Foreign Language Proficiency Research Articles

The Importance of Speaking in English as a Foreign Language between Skillful and Thoughtful Competencies: Studying Sociolinguistics Perspectives

Speaking in a foreign language demands both attentiveness and proficiency in the language itself so that the other person may understand the speech's substance more easily. With the aid of an electronic engine based on Google Scholar data, we undertook a series of data gathering activities to explore the link between competent and mindful English speaking. We want to use this data in a number of international journal articles that address these two factors. Following collection, the data is examined thoroughly as part of a descriptive qualitative research using a coding system. We make sure that the data findings adhere to fair and trustworthy criteria before making any inferences. After discussing the results, we can draw the conclusion that speaking English as a second language calls for careful and competent proficiency in order for the other person to grasp what is being said. This discovery should thus be helpful to many people who are learning English.

Piloting an institution-wide language programme in an Irish university: a longitudinal case study

ABSTRACT This paper presents a study designed to contribute to discussion on best practice in the design of Institution Wide Language Programmes (IWLPs) and their role in increasing the number of students studying foreign languages in Higher Education in Anglophone contexts. Using a longitudinal case study, it reviews the first three semesters of an IWLP delivered in a university in the Republic of Ireland between February 2021 and May 2022. The findings indicate that a student-centred, pedagogically innovative IWLP, incentivised via certification and extra credit, can enable and motivate some students to continue with the study of a language at university. This represents one way to build on foreign language proficiency developed within both the school system and the home, in line with national language policy objectives.

Assessing the Efficacy of Language Assessment Tools in Educational Settings

Language assessment plays a pivotal role in evaluating learners’ language proficiency and informing educational practices. This paper provides a comprehensive review of international standards guiding the assessment of language proficiency in educational settings. Drawing upon established frameworks such as the Common European Framework of Reference for Languages (CEFR) and the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, this review examines the key principles, methodologies, and criteria for assessing the efficacy of language assessment tools. It explores the importance of validity, reliability, authenticity, and practicality in the design and implementation of language assessment instruments. Furthermore, it discusses the significance of considering socio-cultural and contextual factors in ensuring the fairness and equity of language assessment practices. The review also highlights emerging trends and challenges in language assessment, including the integration of technology and the need for continuous professional development for assessors. By synthesizing international standards and best practices, this paper offers valuable insights for educators, assessment specialists, and policymakers striving to enhance the quality and effectiveness of language assessment in educational contexts.

Some Measures to Improve the Effectiveness of Bilingual Mathematics - English Teaching In Primary Schools in Vietnam

In the context of strong globalisation and international integration, nurturing language proficiency in foreign languages is an essential requirement for countries to enhance their status and open up opportunities for extensive cooperation and exchange. To contribute to improving the quality of primary education in the trend of international integration, our research proposes a bilingual teaching process for Mathematics in English at primary schools and suggests three measures to enhance the effectiveness of bilingual Mathematics education in Vietnam, focusing on developing students' competencies.

What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology

Understanding subjective perspectives of enjoyment in foreign language (FL) learning among diverse students can yield insights into the determinants of their enjoyment in FL learning, thus informing FL educators in tailoring their teaching strategies in FL classroom. With this aim, the current study utilized Q-methodology to explore the perspectives of Chinese university students on Foreign Language Enjoyment (FLE) in an English-as-a-foreign-language (EFL) setting. A total of 30 students participated in a Q-sort with 40 FLE-related statements, followed by Principal Component Analysis and varimax rotation for pattern extraction. Additionally, retrospective interviews with six participants provided deeper insights. The research identified four factors shaping FLE in EFL learning: informativeness, independent learning, collaborative work, and interestingness. These findings highlight the subjective nature of EFL learners' FLE perspectives, influenced by both internal factors (self-reported FL proficiency and achievement) and external factors (support from teachers and peers). Our findings suggested that educators are encouraged to tailor teaching strategies to enhance FLE in the context of EFL learning, thus improving students' learning outcomes.

Foreign language proficiency, career behaviors, and turnover‐related outcomes: A social cognitive career theory perspective of host country national employees in foreign subsidiaries

AbstractWhile the majority of employees in foreign subsidiaries are host country nationals (HCNs) who use English as a second language in their work tasks, little research focuses on the impact of English proficiency on their career‐related behaviors and outcomes. This paper applies social cognitive career theory (SCCT) to link HCN employees' English proficiency to their career‐related behaviors and outcomes in two time‐lagged studies in foreign subsidiaries. Study 1 conducted with 542 HCN employees in the Philippines suggests that career environment exploration mediates the positive English proficiency–turnover intention relationship. Study 2 conducted with 493 HCN employees in Japan suggests self‐initiated headhunter contacts to mediate the positive English proficiency–voluntary turnover relationship and job embeddedness moderate the self‐initiated headhunter contact‐turnover relationship.

Foreign Language Learning Boredom: Refining its Measurement and Determining its Role in Language Learning

Abstract This cross-sectional and longitudinal study sought to refine the measurement of foreign language learning boredom (FLLB) and examine its links with overall/skill-specific second and foreign language (L2) achievement (curriculum-based course exam scores) and proficiency (Cambridge English test scores). In Substudy 1, we developed and validated an 11-item Foreign Language Learning Boredom Scale–Short Form among secondary and tertiary English as a foreign language (EFL) learners in China (n1 = 2,223, n2 = 504, n3 = 934, n4 = 1,109). The scale showed sound psychometric properties (i.e., construct/criterion/convergent/discriminant/predictive validity, reliability, and measurement invariance across time and groups). In Substudy 2, structural equation modeling results show that FLLB had a consistent modest negative effect on overall and skill-specific (vocabulary and grammar, listening, reading, and writing) L2 achievement and proficiency (n4 = 1,109). Substudy 3 was a 12-month three-semester longitudinal investigation (n4 = 1,109). Cross-lagged panel modeling results show that L2 achievement predicted subsequent FLLB negatively, while FLLB did not predict subsequent L2 achievement.

Sensitivity to Subphonemic Differences in First Language Predicts Vocabulary Size in a Foreign Language

AbstractSome listeners exhibit higher sensitivity to subphonemic acoustic differences (i.e., higher speech gradiency). Here, we asked whether higher gradiency in a listener's first language (L1) facilitates foreign language learning and explored the possible sources of individual differences in L1 gradiency. To address these questions, we tested 164 native Spanish speakers with different linguistic profiles. Speech gradiency was assessed via a Visual Analogue Scale task, and foreign language proficiency was assessed via an English vocabulary test. Possible sources of gradiency included domain‐general auditory acuity, overall exposure to spoken language (indexed by age), and exposure to phonological diversity. Control measures were collected to account for variables such as phoneme categorization consistency, working memory, and musical training. The results revealed a positive link between L1 speech gradiency and vocabulary acquisition in a foreign language over and above all other variables. L1 speech gradiency itself was predicted by domain‐general auditory acuity and overall exposure to spoken language.

Are they really overqualification? Evaluation of perceived overqualification by the employees

This study aimed to examine the self-perception of hotel industry employees regarding their overqualification, the factors that contribute to overqualification, and the attitudes and behaviors of managers and colleagues towards overqualified employees. To achieve the research objective, a qualitative research approach was used, involving interviews with personnel to collect data. During the interviews, employees were asked four main questions. Thematic analysis was used to examine the participants' responses to the inquiries. Eight distinct themes were identified based on the examination of responses to the multiple-choice questions. The analysis revealed that a significant portion of employees felt they were overqualified for their roles. The perception of employees as overqualified is primarily influenced by factors such as education, experience, and foreign language proficiency. As per employees, this attribute distinguishes them from their peers. Moreover, a substantial portion of the workforce often perceives individuals to have excessive qualifications, as observed by their supervisors and peers. In conclusion, most participants, except for one, demonstrated a clear preference for overqualification. Employees engage in activities to enhance their qualifications in their pursuit of overqualification. These activities involve enhancing their education, enrolling in vocational training programs, obtaining work-related certifications, attending seminars, and improving their foreign language proficiency. In a broader context, there is a concept of improving employee overqualification by promoting higher education and foreign language proficiency.

Transition from traditional to innovative approaches in learning L2

The use of cutting-edge pedagogical and information technologies in foreign language instruction is becoming more and more popular these days. This is partly because, unlike traditional education, which taught students to acquire only pre-existing knowledge, modern technology’ enables them to search for, independently study, analyze, and even draw conclusions about their level of foreign language proficiency. During this process, the teacher serves as a leader and a guide while also establishing the conditions necessary for the individual's growth, formation, acquisition, and raising. In the process of learning, the learner takes center stage. Because of this, the practice of instructing students in a contemporary manner using cutting-edge techniques is spreading rapidly. Additionally, this article addresses cutting-edge techniques for teaching foreign languages.

Bilinguals on the footbridge: the role of foreign-language proficiency in moral decision making

Abstract Socio-cognitive research on bilinguals points to a moral foreign-language effect (MFLE), with more utilitarian choices (e.g., sacrificing someone to save more people) for moral dilemmas presented in the second language (L2) relative to the first language. Yet, inconsistent results highlight the influence of subject-level variables, including a critical underexplored factor: L2 proficiency (L2p). Here we provide a systematic review of 57 bilingualism studies on moral dilemmas, showing that L2p rarely modulates responses to impersonal dilemmas, but it does impact personal dilemmas (with MFLEs proving consistent at intermediate L2p levels but unsystematic at high L2p levels). We propose an empirico-theoretical framework to conceptualize such patterns, highlighting the impact of L2p on four affective mediating factors: mental imagery, inhibitory control, prosocial behavior and numerical processing. Finally, we outline core challenges for the field. These insights open new avenues at the crossing of bilingualism and social cognition research.

Effect of blended teaching on college students' EFL acquisition

The research into the efficacy of blended EFL (English as a Foreign Language) teaching at the collegiate level holds significant importance for comprehending and implementing this novel pedagogical approach on a larger scale within universities. Within this domain, scholars have primarily concentrated on feedback mechanisms and quality assurance, while comparatively neglecting the advancement of college students' foreign language proficiency and the individual variances in the acceptance and rewards of blended teaching across distinct language proficiency groups. In light of this, leveraging micro-data from a provincial normal university's blended college English teaching, this study employs R 3.6.1 and R Studio to implement multiple linear regression and conditional quantile models so as to assess the impact of blended teaching on different language proficiency groups across four dimensions: listening, reading, writing, and overall language proficiency. To mitigate endogenous system risk, students admitted to the same major are selected as samples and their data undergoes additional screening, excluding learners who failed the CET4 exam or did not participate in the CET6 exam. After employing purposive sampling techniques, a valid sample of 676 learners is established, comprising 363 learners in the experimental group for blended teaching intervention and 313 learners in the control group receiving traditional teaching. The study results indicates that the samples had random characteristics. The study findings suggest the following: (1) Blended teaching has a significant positive impact on enhancing the efficiency of English acquisition. (2) The effectiveness of blended teaching in improving learners' reading, listening, and writing skills follows a sequential decrease, exhibiting a downward trend as students' language ability increases. This indicates that blended teaching facilitates the acquisition of foundational language knowledge, however, its impact on more advanced language processing abilities is limited. (3) Blended teaching demonstrates a range effect, primarily benefiting learners at the intermediate level and below in terms of enhancing their language proficiency. Conversely, learners at the medium-high and high proficiency levels derive comparatively lesser benefits from this approach. This study introduces a new methodology by employing multiple linear regression and conditional quantile models to assess the impact of blended teaching. This methodology not only enables us to examine the overall impact of blended teaching, but also allows assessment of its effect on different proficiency groups, helping to identify its effectiveness on individual learners across four dimensions.

Out-of-School Exposure to English in EFL Teenage Learners: Is It Related to Academic Performance?

Learning a Foreign Language (FL) beyond the classroom has become common practice thanks to advances in technology and the use of English as a Lingua Franca. This study explores the types and amount of out-of-school informal exposure to English that Spanish secondary school students typically receive in their daily lives. Informed by recent literature on the influence of extramural activities on FL proficiency, the second aim of this study is to investigate the potential relationship between out-of-school exposure and academic performance, as measured by English school grades. Data were obtained from a questionnaire answered by secondary school students aged 12–16 (N = 2015) regarding the different types and amounts of activities they perform in English outside school. Findings revealed that teenage learners were most frequently exposed to English through audiovisual input. Social media interaction, along with reading and writing (with or without digital support), were closely associated with their English marks. Other popular activities, such as listening to music or playing video games, were not found to be related to proficiency or even showed a negative correlation with it, while less popular activities, such as watching subtitled movies and series, could have greater potential for language learning. This study contributes to the understanding of informal practices in FL learning settings and provides insights that can help bridge interactive language practices and formal curriculum to create holistic learning experiences for language learners.

Development of foreign language communicative needs among students

Relevance. The dynamism of economic and socio-cultural processes in society, significantly expands the boundaries of the possibilities of the modern individual, related to the realisation of individual potential, the achievement of goals. The increasing globalization and technological progress underscore the vital importance of foreign language proficiency for navigating diverse cultural landscapes and succeeding in the globalized job market, necessitating a thorough exploration of the evolving communicative needs among students. Purpose. The purpose of this study is to analyze the development of foreign language communicative needs among students, emphasizing the role of the competence-based approach in fostering these needs. This research aims to identify the key characteristics and methods that enhance students' motivation and ability to engage in intercultural dialogue through foreign language acquisition. Methodology. The methods of theoretical analysis of scientific sources, inductive and deductive methods of generalisation of empirical data available in scientific practice concerning the problem of the development of foreign language communicative needs among students when studying foreign languages are used, in the focus of the implementation of the competence approach. Results. Implementing a competence-based approach significantly contributes to the development of foreign language communicative needs in students. By integrating pedagogical, psychological, social tools, students improve their language skills and become more effective in intercultural interactions, leading to a more harmonious multicultural personality. Conclusions. The article presents scientific data on the implementation of the competence-based approach in the process of developing a foreign language communicative need among students when teaching foreign languages. The presented scientific data on the application of the competence approach, in order to develop foreign language communicative needs of students, will expand the theoretical and methodological aspect of studying the problem of intercultural interaction of a modern personality, clarify the features and means of optimising the cognitive motivation of students studying foreign languages. Keywords: competence approach; foreign language communicative need; educational process; foreign language teaching; students

The Perception of Chronic Disease Management of Family Physicians and Family Medicine Residents

Aim: This study aims to evaluate the attitudes and behaviors of family physicians and family medicine residents working in primary care regarding the management of chronic diseases and the use of diagnosis and treatment guidelines. Methods: In the cross-sectional study, data were collected from the participants online, with the help of a questionnaire in the first part consisting of the sociodemographic characteristics of the physicians and their views, behaviors and attitudes about chronic care, and in the second part, a data form prepared by the researchers using the Patient Assessment of Chronic Illness Care Scale. Results: Of the participants, 57.3% use the diagnosis and treatment guidelines prepared for chronic diseases, 37.7% (n=148) do not use guidelines. The remaining 5.1% (n=20) are not aware of such guidelines. Among the physicians who do not use guides, 58.8% stated that they don’t use guides because they don’t have sufficient motivation to use the diagnosis and treatment guides in their daily practice, 49.3% don’t have enough time to use the guides, 29.1% don’t have foreign language proficiency to follow international guides. Conclusion: Family physicians will be able to take a more active role in the management of chronic diseases after the development of diagnostic treatment guides for primary care and the establishment of the necessary infrastructure for integrated information systems that can be accessed electronically. Keywords: chronic disease, family practice, physicians, disease management

Entrepreneur of the Self

Calling on the Foucauldian notion of entrepreneurial Selfhood, this thesis intends to uncover lived accounts of neoliberalism in Japanese higher education. Indeed, as a member of the Top Global University Project (TGUP), the host institution enacts openly neoliberal reform as one of the 37 ‘élite’ universities driving Japan’s academic reputation and human capital output. The global pivot toward neoliberal marketization has been subjected to fierce scholarly critique; however, despite these efforts, empirical phenomenological accounts of the Japanese entrepreneurial Self present a notable gap in the available literature that this thesis, in part, seeks to address. Drawing on interpretive phenomenological analysis, I hope to understand how the inculcation of specific neoliberal values, soft skills, and capitals (self-reliance, individuality, discipline, foreign language proficiency, cosmopolitanism) connect personhood and citizenship locally, specifically for nine learners (f=6, m=3) at a TGUP institution. Initial findings indicate that, in a nested terrain of shadow education, New Public Management, and hyper-competitive credentialism, graduation from brand-name colleges represents the final step for ‘responsible’ graduates to emerge as globally-orientated human capital. To achieve this journey, participants reported instances of entrepreneurial Selfhood from as young as elementary school, where the doxic pressures of Japan’s enterprise ontology compel youths to credentialise through prestige-graded private education, and the for-profit ‘shadowed’ learning providers facilitating admittance to these institutions.

Foreign Language Anxiety: A Review on Definition, Causes, Effects and Implication to Foreign Language Teaching

Foreign language proficiency is now required for international collaboration and communication in the age of globalization. To interact with others in communication, commerce, scholarly discourse, and education, people must overcome linguistic and cultural boundaries. Foreign languages are still relevant in the age of globalization. However, when people study and utilize foreign languages, they frequently experience foreign language anxiety. In the fields of psychology and education, discussion of foreign language anxiety is essential. The paper studies the concept of foreign language anxiety, its causes, its effects, and its implications for teaching and learning foreign languages through a review of the literature. As a result of the particularities of the language learning process, foreign language anxiety is characterized as a distinct and complicated structure of self-perceptions, beliefs, attitudes, and behaviors associated with classroom language acquisition. Three variables connected to academic performance—concern over assessments, communication anxiety, and worry linked to an unknown foreign language test—are the root causes of foreign language anxiety. Academic, cognitive, and social effects are the three basic categories into which the effects of foreign language anxiety may be divided. Teachers need to place more emphasis on formative assessment and feedback than summative evaluation at the end of the term in order to lessen students' anxiety about making errors. As a result, it is advised that foreign language teachers encourage student engagement in class activities and create an environment that promotes and supports students' foreign language learning in order to lessen language anxiety.

AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

This study investigates the prospective of incorporating input hypothesis, output hypothesis, interaction hypothesis and metacognitive theory into the best practices of ChatGPT in foreign literature. The study used an online survey involving 146 Chinese internet users to examine opinions on the use of ChatGPT for foreign literature analysis and tasks. Specific skills enhanced by AI integration, such as critical thinking, nuanced comprehension, and advanced linguistic proficiency in foreign languages are discussed in the research. However, there were concerns about its ethical implications when used for literary purposes because it may lead to biases, wrong information and risks which include plagiarism. During the application of ChatGPT, it was emphasized that comprehensible input is crucial to ensure that AI provided content is both understandable and suitable to learners’ current proficiency level. Moreover, learners are encouraged to actively utilize ChatGPT as feedback as well as correction tool. Furthermore, this research allowed learners to engage in live communication through using ChatGPT as a speaking partner thereby negotiating meaning and getting instant feedback to support interaction hypothesis (IH). Underpinned by metacognitive theory, instructing learners to reflect on their learning process with the help of ChatGPT involves identifying areas of difficulty and seeking specific assistance, for example, learners may ask about linguistic doubts from chat GTP or test their understanding about certain concepts or vocabulary using it. In order to effectively integrate these hypotheses with metacognitive theories, interactive chat GPTs were designed which required learners’ involvement in comprehensible input generation of language, output meaningful interactions and reflection on learning process; reading or listening to foreign language content (input), responding or creating content (output), engaging in conversation (interaction) tasks are assessed for their comprehension and performance levels (metacognition).

Research into the capacities of the global digital environment for obtaining cultural and conceptual information at institutional and individual levels

Introduction. The article examines the problem of using the global digital environment as a resource of information about the concepts of German linguistic culture. The purpose of the article is to study the functions of the digital environment, identify its capacities for institutional and individual familiarization with cultural-conceptual information, justify the criteria for selecting media texts, and summarize recommendations for using the environment as a source of information about linguistic concepts. Materials and Methods. The study of the digital environment was conducted during two semesters in 12 groups of undergraduates studying German at MGIMO University of the Russian Foreign Ministry. During the research, the following methods were used: survey and study of written and oral statements of students in the process of their immersion into the digital environment, analysis and systematization of the accumulated experience in teaching the concepts of German culture. Results. The article summarizes the experience of researching the global digital environment as a resource of cultural and conceptual information. The functions of the environment used in teaching a foreign language are determined: informational, educational, motivational,and diagnostic. The prospects for institutional and independent familiarization with information about key concepts of culture are identified. The criteria for selecting media texts used as a resource of cultural-conceptual information are substantiated: the availability of data on the concepts being studied, compliance with the value guidelines of Russian society, relevance and novelty of materials, matching with the level of foreign language proficiency of international relations students. Conclusions. The authors have revealed the capacities of the digital environment for obtaining cultural and conceptual information at institutional and individual levels. Implementing the research provisions in teaching practice will contribute to the effective use of the virtual cultural and linguistic space and improve the quality of language and professional preparation of international relations professionals.

Computer-delivered vs. face-to-face score comparability and test takers’ perceptions: The case of the two English speaking proficiency tests for Vietnamese EFL learners

The present study explored the comparability in performance scores between the computer-delivered and face-to-face modes for the two speaking tests in the Vietnamese Standardized Test of English Proficiency (VSTEP) (the VSTEP.2 and VSTEP.3–5 Speaking tests) according to Vietnam’s Six-Level Foreign Language Proficiency Framework (VNFLPF) and test takers’ experiences. Data were collected from 75 and 82 VSTEP.2 and VSTEP.3–5 university English-majored test takers respectively in both computer-delivered and face-to-face conditions. A counterbalanced research design was adopted to minimise mode order effects. After test completion, 30 of the test takers, 15 from each proficiency test, were interviewed in the focus group format of 3–4 members per group. The results indicated mixed, selective effects of the testing mode. Overall, test scores were comparable in the VSTEP.2 Speaking test but significantly higher in favour of the face-to-face mode for the VSTEP.3–5 Speaking test. However, the statistically significant difference was observed in only one measure of the many analytical criteria (content development in the former test, and pronunciation in the latter test) with mixed mode advantages. The interview data has provided rich refreshing insights into how test takers viewed each testing mode against real-life communication. Their experiences further revealed a wide range of affective preferences involved in the inherent affordances or constraints of each testing mode and their communication and performance/outcome orientation. The findings offer important implications for extrapolation, test preparation and administration, and test taker/rater training in the particular context of the two English speaking proficiency tests in Vietnam and perhaps beyond.