non-English Speaking Research Articles

Working in the gap: empowering local educators in Taiwan’s bilingual education policy

ABSTRACT Focusing on Taiwan’s bilingual education policy, this study explores the complex relationship between top-down policy and local educators' agency. It highlights the role of a professional development (PD) program for bilingual teachers in shaping the interpretation and implementation of bilingual education policy through a case study at an Elementary School in southern Taiwan. This study draws on Hornberger and Johnson’s (2007, 2011) ethnographic conceptualization of language policy. Through semi-structured and focus group interviews with bilingual teachers, it investigates how the PD program acts as a catalyst in shaping participants’ language ideologies, language use, and pedagogical practices. The research also explores the tensions and challenges faced by local educators in bilingual education. The findings underscore the significant role of language policy arbiters, including the PD program and the local educators, in addressing the conceptual gap in Taiwan’s bilingual education policy and carving out the ideological and implementational space for an inclusive approach to bilingual education. They also demonstrate the agency of local educators in interpreting and appropriating bilingual education policy. Overall, this study provides insights for policymakers, educators, and researchers in the field of bilingual education, shedding light on the dynamic interplay between policy and practice in non-English speaking contexts.

Patient and provider factors associated with follow-up for positive depression screens in adults: a retrospective review of University of Utah primary and specialty care clinics

ObjectiveTo identify patient and provider factors associated with lower rates of follow-up for positive depression screens in outpatient settings.DesignRetrospective cohort study with electronic health record analysis investigating factors associated with...

Linguistic Challenges and Identity Dynamics: The Role of Non-Native English-Speaking Tutors in Writing Centers

Linguistic Challenges and Identity Dynamics: The Role of Non-Native English-Speaking Tutors in Writing Centers

Speech Analysis Using Praat Software in between Native and Nonnative speakers of English

Speech Analysis Using Praat Software in between Native and Nonnative speakers of English

Identification and evaluation of English accents by listeners with related native languages

This study explores the identification and evaluation of English accents by non-native English speakers, specifically Czech and Slovak undergraduate students majoring in English as a Foreign Language (EFL). The research aims to determine how these students perceive and rate ten English accents, including native and non-native varieties. Using questionnaires, the study examines the correlation between the ability to identify the speakers’ native language and the evaluation of their English pronunciation quality. The findings reveal that Czech and Slovak students generally share similar evaluations of English accents, with significant differences primarily in identifying and evaluating accents related to their native languages. This research contributes to understanding how related linguistic backgrounds influence the perception and judgment of English accents, providing insights for language teaching and accent training in EFL contexts.

A Review of Recent Research on the Cultivation of Postgraduates’ Academic English Writing Ability in China

With the continuous deepening of cross-cultural academic exchanges, English academic papers have become an important medium for international academic communication. As an emerging force in the academic community, the academic English writing ability of Chinese postgraduates is the key to their international academic exchanges. As non-native English speakers, the importance of cultivating academic English writing skills among postgraduates in China has become increasingly prominent and has become a hot topic in domestic academic English research. Therefore, this article will sort out the literature on cultivating graduate students' academic English writing ability published in core journals in China in the past two decades, and review the latest research situation in China. This review mainly categorizes relevant literature from three aspects: research objects, research methods, and research perspectives. The results shows that: (1) the selected research mainly focused on non English major postgraduates as the research subjects; (2) The selected research mainly adopts qualitative analysis research methods; (3) The research on the teaching mode of cultivating academic English writing ability is the main research perspective in this field. The results indicate that in recent years, there have been two hot topics in this field of research in China: research on the cultivation of academic English writing ability for science and engineering postgraduates and research on the cultivation of academic English writing ability based on genre analysis theory. Based on the analysis of the results, it was found that the cultivation of graduate students' academic English writing ability has received continuous attention from scholars. This field should develop towards multiple perspectives and dimensions, and strengthen applied research.Overall, these findings indicate that effectively improving the academic English writing ability of Chinese postgraduates is an urgent issue that needs to be addressed in current domestic academic English research and postgraduates academic capacity building. This review aims to sort out the research in this field in China in recent years, discuss the current research trends, and provide insights for researchers in the forefront of academic English writing ability cultivation.

An Analysis of Idioms Found in Avatar: The Way of Water Movie

This study analyzes the idiomatic expressions found in the movie “Avatar: the Way of Water,” aiming to identify the various types of idioms found and to highlight the most dominant idiomatic expressions found by the characters. The study underscores the importance of idioms in enriching dialogue with emotional depth and authenticity, thereby enhancing the overall narrative experience. The paper outlines its objectives to shed light on how these idiomatic expressions influence character development and audience engagement. Employing a qualitative descriptive approach, the research primarily draws on the moviescript as its data source. In total, 58 idiomatic expressions were identified. 1 simile, 17 clichés, 36 fixed statements, and 4 other languages. Among these, fixed statement found as the most dominant types, comprising 62% of the total instances observed. The findings indicate that idiomatic expressions not only enhance dialogue but also foster an emotional connection between the characters and the audience. Moreover, the study brings to light the difficulties that non-native English speakers face in understanding these expressions, emphasizing the necessity for idiomatic knowledge among language learners. Ultimately, this research enhances our understanding of idiomatic expressions in movie and highlights their crucial role in enhancing narrative and character engagement throughout the story.

Low rates of aortic surveillance imaging and clinical follow-up in patients with acute aortic dissection.

Patients that survive acute aortic dissection (AD) remain at high risk of morbidity/mortality from structural changes of the aorta. Aortic surveillance is challenging, especially within a tertiary referral center. Our aim was to identify follow-up imaging and appointment rates, and factors associated with incomplete surveillance in patients with acute AD. This was a single-center, retrospective study of acute AD patients at a tertiary care center from 7/2012 to 12/2022 that lived at least 1 year post-AD. We defined complete surveillance as having CT or MRI scans of chest/abdomen at 1 month (± 14 days), 6 months (± 1.5 months), 1 year (± 3 months), and yearly thereafter. Data were obtained from the electronic health record. Predictors of absent imaging at the 1 year (± 3 months) timepoint were evaluated using multivariable logistic regression. Of the 272 patients in the study, 63.2% were male and 39.3% were white. The average age was 60.7 ± 14.7 years. Acute Type A AD (TAAD) comprised 47.1% of our cohort; 91.4% underwent open repair within 1 week of presentation. Of the acute Type B AD (TBAD) patients (52.9% of cohort), 41.7% underwent thoracic endovascular aortic repair (TEVAR) on the index admission. At the 1-year follow up interval (± 3 months), 26.5% were confirmed to have undergone aortic surveillance imaging, and 27.6% had an appointment with a cardiovascular specialist. Only 9.6% of the cohort was fully concordant with the recommended surveillance imaging in the first year of follow-up. On multivariate regression, non-English speakers (OR 1.19, 95% CI 1.05-3.99, p=0.03) and residence outside of hospital region (OR 1.66, 95% CI 1.02-3.17, p=0.04) were independently-associated with lack of follow-up imaging at the 1-year timepoint, whereas longer length of stay was independently-associated with completed imaging at the 1-year timepoint (OR 0.78, 95% CI 0.41-0.89, p=0.04). This study highlights a low rate of surveillance and clinical follow-up for acute AD patients and a significant disparity for non-English speaking patients and those who reside outside of the hospital region. This information should inform future quality initiatives to improve aortic surveillance following AD.

Addressing Disparities Using Continuous Glucose Monitors and Remote Patient Monitoring for Youth With Type 1 Diabetes.

Youth with type 1 diabetes (T1D) and public insurance have lower diabetes technology use. This pilot study assessed the feasibility of a program to support continuous glucose monitor (CGM) use with remote patient monitoring (RPM) to improve glycemia for youth with established T1D and public insurance. From August 2020 to June 2023, we provided CGM with RPM support via patient portal messaging for youth with established T1D on public insurance with challenges obtaining consistent CGM supplies. We prospectively collected hemoglobin A1c (HbA1c), standard CGM metrics, and diabetes technology use over 12 months. The cohort included 91 youths with median age at enrollment 14.7 years, duration of diabetes 4.4 years, 33% non-English speakers, and 44% Hispanic. Continuous glucose monitor data were consistently available (≥70%) in 23% of the participants. For the 64% of participants with paired HbA1c values at enrollment and study end, the median HbA1c decreased from 9.8% to 9.0% (P < .001). Insulin pump users increased from 31 to 48 and automated insulin delivery users increased from 11 to 38. We established a program to support CGM use in youth with T1D and barriers to consistent CGM supplies, offering lessons for other clinics to address disparities with team-based, algorithm-enabled, remote T1D care. This real-world pilot and feasibility study noted challenges with low levels of protocol adherence and obtaining complete data in this cohort. Future iterations of the program should explore RPM communication methods that better align with this population's preferences to increase participant engagement.

Grand Challenge of Social Work's Harness Technology for Social Good: Scoping Review

Purpose The Grand Challenges for Social Work initiative addresses critical social problems through social work science. This scoping review examines the first 5 years (2015–2019) of the Harness Technology for Social Good challenge, mapping literature by social work researchers on technology's role in improving client system outcomes. Methods We mapped the existing social work literature published between 2015 and 2019 about using technology to address practice outcomes for client systems. Results Overall, we found a clear pattern in which social work researchers were contributing to the scholarship on technology-mediated interventions and providing evidence that technology had positive or helpful outcomes in work with client systems. Discussion While our scoping review was limited to English-language publications, which may have excluded significant scholarly work from non-English speaking regions, our findings indicate that social work scholars have significantly contributed to the scholarship on technology-mediated interventions, demonstrating positive impacts on practice outcomes.

Health care professionals’ views on a new postpartum contraception audiovisual animation: a survey

BackgroundThe postpartum period is a high-risk time for unintended pregnancy. We developed a 2-minute audiovisual animation on postpartum contraception (PPC) including the return of fertility after birth for patients. The...

A Qualitative Analysis of Rural Community Vaccination Barriers During the COVID-19 Pandemic.

Rural communities in the United States experience increased disparity of care for both general healthcare services and access to routine vaccines. Previous research has indicated a 40% lower vaccination rate in rural communities, as compared to urban counterparts. Having a better understanding regarding factors influencing lower vaccination rates in rural areas could help public health officials prepare for future vaccination efforts. This research sought to gather and evaluate the opinions of people who live and work in rural areas regarding barriers to COVID-19 vaccine uptake. A semi-structured qualitative key informant interview design was utilized by researchers to gather opinions from university Extension staff in Washington State. Interview transcripts were analyzed using the Theory of Planned Behavior (ToPB) framework to evaluate COVID-19 vaccination-related intentions and motivational factors that the Extension staff observed among rural populations in their communities. Twenty-one participants representing 34 out of the 40 Extension offices responded and were interviewed during fall 2023. Using the ToPB constructs, nine barriers were identified. Attitude-related barriers included the following: inherent social distancing in rural location negating vaccine necessity; lack of early vaccine availability in rural locales; concerns regarding ineffectiveness of the vaccine; and inadequate dissemination of vaccine information to non-English language speakers and those with limited access to technology. Subjective norm barriers included the following: perception of exclusion of rural populations' unique needs during design and implementation of vaccine mandates; exertion of social pressures on rural individuals' vaccine uptake decision; and highly visible breakdown in standard trust in core community institutions and leadership. Barriers related to loss of perceived behavioral control included vaccine mandates impacting self-perceived loss of autonomy and limitations in vaccine technology information impacting perception of vaccine safety. By identifying barriers to vaccination in rural communities during the COVID-19 pandemic, future outreach efforts can be designed to improve intention and lead to stronger vaccination uptake.

Do ELF users construe a motion event differently when addressing a native and a non-native speaker?

Previous research (Strugielska &amp; Piątkowska, 2021) on English as a lingua franca (ELF) from the perspective of Talmy’s typological distinction between S- and V-languages has demonstrated that ELF reveals characteristics of both S- and V-languages. In the present paper we extend this research and examine whether ELF users construe a motion event differently when addressing a native speaker and a non-native speaker of English, a context not discussed before (Hall, 2018). Furthermore, the latest research (Montero-Melis, 2021) on motion events encourages investigation into differences in the construal of motion events across speakers of different languages. Basing on the findings of a qualitative pilot study among Polish users of English, we show that in the narratives addressed to both a native and a non-native speaker of English we may detect features typical of S- and V-languages. However, the results reveal that the nature of V-type framing is slightly different in the two types of texts.

Navigating the Development of English Language Skills in Higher Education

Abstract Academic English proficiency is an essential key towards success in higher education, more especially for non-native speakers of English. This review paper aims to discuss how academic English proficiency contributes to successful academic performance and integration within the academic community. Challenges experienced by non-native speakers-such as language barriers, cultural differences-and strategies to improve proficiency in the English language, for instance, through academic language courses, support services, and technology hand-in-hand were also discussed. Overall findings from recent studies were synchronized in the paper to reveal the critical importance of English proficiency to academic performance and recommend practicable measures by higher education institutions for supporting their students. Finally, the review points to existing gaps in research, suggesting directions for future investigation that are likely to contribute to improving academic English proficiency and hence its impact on success in higher education.

Assessment of speech sound disorders: Clinical experiences of Speech-language pathologists in Iran.

Speech-language pathologists (SLPs) in non-English speaking countries face challenges when assessing children for speech sound disorders (SSD). Exploring their clinical challenges in service delivery-along with their problem-solving approaches-may contribute to the development of instruments for clinical use in such settings. The study aimed to explore assessment methods used by Iranian SLPs to identify children with SSD. A cross-sectional survey took place with 113 SLPs working with children with SSD. The survey comprised 36 items grouped into four main themes-service delivery, types of assessments procedures, challenges of evaluating SSD, and ways of keeping up to date. Results were analysed based on participants' levels of education and experience. Participants used Persian as the primary language in their work, and over 70% provided services in a private setting. Most participants reported having between 10-30% of clients with SSD in their caseload. Most (73.5%) SLPs involve parents in completing the history form. They favour informal traditional articulation tests, with approximately half the sample selecting this approach from the 14 options presented to them, especially those with bachelor's degrees and minimal experience. More experienced SLPs (62.7%) chose the Polysyllabic Words Test. Assessment, whether formal or informal, was found to be time-consuming by the majority of respondents (18.6% always, 42.5% often). Self-study (65.5%) and taking part in workshops/webinars/journal clubs (60.1%) were ways to keep their knowledge current. Our findings are similar to other international survey results on SSD evaluation. Although many Iranian SLPs use informal traditional articulation tests, such assessments are limited in their analysis and the diagnostic information provided. The findings emphasise the need for clear phonological assessment guidelines, valid and reliable 'clinician friendly' instruments, equitable distribution of tools across the country, and suitable tools for bi/multilingual communities.

Scholarly Writing Experiences of Doctoral Students as Nonnative Speakers of English: Encountered Challenges and Needed Support

This study explores the challenges doctoral students encounter and the support they require at an international university where publishing is a prerequisite for graduation. Conducted at an English as a Medium of Instruction university in Northern Cyprus, the research study focuses on non-native English-speaking students and academic staff who use English as an Additional Language. A mixed-methods approach was employed, triangulating data from various research instruments (interviews, questionnaires, and group discussions) and multiple perspectives, including 147 PhD students, six supervisors, and two policymakers. The findings reveal four main challenges faced by PhD students: language-related, genre-related, support-related, and journal-related. The study also reports the types of support PhD students need to enhance students’ scholarly publishing literacy. Based on the results, the importance of guiding to improve doctoral students’ publication literacy is underscored. The implications suggest further research should investigate how to enhance publication literacy across diverse academic disciplines.

Female Saudi Students’ Attitudes Towards Speaking English with Native Speakers vs Non-Native Speakers of English

Second-language learners of English try to master and improve their English-speaking skills. This study investigated female Saudi university students’ attitudes towards the following: a) speaking English in general; and b) speaking English with native speakers vs. non-native speakers. It can be vital to understand students’ attitudes to help them improve their ability to communicate effectively and express their thoughts clearly and easily. Data was collected from 112 female Saudi students at Taif University, using a closed-ended questionnaire and a semi-structured interview. The participants were asked about (a) their attitudes towards English speaking skills in general; (b) their attitudes to speaking English with native speakers; (c) their attitudes to speaking English with non-native speakers; and (d) how they felt about improving their English-speaking skills. Data collected by the questionnaire indicated that they were optimistic about the importance of English-speaking skills; b) had positive attitudes towards speaking with native speakers, which was not the case when they considered speaking with non-native speakers; c) felt nervous towards speaking with non-native speakers, who tended to be critical of their language skills; and d) preferred English activities to be with native rather than non-native speakers.

Classification of English Words into Grammatical Notations Using Deep Learning Technique

The impact of artificial intelligence (AI) on English language learning has become the center of attention in the past few decades. This study, with its potential to transform English language instruction and offer various instructional approaches, provides valuable insights and knowledge. To fully grasp the potential advantages of AI, more research is needed to improve, validate, and test AI algorithms and architectures. Grammatical notations provide a word’s information to the readers. If a word’s images are properly extracted and categorized using a CNN, it can help non-native English speakers improve their learning habits. The classification of parts of speech into different grammatical notations is the major problem that non-native English learners face. This situation stresses the need to develop a computer-based system using a machine learning algorithm to classify words into proper grammatical notations. A convolutional neural network (CNN) was applied to classify English words into nine classes: noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and interjection. A simulation of the selected model was performed in MATLAB. The model achieved an overall accuracy of 97.22%. The CNN showed 100% accuracy for pronouns, determiners, verbs, adverbs, and prepositions; 95% for nouns, adjectives, and conjunctions; and 90% for interjections. The significant results (p &lt; 0.0001) of the chi-square test supported the use of the CNN by non-native English learners. The proposed approach is an important source of word classification for non-native English learners by putting the word image into the model. This not only helps beginners in English learning but also helps in setting standards for evaluating documents.

A Corpus-based Analysis of Four Near-synonymous English Verbs

The differences that exist among near-synonyms seem to be a thorny issue for native and non-native speakers of English. This study aims to highlight the similarities and differences between four near-synonymous verbs: investigate, explore, scrutinize, and examine, with a focus on their dialectal variations, frequencies, genre distributions, and colligational patterns. Data were gathered from the Corpus of Contemporary American English (COCA) and the British National Corpus (BNC). The findings reveal that while these verbs are often considered near-synonyms, they are not fully interchangeable across contexts. Explore and examine have scored the highest frequencies across both corpora, especially in academic genres in American English. In contrast, British English exhibits more variation, with investigate and explore appearing more frequently in non-academic texts. Conversely, scrutinize has scored the lowest in both dialects and is primarily confined to academic contexts. Additionally, these verbs are seldom found in spoken genres. The analysis of colligational behavior (i.e., grammatical patterns) demonstrates that these verbs share many grammatical patterns, though subtle differences in their usage prevent complete interchangeability. The COCA provides a wider range of grammatical patterns than those in the BNC. These findings underscore the complexity of near-synonymous verbs and the importance of context in their usage.

Exploring Teachers Perceptions of Generative AI (ChatGPT) Use on Undergraduate Teaching in EMI Context: A Literature Review

This literature review explores faculty perceptions of generative AI, and ChatGPT in particular, in English as a Medium of Instruction (EMI) undergraduate education. As AI technologies increasingly impact educational practices, they present unique opportunities and challenges, especially for non-native English speakers, navigating complex academic content. The paper synthesizes existing research on the advantages of AI teaching, including individualized learning and real-time feedback, while also discussing ethical issues, including academic integrity and the possibility of student dependence on AI technologies. It emphasizes the importance of comprehensive teacher training and the formulation of a clear code of ethics to promote the responsible integration of AI in EMI classrooms. In addition, the review points out gaps in the current literature, particularly addressing the long-term impact of AI on language acquisition and critical thinking skills. Finally, this study highlights the importance of providing educators with the required skills to effectively utilize AI in their teaching practices, ensuring that new technologies benefit students rather than degrade their learning outcomes.