9–17.2). Menstrual abnormality was found significantly associated (P &lt; 0.05) with reduced physical activity, unhealthy dietary patterns and family history of obesity amongst school-going adolescent girls. Conclusions: Unhealthy lifestyles, improper diet, reduced physical activity and family history of obesity were strongly associated with the abnormal menstrual cycle pattern.

UTILIZATION OF DIGITAL-BASED LEARNING MEDIA IN THE INDEPENDENT CURRICULUM IN ELEMENTARY SCHOOLS

The utilization of digital-based learning media in elementary schools is becoming increasingly important in supporting the implementation of the Free Curriculum. Digital media such as interactive multimedia, e-learning, instructional videos, augmented reality (AR), and virtual reality (VR) have the potential to enhance active student participation, facilitate contextual and meaningful learning, and develop 21st-century skills. However, its implementation faces challenges such as limited technological infrastructure, educator skill shortages, lack of quality content, and insufficient stakeholder support. This research deeply examines the utilization of digital-based learning media in the Free Curriculum at Indonesian elementary schools, identifies influencing factors, and proposes optimization strategies. The method used is a literature review by analyzing and synthesizing information from relevant literature sources. The research results show that optimizing the utilization of digital media requires a comprehensive approach, including infrastructure development, educator training, provision of quality content, stakeholder collaboration, supportive policies, adequate funding, and the implementation of best practices. This research contributes to the development of effective implementation strategies to support the use of digital media in elementary school learning and to achieve the goals of the Free Curriculum in creating meaningful learning processes and developing 21st-century skills.

English teachers’ practices and beliefs towards instructional media in Indonesia

Teachers’ practices and beliefs about instructional media are crucial in teaching English, as they can motivate students’ enthusiasm if teachers use them engagingly. Despite their importance, teachers’ practices and beliefs regarding instructional media in Islamic secondary schools in Indonesia have received less attention. The purpose of this qualitative study was to discover how teachers used instructional media and their beliefs towards employing it to teach English. We gathered information from two female English teachers at selected Islamic junior high schools in Aceh, Indonesia through observations and interviews. The results revealed that teachers utilized photos, whiteboards, overhead projectors, and flashcards to teach English. In their English foreign language classrooms, they used instructional media to facilitate students’ learning by explaining the materials, and giving exercises. Teachers believed that instructional media could help boost students’ interest, facilitate the learning process, and promote the achievement of teaching and learning objectives. They specified that curriculum and topic lessons are essential factors to consider when selecting instructional media for teaching English. They alleged that students’ feedback, participation in seminars or workshops, self-discovery, and new curricula could all have an impact on their beliefs. Future research should look into potentially more comprehensive accounts of teachers’ practices and beliefs about instructional media in varied secondary school contexts as well as how engaged students in more interactive classroom activities.

Effectiveness of Group Health Education on "Perceived Stress" among High-School Children of Kolar: A Cluster Randomized Controlled Trial.

Adolescents are exposed to various psycho-physiological stressors due to rapid changes in their bodies along with increased academic pressure, peer pressure, and pressures from other sources of society. Group health education sessions in schools could have a positive outcome in not only the way they perceive stress but also tackle it efficiently. The objective of the study was to assess the effectiveness of group health education intervention on "perceived stress" among the high school children of Kolar. An open-label cluster randomized controlled trial was conducted among high school students (8th, 9th, and 10th standard) in selected English Medium Schools of Kolar Taluk. The study was conducted in three phases spanning 5 months of duration. Phase I included baseline data collection wherein "perceived stress" level was captured using the Perceived Stress Scale (PSS) 10 questionnaire. Phase II was the interventional phase in the form of group health education sessions. Phase III was end-line assessment. Before the intervention, 6.2%, 92.4%, and 1.5% of the students had mild, moderate, and severe stress, respectively, in the intervention group. After the intervention in the intervention group, about 57.9% had mild stress, 42.1% had moderate stress, and none had severe stress. The difference in difference analysis (DID) showed that the mean PSS scores in the intervention group changed by -8.84 while in the control group by 0.40. Group health education delivered was effective in reducing the perceived stress levels among high school children and it is a feasible and acceptable intervention for stress in school-going adolescent children.

Developing a multimodal corpus of L2 academic English from an English medium of instruction university in China

This paper describes the rationale for and design of a new multimodal corpus of L2 academic English from a Sino-British university in China: the Corpus of Chinese Academic Written and Spoken English (cawse). The unique context for this corpus provides language samples from Chinese students who use English as a second language (L2) in a preliminary-year programme, which prepares students for academic studies at university level, at a campus where English is used as the Medium of Instruction (emi). Data were collected from a variety of settings, including written (i.e., exam scripts and essays) and spoken assessments (i.e., interviews and presentations), covering the full range of grades awarded to those language samples, as well as from student group interactions during teaching and learning activities. The multimodal nature of the corpus is realised through the availability of selected audio/video recordings accompanied by the orthographically transcribed text. This open-access corpus is designed to help shed light on Chinese students' academic L2 English language use in a variety of written, spoken and multimodal discourses.

Students Perception on the use of Social Media in Learning English as a Foreign Language (EFL)

ABSTRACT&#x0D; The purpose of this research is to find out the students’ perceptions of using social media in learning English as a foreign language (EFL). The descriptive qualitative method and the random sampling technique were used in this research. The participants in this research were third-semester students of the English Education Department at the University of Mataram, and the instruments used were questionnaires and interviews. The result of this research showed positive perceptions. The positive perception is that they think social media are helpful and make it easy to learn English because social media are easy to access anywhere and everywhere, and the negative perception is that students think social media are effective but sometimes often create misunderstandings. Kinds of social media that students often use are YouTube, Instagram, and WhatsApp. Those applications are chosen because of their popularity and their ability to provide an endless amount of English input to them. The ways students use social media to learn English are by communicating with their friends to practice their language or joining the English group from their account, watching videos, listening to songs in English, and they also follow some accounts to learn English. The last advantage, after using social media to learn English, is to improve their English skills, especially vocabulary, grammar, etc. The challenges identified are truthfulness/or validity of information from social media, and the frequent distracting content that makes students forget their original intent of learning when using the social media.

Empowering Education: The Impact of Media Integration Tools in Moroccan High School

The use of media in high schools is becoming more widely acknowledged in the modern educational setting as a means of enhancing students' educational experiences as well as teachers' methods. The significance of media integration in high school education is explored in this abstract, which also highlights the revolutionary implications of media integration on instructional strategies, student involvement, and information accessibility. Based on a thorough literature analysis and empirical study, this investigation examines the benefits associated with integrating media into high school curricula. Through shedding light on the changing role of media in education, this abstract seeks to provide insightful information about practical strategies for utilizing its capacity to foster dynamic and welcoming learning environments.