English Proficiency Research Articles

The Impact of Language-Discordant Care Upon the Patient Family Experience in Pediatric Plastic Surgery

Background: Patient satisfaction surveys usually overlook differences in patient family experience (PFE) for families whose spoken language is different from that of the treating physician. This study examines the relationship between language-discordant care and patient experience. Methods: A retrospective review of deidentified pediatric plastic surgery PFE survey responses from 2018 to 2021 was performed with permission from Lurie Children’s Hospital’s PFE Team. Results: A total of 443 pediatric plastic surgery patients were included. The race breakdown was White (49%), Other (23.9%), Black (8.8%), and Asian (5.9%). Ethnic distribution included “Not Hispanic/Latino” (58.2%) and “Hispanic/Latino” (31.4%). Languages spoken were English (80.4%), Spanish (18.1%), and Other (2.3%). Eighty-seven (19.64%) patients were language-discordant with their providers; out of this group, 68 (78.2%) preferred interpreter services. Methods of interpreter services included in-person (54.4%), over-the-phone (27.9%), video (1.5%), and no services (16.2%). The language-discordant group was less likely to give the highest ranking to “provider courtesy and respect” [odds ratio (OR)=0.200, P<0.001], “provider listened carefully” (OR=0.202, P<0.001), and “knowing what to do with subsequent questions following visit” (OR=0.435, P<0.01). No differences in PFE ratings existed for: “enough information provided,” overall provider rating, and whether they would recommend the facility. There were no significant differences in provider ratings by interpreter service method. Conclusions: Patient/provider language discordance results in significantly lower PFE ratings in areas involving patient teaching and perceptions of provider respect, courtesy, and careful listening. This underscores the importance of providers better accommodating families with limited English proficiency.

Utilising Artificial Intelligence to Bolster and Refine the Production of Formal Letters in English Tailored for Students of Mechanical Engineering

Over the past decade, advancements in technology, notably Artificial Intelligence (AI), have significantly transformed educational methodologies and shifted the existing educational framework. Innovations like OpenAI’s ChatGPT and Gemini have garnered considerable attention, with their groundbreaking features potentially revolutionizing the realm of education, prompting concerns among educators and researchers (Grassini, 2023; Halaweh, 2023). This research endeavours to utilise AI, specifically ChatGPT and Gemini, to bolster and refine formal letter writing and email composition skills among first-cycle undergraduate students enrolled in the English for Engineering module at a Spanish university. Initially, students underwent a pre-test assessing their English proficiency and confidence levels, along with their familiarity with ChatGPT and other AI tools utilised for educational and writing purposes. Subsequently, students engaged in collaborative group tasks using Google Docs within Google Drive. Finally, a post-test was administered to gauge students' perceptions regarding their experience with English for Specific Purposes, particularly English for Mechanical Engineering, and their utilisation of ChatGPT and other AI tools for educational and writing purposes. Findings indicate that integrating AI can enhance students' grasp of written language accuracy in formal letter writing, particularly in inquiries, quotations, and complaint letters, facilitating better organisation and structure in their written correspondence in terms of style, accuracy, and communicative efficacy. This study suggests that investigations like the one presented here enable educators to explore the incorporation of AI, specifically ChatGPT and Gemini, to enrich students' writing proficiency, foster creativity, and cultivate technological aptitude within the classroom setting.

Book review: Kwok, Virginia H. Y. (2023). <i>Language learning in the digital age: YouTube and learners of English as a foreign language</i>. Cambridge Scholars Publishing.

YouTube has gained global popularity for language education, especially among young language learners in informal contexts. Language Learning in the Digital Age: YouTube and Learners of English as a Foreign Language by Virginia H. Y. Kwok explores how university students in Hong Kong use YouTube to enhance their English language proficiency outside formal classroom settings. Through a qualitative, case study approach, the author delves into diverse ways students navigate and personalise their language learning opportunities on YouTube. This paper reviews the book, focusing on how the book provides a nuanced understanding of student engagement with YouTube and its role in facilitating autonomous and self-directed language learning.

Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education

English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.

Merging Self-Regulatory Strategies with GTA Pedagogical Practices: Enhancing Student Autonomy and Engagement

Graduate Teaching Assistants (GTAs) play a dual role in higher education, balancing their research responsibilities with teaching duties. This dual identity provides a unique vantage point for GTAs to implement innovative teaching practices that encourage students to utilize self-regulated learning (SRL) strategies. This paper explores how GTAs can adopt teaching practices centered on promoting SRL among students. Drawing on data from focus groups and surveys conducted with five GTAs, the study identifies key techniques—such as reflective journals, peer assessments, and technology-enhanced learning tools—that GTAs can incorporate into their teaching. The intervention was conducted over one semester in an English proficiency course tailored for students with low English proficiency. Findings indicate that these strategies not only enhance student engagement and motivation but also improve critical thinking and problem-solving skills. The paper underscores the positive impact of SRL on student learning outcomes and discusses how GTAs can effectively integrate and promote these strategies in their pedagogical practices.

Evaluating the Effectiveness of Interactive M-Learning in Fostering EFL Vocabulary for Enhanced Speaking Proficiency

This study aims to assess the impact of interactive vocabulary learning via WhatsApp on the speaking proficiency of English as a Foreign Language (EFL) learners in Saudi Arabia. Drawing on Krashen’s input Hypothesis and Cognitive Theories of Multimedia Learning, the research employs a quantitative approach involving sixty EFL learners from an English language foundation program. Two pre-formed elementary-level groups were randomly assigned as control and experimental groups. The findings indicate that the intervention group showed significant improvements in both vocabulary and speaking tests. To maximize WhatsApp’s effectiveness, it is recommended that content be dynamically designed to accommodate diverse learners, include both genders in future studies, and incorporate video clips and additional images to enhance vocabulary learning and speaking proficiency, with careful planning of vocabulary activities being crucial.

“Honoring their stories”: care providers’ understanding of psychosocial concerns among Bhutanese American older adults with refugee life experience

Purpose This paper aims to explore the barriers and facilitators to psychosocial well-being among ethnic Nepali Bhutanese American older adults from the perspective of health care and service providers working with this population. Specifically, the authors aimed to understand health-care and service providers’ perceptions of the psychosocial well-being in this community and appropriate interventions. Design/methodology/approach Qualitative research methods were used to collect and analyze data in collaboration with a community-based organization. A total of ten participants were interviewed. Interviews were conducted in either English or Nepali, based on participant preference. An inductive thematic analysis approach was used to analyze the data. Findings Three major themes were generated from the analysis. The first two were in reference to perceived barriers to mental well-being among Bhutanese American older adults: isolation that older adults faced in the USA and shifting responsibilities and lifestyles that arose from the cultural and structural barriers in the USA. Throughout these themes, there was an understanding that acculturation threatened families’ connections to each other and impacted older adults’ connections with younger generations. The third theme, a perceived facilitator of well-being, was the power of storytelling to counteract feelings of isolation and disempowerment caused by shifting lifestyles felt by older adults, especially amid community events. Originality/value Bhutanese American older adults, many of whom have limited English proficiency, face numerous challenges, psychosocial stressors and factors contributing to well-being. Care for this population should prioritize dignity, empowerment and the incorporation of strengths within their narratives. Interventions and services tailored for older Bhutanese American adults need to be adapted to integrate multiple care systems.

Improving English proficiency for scientific communication by non-fluent speakers.

Improving English proficiency for scientific communication by non-fluent speakers.

Impact of Peer Interaction on the Improvement of English Speaking for Students of Non-English Majors

This paper explores the impact of peer interaction on the improvement of English speaking for students of non-English majors. Peer interaction is always seen as the most important factor affecting students’ English speaking performance. The purpose of this paper is to discover the essence of peer interaction, then try to apply the concept of peer interaction to the actual university class. At last, this paper advocates that we should adopt the interactional teaching mode to help students improve their English speaking proficiency.

Enhancing university level English proficiency with generative AI: Empirical insights into automated feedback and learning outcomes

This paper investigates the effects of large language model (LLM) based feedback on the essay writing proficiency of university students in Hong Kong. It focuses on exploring the potential improvements that generative artificial intelligence (AI) can bring to student essay revisions, its effect on student engagement with writing tasks, and the emotions students experience while undergoing the process of revising written work. Utilizing a randomized controlled trial, it draws comparisons between the experiences and performance of 918 language students at a Hong Kong university, some of whom received generated feedback (GPT-3.5-turbo LLM) and some of whom did not. The impact of AI-generated feedback is assessed not only through quantifiable metrics, entailing statistical analysis of the impact of AI feedback on essay grading, but also through subjective indices, student surveys that captured motivational levels and emotional states, as well as thematic analysis of interviews with participating students. The incorporation of AI-generated feedback into the revision process demonstrated significant improvements in the caliber of students’ essays. The quantitative data suggests notable effect sizes of statistical significance, while qualitative feedback from students highlights increases in engagement and motivation as well as a mixed emotional experience during revision among those who received AI feedback.

Motivation and Proficiency in EFL: A case study using Duolingo

This study examines the impact of Duolingo’s gamified features on motivation and proficiency in English as a Foreign Language (EFL) among secondary school students. Using a quasiexperimental design, 52 students aged 14 16 were divided into an experimental group using Duolingo and a control group receiving traditional instruction. Both groups took pre- and posttests in vocabulary, grammar, speaking, and writing, while the experimental group also completed surveys on motivation. Results showed that Duolingo significantly boosted motivation and vocabulary acquisition, with the experimental group improving 12% in overall proficiency compared to 6% in the control group. However, Duolingo’s effectiveness in enhancing speaking and writing skills was limited, suggesting it is best used as a supplementary tool. The study recommends integrating Duolingo with interactive teaching methods to develop well-rounded proficiency and suggests future enhancements like voice recognition to support speaking skills.

HAS GENERAL ENGLISH KNOWLEDGE OF SERBIAN FRESHMEN STUDENTS PREPARED THEM FOR AN ESP COURSE – A PILOT STUDY

This study delves into the language knowledge of incoming freshmen students at two Serbian faculties, the Department of Criminal Investigation of the University of Criminal Investigation and Police Studies and the Faculty of Mining and Geology at the University of Belgrade. The aim of the pilot study was to assess their prior English language proficiency before beginning English for Specific Purposes (ESP) courses. Recognizing the challenges of teaching ESP in large, multi-level groups, the study sought to gather initial data on the distribution of Common European Framework of Reference (CEFR) levels within the student sample. A questionnaire was administered, gathering demographic details on English language learning experiences, alongside a Face2Face Written Placement Test to assess proficiency levels from A1 to C1. The study, conducted during the 2022/2023 academic year, involved 152 voluntary participants from two faculties. The findings offer valuable insights into the dynamics of language education and their impact on English for Specific Purposes (ESP) courses. The results reveal that while a significant portion of students is expected to have a B level of English proficiency upon completing secondary school, the actual language proficiency among students varies widely. ESP courses face the challenge of accommodating students with varying language skills, as this demands tailored language support and instructional strategies to bridge the proficiency gap effectively.

Abstract 4138482: The burden of ischemic heart disease, hypertension, diabetes mellitus, and obesity among older Latino and Chinese adults with and without limited English proficiency

Background: An estimated 15% of Latinos and 34% of Chinese in the US have limited English proficiency (LEP). However, there is limited information on whether ischemic heart disease (IHD) and its risk factors (hypertension, HTN; diabetes mellitus, DM; and obesity) vary by LEP vs. non-LEP status in these ethnic groups. This information may be valuable for targeting healthcare interventions. METHODS: This cross-sectional study used data for Latino (79,588 men, 85,560 women), and Chinese (25,944 men, 32,586 women) adults aged 50-79 years who were members of a northern California health plan in 2018-2019. Age, sex, language preference, obesity (BMI ≥30 for Latino and ≥27.5 kg/m2 for Chinese), and IHD, HTN, and DM diagnoses were abstracted from electronic health records. LEP was defined as Spanish/Chinese vs. English (non-LEP) language preference. Prevalence was compared by LEP status within age-sex groups. Modified Poisson regression was used to estimate age-adjusted prevalence ratios. RESULTS: Among Latino men aged 50-64 (57,835, 39% LEP) and 65-79 (21,753, 30% LEP) and Chinese men aged 50-64 (14,751, 42% LEP) and 65-79 (11,193, 40.3% LEP) years, IHD prevalence was lower in LEP vs. non-LEP (Latino: 3.5% vs. 6.0% and 13.8% vs. 19.0%; Chinese: 3.6% vs. 5.8% and 11.9% vs. 14.5%). Similar trends were observed in women, but IHD prevalence was much lower. Among Latino and Chinese men, HTN and obesity prevalence was lower, but DM was similar. For women, HTN was similar, but DM was higher in LEP Latina (age 50-79) and Chinese adults (age 65-79), while obesity was lower in LEP Chinese but not Latina adults. Differences remained after adjusting for age (aPR). CONCLUSION: The burden of IHD, HTN, and obesity is similar or lower among LEP vs. non-LEP Latino and Chinese adults, while the burden of DM is higher for LEP vs. non-LEP Latina and Chinese women. These findings suggest that while DM prevalence is already high, acculturation is associated with higher risk of developing some chronic CVD conditions, underscoring the need for targeted healthcare interventions. Further research is needed to explore mechanisms driving these disparities and to develop culturally appropriate strategies to improve health outcomes.

Building Competency in Caring for Patients With Limited English Proficiency: Piloting an Innovative Interprofessional Simulation.

Building Competency in Caring for Patients With Limited English Proficiency: Piloting an Innovative Interprofessional Simulation.

Analysis of Punctuation and Spelling Errors Associated with Academic Writing among Iraqi EFL Learners

The present study aims to analyse and find punctuation and spelling errors EFL learners face in their academic writing as part of English proficiency tests. A quantitative method was adopted to implement the research objective. 117 written samples were collected and analysed. The participants were 82 females and 35 males. The average age is 23 to 37 years. The results showed different kinds of errors and challenges. The present study concerns limited errors and challenges: punctuation and spelling errors. The findings show a large prevalence of punctuation and spelling errors among Iraqi EFL learners. The most common errors using punctuation marks were using capital letters (54.72%), commas (25. 71%), and periods (19.58%). In terms of spelling errors, omission recorded the highest percentage of errors (40.9%), followed by substitution (30.5%), transposition (15.0), and insertion (13.6%).

Mediating Effect of Language Exposure to the Student Interaction and Sociolinguistic Competence of Senior High School Students

Understanding the importance of student interactions influences the process of improving sociolinguistic competence, especially since it plays a crucial role in English proficiency. This study examined whether language exposure mediates the relationship between student interactions and sociolinguistic competence among senior high school students. Data were collected from 179 respondents through adapted questionnaires assessing students' interaction, language exposure, and sociolinguistic competence. Mediation analysis using the Sobel test was conducted to test the hypothesized mediation model. Student interaction was significantly related to sociolinguistic competence, language exposure was significantly associated with sociolinguistic competence, and student interaction was significantly related to language exposure. The indirect effect of language exposure on student interaction and sociolinguistic competence significantly indicated that language exposure mediated the relationship between student interaction and sociolinguistic competence. The intervention showed the consideration of language exposure in improving students' sociolinguistic competence, especially at school. Since the study provided pieces of evidence for the mediating role of language exposure in the relationship between student interaction and sociolinguistic competence, allowing and encouraging the students to be more exposed to the language as they interact using English may be a promising avenue for enhancing sociolinguistic competence, particularly in aiming students' overall English proficiency.

Learning Achievement in English of the Students at A Private University in Pathum Thani Province Through the Use of the Padlet Application

Background and Aims: Students who achieve high levels in English are better prepared for both academic success and global engagement. It builds self-assurance and provides access to a wide range of opportunities in various fields. Thus, the objectives of this study were 1) to examine the efficiency of teaching English through the use of the Padlet application the students at a Private university in Pathum Thani province, and 2) to compare the learning achievement in English of the students at a Private university in Pathum Thani Province through the use of the Padlet application. Methodology: The participants in this study were 50 students from a private university in Pathum Thani Province who enrolled in Basic Writing in English in the third semester of the academic year 2023, selected through stratified random sampling and simple random sampling methods. The research instrument consisted of 10 sets of English achievement tests. The data was analyzed by Percentage, Mean, Standard Deviation, and t-test. Results: The results found that 1) the efficiency of teaching English through the use of the Padlet application of the students at a private university in Pathum Thani Province (E1/E2) was 81.82/83.18. 2) The learning achievement in English of the students at a Private university in Pathum Thani province through the use of the Padlet application was significantly higher than before at the 0.01 level. Conclusion: At a private university in Pathum Thani Province, the use of the Padlet application dramatically increased student learning achievement and significantly increased the efficiency of teaching English (E1/E2: 81.82/83.18). This shows a significant improvement in English proficiency after the intervention, proving the usefulness of Padlet.

TEL Pedagogies: Gamification – Grammar Guru

The Centre for English Communication (CEC) developed and launched Grammar Guru (GG), a browser-based game application, as part of Singapore Management University’s (SMU) TEL initiative in 2023. GG is used as part of CEC’s blended learning resources, which complements our core curriculum module for undergraduates, Writing & Reasoning (WR). GG is an upgraded iteration of Power Grammar 1.0, a basic grammar game developed by students several years ago. GG is an effective TEL tool for teaching grammar as it uses gamification to make learning engaging and caters to the needs of learners with different language proficiency levels. GG improves student engagement through gamification. Gamification is the application of game design, techniques and elements in non-game contexts and activities (Deterding et al., 2011, p. 1). Research shows gamification is highly effective in increasing student engagement, attention, motivation, creativity, digital literacy and performance level (Barua & Bharali, 2023; Fernandez-Antolin et al. 2021; Skritsovali, 2023). GG includes elements such as points, leaderboards, hints, and non-playable characters (NPC) to teach grammar in a professional, corporate context. By contextualizing grammatical and linguistic forms in sentences and paragraphs, GG helps students achieve greater competence and fluency in their English language abilities. The gamification elements make learning more interactive and enjoyable which improves students’ knowledge retention and application. A primary quantitative study conducted by CEC established that “the positive correlation observed suggests that the higher level a student played, the higher the student’s English language proficiency”. CEC is currently conducting a qualitative study to gather students’ feedback. GG also addresses the requirements of learners with diverse language proficiency levels by varying the difficulty of questions. These questions include sentence and text correction, matching, re-arrangement, true/false, fill-in-the-blanks and multiple-choice questions. Players work their way through eight levels that comprises Junior and Senior Intern, Junior and Senior Management Trainee, Junior and Senior Middle Management and Junior and Senior Director. Perez (2020) and Langendah (2016) highlight how certain game elements such as storytelling, challenges, progression, and feedback can boost student drive and learning. The gamification elements in GG have a similar effect, motivating learners of different proficiency levels. GG’s interface is designed to be simple and intuitive. Regardless of students’ socioeconomic background or gaming aptitude, they would be able to navigate it effectively. One challenge GG faces is striking a balance between entertainment and education. Limited game development funds result in limited game design features and less engaging gameplay for students, especially in comparison to commercial games with substantial budgets that offer high entertainment value through advanced graphics and intricate storylines. Furthermore, as CEC instructors are not game design experts, we have limited knowledge that restricts our capacity in designing and maintaining GG. Currently, CEC outsources game design and maintenance to a third parties. This results in instructors not being able to directly make changes to the game questions and content. Moreover, the process of retrieving relevant data for analysis is tedious and time consuming. Despite these constraints, thoughtful and strategic approaches can create valuable TEL resources that improve student learning.

Factors Affect In IELTS Test For Students of STIKOM Uyelindo Kupang

IELTS (International English Language Testing System) is a standardized English language proficiency test which is a prerequisite for continuing study or work. There are still many people who experience difficulties in carrying out the IELTS test to achieve a score above 6. The aim of the research is to know what are the factors that affect the result of students IELTS test. This research wants to find out what factors influence students' mastery of IELTS material. The method used in this research is descriptive qualitative. Qualitative descriptive research uses a series of methods to specify and describe data findings that occur in the field without providing experimental treatment. There are four IELTS materials given during the test, including: reading, writing, speaking, and listening. These four materials require strategies in their implementation and each has their own difficulties in mastering them. This research will be conducted at STIKOM Uyelindo Kupang with the research object being students of the Informatics and Information Systems Engineering Study Program Semester 2. It is hoped that this research will provide readers with an understanding regarding the success factors in carrying out the IELTS test.

Translanguaging in instruction and pedagogic design: promoting learner-centredness in a teacher-centred reading classroom of a Bangladeshi university

ABSTRACT This study investigated the impact of translanguaging pedagogy on the reading comprehension process of first-year students studying at an English department of a Bangladeshi public university. Through a two-pronged ethnographic research design, data were collected through classroom observation, pedagogical intervention, a semi-structured interview with the class teacher and a focus group discussion with students. The entire data set was analyzed using ‘Moment Analysis,’ a conceptual framework, to provide pedagogical evidence supporting how translanguaging in instruction can facilitate students embracing a more active and collaborative role in a teacher-centered classroom. This study suggests that translanguaging-oriented instruction and pedagogic design can stimulate metalinguistic awareness to improve comprehension while enhancing active engagement with the reading materials to the benefit of the students who do not have English as a first language. Furthermore, translanguaging pedagogies can foster individualism (agency), a quality that English departments promote among their students. The findings have implications for planning future policy, including interim stages, that can bridge the English language proficiency gap between pre-tertiary and tertiary education in Bangladesh.