Language Proficiency Research Articles

The Impact of E-books on Thai EFL Undergraduates' Acquisition of Affixes and their Contentment with This Medium

The learning of affixes (prefixes and suffixes) by English as a Foreign Language (EFL) undergraduates is paramount since it enhances their vocabulary and helps them achieve fluency and proficiency in the English language. This paper aims to evaluate students’ command of affixes by using an electronic book (e-book) as a teaching method and examining students’ level of satisfaction regarding the learning of affixes through the e-book. The study employed a mixed-methods research design and included a sample of 50 first-year English for Communication students from Rajamangala University of Technology, Srivijaya. The research instruments used in this study included the pre-test, post-test, and an e-book satisfaction questionnaire, respectively. An interview was also used as a data-gathering tool in this research work. The findings indicated that the post-test results (26.40) yielded a superior outcome compared to the pre-test results (17.80). Furthermore, the e-book had an overall satisfaction rating of 4.57. In conclusion, the study found that students can significantly enhance their understanding of affixes, specifically prefixes and suffixes, by using unique e-books. For English teachers who encourage the use of e-books, the study's findings will have important implications since they will be able to use e-books for various uses in their respective classes when teaching EFL students.

Revitalization Of Learning Loss in Moji level Intermediate of Japanese Language Education Program Brawijaya University

This study explores the learning loss experienced at the Moji Intermediate level within the Japanese Language Education Study Program during the COVID-19 pandemic. Over a period of two years, traditional face-to-face learning was replaced by online instruction, which affected the implementation of certain learning stages, such as kanji writing exercises conducted in the classroom. This research aims to identify the extent of learning loss during online learning, specifically with kanji writing skills at the Moji Intermediate level. A descriptive qualitative method was used, comparing course grades from both online and offline learning periods. According to Rajesh, Hasibuan, Susanto, Solihat et al. (2022), while learning loss has been widely studied with various approaches, few have addressed its impact on specific courses, particularly in Japanese language education. The findings reveal that online learning significantly reduced students' kanji writing abilities. As a result, teachers must adopt new strategies to compensate for this gap and ensure that students perform well on the Japanese Language Proficiency Test (JLPT), which is essential for graduation from the Japanese Language Education Study Program.

Dynamics of Intercultural Communication for IAHN Gde Pudja Mataram Dormitory Students

This study highlights the dynamics of intercultural communication within the environment of IAHN Gde Pudja Mataram dormitory, which serves as a residence for students from diverse ethnic and cultural backgrounds. Located at Jl. Pancaka No. 7B Mataram, this dormitory is an integral part of the IAHN Gde Pudja Mataram campus, accommodating students from various regions of Indonesia, including Java, Bali, Maluku, and Lombok. The primary focus of the research is to identify, observe, and explore the dynamics of intercultural communication, the language proficiency of both students and faculty, and intercultural awareness in shaping harmonious and inclusive multicultural communication among dormitory residents. The research findings indicate that a high level of intercultural awareness among dormitory residents enables them to adapt their communication styles according to their respective cultural backgrounds, thereby reducing the risk of misunderstandings or miscommunication. Furthermore, this level of awareness also strengthens cooperation, tolerance, and harmony within the dormitory environment through activities such as communal work and collective prayers, creating a warm, inclusive, and safe atmosphere for all residents, both students and faculty alike. Observations of various activities conducted in IAHN Gde Pudja Mataram dormitory also illustrate the importance of this intercultural awareness in fostering harmonious and supportive relationships among dormitory residents. Thus, this research provides deep insights into how the dynamics of intercultural communication contribute to the formation of identity and social interaction within the rich cultural diversity context of Indonesia, as reflected in the IAHN Gde Pudja Mataram dormitory.

What factors contribute to the proficiency of young EFL learners in primary school? Assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status

Although multiple factors influence language proficiency in instructed settings, the prevalence of content and language integrated learning (CLIL) research in recent decades has placed intensity of exposure (via CLIL lessons) at center stage, sidelining other variables. This study aims to rectify this by examining the impact of CLIL alongside three additional factors: extramural English (EE), socioeconomic status (SES), and non-verbal intelligence (NVI). Specifically, this study analyses the interplay of these variables in the proficiency of 171 young English learners (aged 10–11 years) in Navarre, Spain. The participants were divided into a low-intensity (LI) ( n = 54) group and a high-intensity (HI) ( n = 117) group depending on exposure to English in school. Results indicate that HI learners are superior in reading, and even more clearly in speaking. EE is very frequent in both groups but more abundant among HI learners, and it shows several positive associations with learners’ scores. Higher NVI levels positively correlate with all skills in both groups, except for speaking, which appears to be affected by EE and, to a lesser extent, by SES.

A Systematic Review of Blended Learning in Higher Education: Second Language Acquisition through the Community of Inquiry Framework

This study examined the application of the Community of Inquiry (CoI) framework in blended learning environments for second language acquisition in higher education. A systematic literature review was conducted using the PRISMA protocol, analyzing 25 peer-reviewed articles published between 2014 and 2023 from Scopus, Web of Science, and ERIC databases. The review investigated CoI implementation characteristics, the interplay of CoI elements, research methodologies, challenges, and best practices. Findings revealed a predominance of studies on undergraduate English learners, with mixed-methods approaches being most common. The integration of social, cognitive, and teaching presence significantly enhanced language acquisition and student engagement. Key challenges included technological integration, maintaining online engagement, effective instructional design, and addressing varying language proficiency levels. Best practices emphasized the strategic use of mobile applications, fostering online communities, enhancing teaching presence, and implementing personalized learning approaches. Gaps identified in the research included a predominant focus on English language studies, limited exploration at the graduate level, and a scarcity of longitudinal investigations examining long-term outcomes of CoI-informed blended learning. This review provided valuable insights for researchers and practitioners in blended language learning, offering a foundation for future research and implementation strategies. However, the study was limited by its focus on peer-reviewed articles from specific databases.

Cultural Perceptions of Language Development in a Population Sample of 54-Month-Old Children From Aotearoa New Zealand.

There is a dearth of information on cultural perceptions of children's language development for ethnic minorities in New Zealand to guide service provision. The current study explored differences across ethnicities in mothers' report of language concern and child language scores within a complex cultural, social, educational, and political context. Data from the antenatal and 54-month waves of Growing Up in New Zealand were utilized. At the 54-month wave interviews, 5,053 mothers were asked if language concerns had been raised and to rate their child's main language proficiency along with other measures. Logistic regression models (including influencing variables) indicated Chinese, Indian, and other Asian mothers were less likely to report language concern, whereas Māori, Pacific, other Asian, and Middle Eastern, Latin American, and African children were more likely to score low on the language measure. Higher maternal education was associated with higher child main language scores, but not with language concerns. Child multilingualism was not associated with low language scores, and these mothers were less likely to raise concern. This study demonstrated differences by ethnicity in mothers' language concern and child main language scores, which are likely to affect access to speech-language pathology services, as these typically rely on parent concern being expressed. Cultural bias in the language measure may also be present. Further research is needed to ask ethnic communities their views on culturally appropriate ways to identify children with communication needs and to develop culturally safe services.

Pre-Service Teachers' Writing Accuracy and Fluency: The Role of Weekly Reading

The benefits of Extensive Reading (ER) have been extensively explored in the field of English as a Foreign Language (EFL), particularly in how this approach enhances writing skills. In Ecuador, writing represents one of the biggest challenges students face when acquiring language proficiency. Therefore, this study investigates the effects of weekly story reading (WSR) over an eight-week period on improving written accuracy and fluency among twenty-two EFL pre-service teachers at the Faculty of Education, Quevedo State Technical University, Ecuador. This action research employed a pre/post-test design to collect data before and after the pedagogical intervention. Written book reports were used as the pre- and post-test instruments to identify accuracy issues and measure words-per-minute (WPM) rates. The participants´ tokens of accuracy problems and WPM were quantitatively analyzed through descriptive and inferential statistics. The results showed, among the eight types of writing accuracy analyzed, the three most common errors made by students were punctuation, spelling, and syntax. Notably, they increased as more words were produced in writing. The findings indicate that weekly story reading assignments significantly improved writing fluency, with a mean difference of (M=5.24), and moderately reduced written accuracy problems. Extensive reading might magnify writing skills development among pre-service teachers in Ecuador or other contexts.

A new life with a new language: Russophone immigrants' reflections about language learning.

This research investigates resilience and lived experiences of transnational Russophone families amidst global changes, with a focus on the intricate dynamics of communities spread across borders. The study emphasizes the importance of considering individual migrant experiences in understanding language learning and integration. We explored perceptions of local language proficiency among Russophones; challenges faced by adult Russophones in learning a new language; attitudes and experiences of adults regarding language learning; and strategies Russophone immigrants use to address gaps in the target language. Methodologically, the research employs ethnographic and thematic analyses, drawing on a diverse array of sources including interviews, social media posts, and personal communications. This approach highlights the necessity of considering both prompted responses and spontaneous discussions to capture authentic opinions on language learning from various perspectives. The study underscores the interconnectedness and interdependence within transnational families, illustrating how their lives are shaped by factors that transcend national boundaries. The examination of their diverse experiences reveals their capacity to endure and overcome challenges of integrating into new societies. Russophone migrants' attitudes toward language learning highlight how learning the host country's language enhances integration and social mobility, while maintaining the native language preserves cultural heritage, although second-generation immigrants often feel disconnected from their linguistic roots. Studies by various authors discuss challenges which immigrants face when adapting to a new linguistic environment. This project emphasizes the impact of language learning on identity and reveals cultural flexibility in attaining social justice in multicultural contexts. These insights suggest that language programs and policies should address both the practical needs of immigrants and the preservation of their cultural identities taking into account their naïve views about language learning.

Methods of Arabic Language Learning

implemented in educational settings, including the Direct Method, Natural Method, Grammar-Translation Method, Audiolingual Method, and Suggestopedia. A qualitative approach is employed to evaluate the strengths and weaknesses of each method, as well as their impact on students' language proficiency. The findings reveal that each method possesses unique advantages in enhancing Arabic language skills, with different emphases on aspects such as communication, grammatical understanding, and context of use. The Direct and Natural Methods are found to be effective in improving speaking and listening skills, while the Grammar-Translation Method provides a deeper understanding of language structure. Additionally, Suggestopedia offers an innovative approach through relaxation and motivation techniques. The study concludes that a combination of various methods, tailored to meet students' needs, can create a more comprehensive and effective learning experience in mastering the Arabic language.

Investigating the Impact of Test Anxiety and Self-Regulation on Foreign Language Learning: A Quantitative Correlational Approach

The present study investigated the self-regulated learning strategies adopted by EFL learners, their levels of cognitive test anxiety, and the potential correlations between self-regulated learning and cognitive test anxiety. The study also examined whether gender and level of language proficiency had a significant effect on self-regulated learning and cognitive test anxiety. A correlational survey design was employed to investigate EFL learners and cross-sectional data were collected through an online questionnaire. Data analysis of 269 undergraduate students revealed that gender consistently emerged as a significant variable. Notably, female students exhibited higher mean scores in both self-regulated learning and cognitive test anxiety. Furthermore, the results consistently found a correlation between self-regulated learning and cognitive test anxiety, with self-regulated learning effectively predicting cognitive test anxiety. Specifically, the predictive power of self-regulated learning for cognitive test anxiety was found to be statistically significant only within the group of students at A2 language level.

Optimization and Innovation of Online English Educational Resource Database in Higher Vocational Colleges

The rapid development of digital technology has revolutionized the educational landscape, particularly in higher vocational colleges where English language education is a critical component of the curriculum. This paper explores the optimization and innovation of online English educational resource databases, focusing on enhancing the quality and accessibility of English learning materials in the digital age. By leveraging modern technologies and pedagogical approaches, these resource databases can be a catalyst for improving English language proficiency among vocational students, preparing them for global competitiveness in their future professional development.

NLP Applications in Vocabulary Acquisition

This paper examines the transformative role of Natural Language Processing (NLP) in vocabulary acquisition for English as a Second Language (ESL) learners. With advancements in NLP technologies, innovative applications have emerged that foster effective vocabulary learning through personalized and context-rich experiences. The study explores various NLP-driven tools, such as context-aware learning systems, personalized vocabulary lists, and interactive games, that enhance engagement and retention. By analyzing the effectiveness of these tools, this research underscores the limitations of traditional vocabulary teaching methods and illustrates how NLP can provide dynamic, tailored support to meet individual learners’ needs. Furthermore, the paper highlights the significance of real-time feedback mechanisms, such as speech recognition, in promoting accurate pronunciation. Ultimately, this investigation aims to demonstrate that NLP technologies offer a more engaging, efficient, and effective approach to vocabulary acquisition, significantly improving ESL learners’ language proficiency and overall communicative competence.

Exploring the impact of the use of ChatGPT on foreign language self-efficacy among Chinese students studying abroad: The mediating role of foreign language enjoyment

Against the backdrop of rapid globalisation, Chinese students studying abroad face increasing challenges in foreign language learning and adapting to foreign language environments. This study surveyed 712 Chinese students studying abroad and used AMOS to examine the logical relationships between the use of ChatGPT, foreign language self-efficacy and foreign language enjoyment, as well as the mediating role of foreign language enjoyment in the use of ChatGPT and foreign language self-efficacy. The results indicated that the use of ChatGPT has a significant positive impact on both the foreign language self-efficacy and foreign language enjoyment of Chinese students studying abroad. Furthermore, foreign language enjoyment also positively influences foreign language self-efficacy. In addition, foreign language enjoyment serves as a mediator between the use of ChatGPT and foreign language self-efficacy. This study reveals the potential value of ChatGPT in helping international students adapt to foreign language environments and thereby improve their language proficiency.

Prevalence of Mental health and Receipt of Services in Latino Immigrants Living in Philadelphia

Abstract Background and Purpose Research shows that Latino populations are less likely to seek formal mental health services, these attitudes combined with difficulty finding affordable services impact the ability to receive a mental health diagnosis. This project examines mental health symptoms, utilization of mental health services, and socio-ecological barriers to receive mental health services among Latino immigrants, including region of origin, health insurance, immigration status, and English proficiency. Methods Data was collected between 2021-2022 by Drexel University’s CRISOL lab using a cross-sectional respondent-driven sample survey of Latinos born outside the U.S. mainland and residing in Philadelphia. The final sample included 420 Latino/a/e immigrants. Descriptive statistics and bivariate associations using Chi-square analyses were computed. Outcomes The findings revealed that 29.1% of the surveyed individuals exhibited signs of Depression, 36.1% experienced symptoms of Anxiety, 8.7% showed signs of PTSD, and 43.4% possessed one or more mental health conditions. The findings show that country of origin (p<.01), health insurance (p<.05), immigration status (p<.01), and language proficiency (p<.001) are significantly associated with whether an individual has received mental health services in the past year or in their lifetime. Of the survey population, only 39.5% of individuals with one or more mental issues had received mental health services in their lifetime. Conclusions Interventions to increase access to mental health services for Latino communities are needed. Solutions addressing disparities in access to mental health services must address systemic, cultural, and language barriers. Key messages • Region of origin, health insurance, immigration status, and English proficiency impact the utilization of mental health services. • Immigrant populations face stressors that increase the risk for mental health disease and experience multiple barriers to access mental health services.

THE IMPACT OF LANGUAGE IDEOLOGY ON ACADEMIC ACHIEVEMENT CONSIDERING BENGALI LANGUAGE CLASSROOM USERS, AND OTHERS USING THE ENGLISH LANGUAGE IN SOUTHEAST ASIA, WHICH IS A BARRIER TO LEARNING

This paper determines and analyses the problems faced by Bengali Medium students, and how Bengali medium students are treated negatively and thus affect their outcomes, at university. This research paper has been made based on secondary and primary data which the researcher analyzes and graphical representation. The researcher structured a survey questionnaire on a sample size 30. The researcher focused on the actual problems that are being faced by Bengali medium students at university. Also, the researcher tried to find out why Bengali medium students were treated negatively by many faculty members and tried to find out whether these problems are affecting the student’s achievement or not; the researcher also tried to take some suggestions from the students about how can we reduce the problems. A mixed-method approach was considered in writing this paper. With the use of a Likert scale for collecting the primary data from the students was collected. After analyzing these data, the researcher focused on collecting secondary data. Secondary data were collected from different sources i.e. online journals, online articles, and some web pages. KEYWORDS: pedagogical practices, language proficiency, multilingualism, linguistic identity, language barriers

The Applicability of Critical Pedagogy in Adult English Language Teaching (ELT)

This paper explores the applicability of critical pedagogy in adult ELT, emphasizing its role in fostering social awareness and change. Critical pedagogy encourages learners to critically examine their social reality, engage in meaningful dialogues, and become active agents for social justice. However, incorporating this approach into adult ELT faces some challenges. This study addresses four major obstacles to critical pedagogy implementation. The four challenges are a) lack of teacher preparation, b) potential risk of misguiding learners, c) cultural barriers in certain countries and regions, and d) insufficient infrastructure for aligning materials and assessment with critical pedagogy. Despite these challenges, evidence from literature and existing successful case studies suggest that critical pedagogy can be integrated inro ELT with thoughtful adjustments. The current paper provides insights for adult English program leaders to overcome such challenges and implement critical pedagogy effectively, thus empowering learners to achieve both linguistic proficiency and social transformation.

The influence of project-based learning on promoting students’ self-confidence and learning motivation in Nguyen Tat Thanh University English language classes

As Nguyen Tat Thanh University in Ho Chi Minh City, Viet Nam, has recently implemented project-based learning for non-English majors for the first time, this research desired to discover the perceptions of students on the method as well as whether project-based learning is effective to enhance students’ motivation and self-confidence. The study was conducted with the implementation of qualitative and quantitative research methods. Data were collected through questionnaires with the participation of 100 non-English major freshmen at Nguyen Tat Thanh University and semi-structured interviews carried out with a total of 3 English lecturers and 15 students in the same English class. The findings showed that there was an increase in both students’ confidence and motivation level during the project-based learning class. In addition, the research indicated positive feedback and perception of the students to the experience of PBL implementation in developing their language skills and proficiency.

Are migrant workers at greater risk of workplace deaths? A systematic review and meta-analysis

Abstract Background Globally, 170 million individuals migrate for work. Yet, evidence on their mortality risk remains unclear. Our aim was to synthesize global evidence on migrant worker mortality risk compared to local workers and to identify the multiple intersecting social determinants of mortality. Methods We conducted a systematic review of peer-reviewed literature which reported on mortality outcome of migrant workers. Studies published between 1 Jan 2000 to 17 Jan 2023 in English were searched in MEDLINE, Embase, PsycINFO, and Ovid Global Health. Meta-analysis using random effects model was used to calculate pooled estimates and narrative synthesis was used to develop a data-driven framework on intersectional social determinants. Results Out of 11,495 identified records, 44 were included, of which 11 were pooled in meta-analyses. The combined migrant worker death count was 44,338, with data from 16 countries, including migrants from agriculture, construction, and service industries. Compared to local workers, migrant workers had a higher risk of fatal occupational injury (pooled RR = 1.71, 95%CI: 1.22-2.38, I² = 99.4%), and a lower risk of all-cause mortality (pooled RR = 0.94, 95%CI: 0.88-0.99, I² = 90.7%). Key social determinants associated with increased mortality risk were either migration-related (e.g. lower language proficiency, undocumented status) or labour-related (e.g. precarious employment, labour migration policies) interacting over migrant workers’ life course. Conclusions As the largest evidence synthesis to date, these findings indicate that migrant workers have higher fatal occupational injury rates than local workers, indicating the need for tailored protections for migrant workers. These data confirm that the all-cause mortality advantage observed in migrant populations applies to the working population. Future interventions should be designed to address both migration- and labour-related determinants of migrant worker health. Key messages • Migrant workers have a higher risk of workplace fatality despite being generally healthier than local workers, explained by structural determinants such as precarious employment. • Future interventions must address migration- and labour-related social determinants of health at structural levels, such as extending labour protection laws to migrant workers.

To be with artificial intelligence in oral test or not to be: a probe into the traces of success in speaking skill, psychological well-being, autonomy, and academic buoyancy

There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners’ speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a concurrent mixed-methods design, the study included 28 upper-intermediate EFL students from an Ethiopian university. We gave the Michigan Language Proficiency Test to evaluate degrees of proficiency before the TOEFL iBT speaking section, which used ChatGPT for scoring and feedback. Speaking abilities were assessed using pretests, immediate posttests, and delayed posttests. Furthermore, we evaluated the impacts on psychological well-being, autonomy, and academic buoyancy using narrative frames. We used one-way repeated measurements to examine the quantitative data and thematically evaluated the qualitative data. According to the results, speaking abilities, psychological well-being, learner autonomy, and academic buoyancy showed notable increases. The results suggest that by improving skill development, offering individualized feedback, and meeting students' emotional and psychological needs, AI systems like ChatGPT have the capacity to transform language assessment and pedagogy. Encouraging the incorporation of AI technologies to enhance educational outcomes and provide a more flexible and adaptable learning environment, the study presents important implications for various stakeholders.

Migration and mental health: the case of postpartum depressive symptoms in Portugal

Abstract Background Postpartum depression (PPD) affects about 17% of healthy mothers within one year of childbirth. The etiology remains unknown, but PPD is influenced by a combination of genetic, physical, psychosocial, and obstetric factors, migration could influence the risk. Methods We analyzed data collected within the scope of baMBINO (Perinatal Health in Migrants: Barriers, Incentives, and Outcomes), a Portuguese prospective cohort study, aimed to investigate the maternity experiences and outcomes of migrant women, defined as foreign-born women, and compared to native women. Among the 5431 women enrolled at delivery, 3006 (55%) were considered eligible for this study and interviewed in their preferred language, within six months of recruitment. The Edinburgh Postnatal Depression Scale (EPDS) was administered during this interview, along with the Migrant-Friendly Maternity Care Questionnaire (MFMCQ). Results 2890 (96%) women were included in the analytical sample for this study. Among women included, 1475 (51%) were migrants or refugees. The proportions of women having EPDS scores ≥ 10 were overall greater among migrants than among native women (7.2% vs. 12.4%, p < 0.001) and the risk remained higher after multiple adjustment models. Conclusions Migration status, poor experience with maternal care and language proficiency increased the risk of PPDS and should be carefully addressed as part of perinatal care.