Proficient Speakers Research Articles

Abstract P152: Linguistic Acculturation is Associated With Better Cardiometabolic Health Among Bhutanese Refugees Living in the United States

Background: United States (US) South Asians are a fast-growing immigrant group that on average, while having a higher socioeconomic status, present with an increased prevalence and faster development of cardiometabolic health (CMH) conditions. Acculturation—the process of adapting norms of a host culture—can give rise to a unique set of stressful challenges and is associated with poor CMH outcomes among immigrant groups. However, the impact of acculturation on South Asian CMH is relatively unknown due to limited studies, especially when considering the Bhutanese community; the third largest US refugee group. Hypothesis: We hypothesize that increased English linguistic acculturation among US Bhutanese adults would be associated with poorer CMH. Methods: Using 2021-2022 Bhutanese Community of Central Ohio Health Study data, we examined associations of linguistic acculturation and sociodemographic characteristics in relation to CMH conditions among Bhutanese adults living in Central Ohio (N=495). A summed score for responses of very limited (1 point); limited (2 points); fair (3 points); good (4 points); and excellent (5 points) English language proficiency in speaking, listening and understanding, reading, and writing was used to capture limited (≤8), intermediate (9-19), and excellent (20) linguistic acculturation. CMH was assessed from participant self-report of clinical diagnosed or treated hypertension, type 2 diabetes, and dyslipidemia, as well as weight and height to calculate body mass index (BMI). Adjusting for sex, age, and BMI, we used Poisson regression to estimate prevalence ratios (PR) and 95% confidence intervals (CI) of associations of linguistic acculturation and sociodemographic characteristics in relation to CMH conditions. Results: Most participants were aged 18 to 44 years (69.8%) and migrated to the US ≥11 years ago (60.2%). Linguistic acculturation prevalence was 34.1% for very limited/limited and 65.9% for fair to excellent. Most participants reported no CMH condition (70%), while 12.9% reported one, 10.8% reported two, and 6.3% reported three. Fair to excellent vs. very limited/limited linguistic acculturation were associated with a lower prevalence of having three CMH conditions (PR=0.17 [95% CI: 0.03-0.97]). Migrating to the US ≥11 years vs. <11 years was associated with a higher prevalence of having two CMH conditions (PR=1.67 [95% CI: 0.95-2.95]). Conclusions: In conclusion, more linguistic acculturation was associated with better CMH among Bhutanese adults living in the US. Given the burden of CMH disparities among minoritized racial/ethnic groups in the US, future studies should consider acculturation to further explore the role of language in shaping immigrant and refugee health across the lifecourse.

Effects Of Online Peer Learning On Speaking Performance And Language Learning Anxiety

This study investigated the effects of an online peer learning program on undergraduate student English speaking proficiency, language anxiety, and perceptions of online peer learning. The study adopted a case study design and recruited 32 undergraduate students from the Department of Applied Foreign Languages at a university in central Taiwan. The online peer learning program improved students’ English communication skills and reduced students’ learning anxiety by facilitating interactions with online foreign peers. Quantitative data from oral proficiency tests and the Foreign Language Classroom Anxiety Scale were collected before and after the online peer learning program. Qualitative data were analyzed and coded to determine students’ perceptions of the online peer learning program. A significant improvement in the students’ oral proficiency was observed in the pretest and posttest scores. However, no significant reduction in overall speaking anxiety levels was noted, although the students reported a noticeable decrease in anxiety levels following the intervention, particularly when they talked about general or familiar topics. The results of this study demonstrate that the online peer learning program effectively enhanced the speaking proficiency of students of English as a foreign language and moderately alleviated their learning anxiety. On the basis of these findings, this study provides suggestions for foreign language teachers.

Arabic Language Impact on EFL Learners’ Speaking Competence: The Case of Algerian First Year Bachelor Students at Kasdi Merbah University-Ouargla

The present paper examines the impact of Arabic language on EFL learners (Algerian) speaking competence. Arab students encounter numerous obstacles in developing their L2 speaking skills. Their limited exposure to English, both in and out of the classroom, impedes their ability to achieve fluency and proficiency in speaking. In the Algerian case, students’ background of learning foreign languages is affected by both their standard Arabic and various local dialects that differ completely from one region to another. In this regard, serious linguistic obstacles may exist due to differences between Arabic and English morphology, phonology, syntax, and orthography so that the teaching process would not be an easy task, especially for beginners. In the light of this, the current study raises the problem of how Arabic language can affect EFL learners’ speaking competency. It aims at highlighting their common errors, raising the Algerian (Arab) students’ consciousness about the impact of their Arabic background on their fluency in English, and developing their competence of speaking through detecting the appropriate methods and techniques of addressing the challenges and difficulties of communicating in the target language. A descriptive type of research was followed via attending and observing sessions of oral expression with first year students (a group of 37 learners) at the University of Kasdi Merbah in Ouargla-Algeria. Via adopting a quantitative approach, a questionnaire was administered to 150 students from the same level to assess their speaking competence and common errors sources. The findings indicate that the Algerian learners’ Arabic background reduces their fluency in English as a result of linguistic, phonological, syntactic, and cultural differences.

Enhancing Language Learners’ Comprehensibility through Automated Analysis of Pause Positions and Syllable Prominence

This research paper addresses the challenge of providing effective feedback on spontaneous speech produced by second language (L2) English learners. As the position of pauses and lexical stress is often considered a determinative factor for easy comprehension by listeners, an automated pipeline is introduced to analyze the position of pauses in speech, the lexical stress patterns of polysyllabic content words, and the degree of prosodic contrast between stressed and unstressed syllables, on the basis of F0, intensity, and duration measures. The pipeline is applied to 11 h of spontaneous speech from 176 French students with B1 and B2 proficiency levels. It appeared that B1 students make more pauses within phrases and less pauses between clauses than B2 speakers, with a large diversity among speakers at both proficiency levels. Overall, lexical stress is correctly placed in only 35.4% of instances, with B2 students achieving a significantly higher score (36%) than B1 students (29.6%). However, great variation among speakers is also observed, ranging from 0% to 68% in stress position accuracy. Stress typically falls on the last syllable regardless of the prosodic expectations, with the strong influence of syllable duration. Only proficient speakers show substantial F0 and intensity contrasts.

Empowering Future Teachers: The Role of Student Organizations in Enhancing Public Speaking and Teaching Skills

<span id="docs-internal-guid-8c3491fc-7fff-0197-f738-be37e25a0884"><span>Recognizing the pivotal role of teachers in shaping education, extensive research has been conducted to assess their effectiveness. Among the prominent challenges faced by many educators is mastering public speaking, a crucial skill for effective classroom instruction. This study delves into whether participation in student groups can augment aspiring elementary school teachers' public speaking and teaching competencies while emphasizing the significance of public speaking skills within the teaching profession. Employing descriptive qualitative methods such as interviews, observations, and document analysis, the research elucidates the profound impact of public speaking proficiency on teaching effectiveness. The study encompasses four key stages: preparation, implementation, analysis, and reporting. Twelve students participated as respondents, focusing on those actively engaged in group activities. Additionally, six lecturers from the Primary School Teacher Education Study Program, Muhammadiyah University of Surakarta, knowledgeable about the fundamental skill requirements for aspiring teachers and the program director, served as supplementary subjects. The findings suggest that engagement in student groups can significantly enhance aspiring teachers' public speaking skills, thereby better equipping them for successful careers in education.</span></span>

Using Hypnoteaching Strategy to Improve Students’ Speaking Ability

The use of hypnoteaching as a tool to improve students' speaking abilities is covered in this study. The purpose of this research is to determine how hypnoteaching can improve students' speaking skills. Using a pretest-posttest design for a single group, the writer employed a pre-experimental methodology in this research. Pre- and post-tests were distributed to the group. A pretest is used to gauge how well kids can speak. Following the completion of the pretest, the writer instructed the pupils in using the hypnoteaching technique. The final step involved administering a posttest to gauge the effectiveness of the treatment. The posttest results show how much the students' speaking skills have improved.Applying the hypnoteaching technique is a great way to assist students become more proficient speakers, as seen by the students' notable improvement in speaking after the treatment.

Assessing First-Cycle Primary School English Language Teachers’ Speaking Proficiency

This study aimed to assess the speaking proficiency of English teachers in the first-cycle primary school employed a convergent mixed design method, with a specific focus on the East Wollega Zone. Utilizing sophisticated probability sampling, fifteen and ten English teachers underwent randomly assigned Oral Proficiency Tests and classroom observations, respectively. Descriptive statistical analysis uncovered a notable deficiency in overall speaking proficiency, as indicated by a combined mean score of 2.65, falling below the required standard. Independent sample t-tests revealed subpar Oral Proficiency Test outcomes for both male and female teachers, with p-values exceeding .05 for all components except pronunciation. Through a comprehensive assessment integrating quantitative and qualitative approaches, this study consistently highlighted below-average speaking proficiency among English teachers. The results emphasize the imperative for targeted interventions and professional development initiatives to elevate the speaking proficiency of primary-level English teachers. The research provides critical insights by identifying specific areas of deficiency in speaking proficiency, particularly in pronunciation. These findings underscore the intricate nature of language proficiency and serve as a foundational guide for future research and policy considerations to enhance English language instruction in the early stages of education, addressing identified proficiency gaps and fostering a more effective learning environment.

Initiatives to promote the intergenerational transmission of basque: the case of workshops for parents

ABSTRACT In the European context, some revitalisation movements have seen the widespread adoption of minority language schooling among parents who do not speak the minority language. This research discusses the role of the ‘school for fathers and mothers’ or talleres (workshops) to encourage a more Basque-focused household among parents who have low proficiency in Basque. The talleres translate knowledge from the field of language socialisation into messages that orient these parents on how to foster positive attitudes towards Basque within the family. Focusing on an analysis of the workshops’ messages, specifically the techniques of consciousness raising employed by the programme, this research discusses the role of these programmes in catalysing new attitudes and new conceptualisations of a pro-minority Family Language Policy in the context of low-to-no proficiency speakers. They do so by underscoring the role of ‘cultural transmission’ and encouraging low-proficiency parents to see themselves as attitudinal referents through their use of affective linguistic repertoires in Basque. Finally, I discuss the case of the talleres as an example of how the fields of Family Language Policy and Language Socialisation can play an important role in grassroots initiatives by translating research findings into practical information for parents.

The effectiveness of the storytelling technique on students’ achievement and motivation in English speaking skills

Storytelling has been recognized as a useful technique for addressing typical challenges that students encounter in speaking English. As part of a three-month study, this technique was applied in teaching English speaking to 80 seventh-grade students from the American Study English Center in Ho Chi Minh City. This research aims to investigate the effectiveness of storytelling techniques on A2-level students’ achievement and motivation in English-speaking skills. The data were collected through the pretest and posttest during the 3-month intervention period and through questionnaires with a total of 80 participants. The findings revealed that the majority of the participants made great improvements in speaking skills by employing storytelling techniques, boosting speaking proficiency. The questionnaires also indicated that the storytelling technique integrated with students’ motivation improved their confidence and eagerness to speak up.

Exploring the relationship between English speaking proficiency and self-perception of Korean speaking ability among freshmen at a local university

Exploring the relationship between English speaking proficiency and self-perception of Korean speaking ability among freshmen at a local university

Mimicry-Memorization Method: Elevating Arabic Speaking Skills with Visual Media

This research aims to explore the effectiveness of implementing the Mim-Mem (Mimicry-Memorization) Method with the support of visual media in enhancing Arabic speaking proficiency in a school environment. The Mim-Mem Method combines mimicry for better understanding and memorization for vocabulary reinforcement, while visual media is utilized as a clear representation of the learning material. The research methodology employed is classroom action research with students from grade XI A at SMP IT Sahabat Alam Pelabuhan Ratu Sukabumi as the subjects. Data were collected through observations, tests, and field notes over two research cycles. The results were analyzed to measure the improvement in students' speaking abilities. The research findings demonstrate a significant enhancement in students' speaking skills after applying the Mim-Mem Method with visual media. The average scores increased from 64 in the pre-test to 81 in the post-test, indicating the effectiveness of this method as a learning approach. The discussion involves in-depth analysis regarding the positive impact of the Mim-Mem Method with visual media on Arabic speaking skills among students. The novelty of this research lies in the innovative combination of methods with a visual approach, providing an effective solution to learning challenges. In conclusion, the implementation of the Mim-Mem Method with visual media makes a positive contribution to improving Arabic speaking skills among students at SMP IT Sahabat Alam Pelabuhan Ratu Sukabumi. Recommendations for future research could focus on further developing this method, including variations in teaching approaches and more specific adjustments to students' characteristics. Additionally, further studies could explore the effectiveness of this method in higher education contexts or different educational environments.

The analysis of marking reliability through the approach of gauge repeatability and reproducibility (GR&R) study: a case of English-speaking test

Ensuring consistent and reliable scoring is paramount in education, especially in performance-based assessments. This study delves into the critical issue of marking consistency, focusing on speaking proficiency tests in English language learning, which often face greater reliability challenges. While existing literature has explored various methods for assessing marking reliability, this study is the first of its kind to introduce an alternative statistical tool, namely the gauge repeatability and reproducibility (GR&R) approach, to the educational context. The study encompasses both intra- and inter-rater reliabilities, with additional validation using the intraclass correlation coefficient (ICC). Using a case study approach involving three examiners evaluating 30 recordings of a speaking proficiency test, the GR&R method demonstrates its effectiveness in detecting reliability issues over the ICC approach. Furthermore, this research identifies key factors influencing scoring inconsistencies, including group performance estimation, work presentation order, rubric complexity and clarity, the student’s chosen topic, accent familiarity, and recording quality. Importantly, it not only pinpoints these root causes but also suggests practical solutions, thereby enhancing the precision of the measurement system. The GR&R method can offer significant contributions to stakeholders in language proficiency assessment, including educational institutions, test developers and policymakers. It is also applicable to other cases of performance-based assessments. By addressing reliability issues, this study provides insights to enhance the fairness and accuracy of subjective judgements, ultimately benefiting overall performance comparisons and decision making.

Does the Shadowing Affect the Second Language Preschool Childrens English Speaking Proficiency?

Unsurprisingly, changes in attitudes towards learning English in the international context have coincided with English becoming a global lingua franca. Learning a foreign language, especially English, from an early age is believed to impact children's language acquisition positively. This belief is supported by the Critical Period Hypothesis, which suggests that there is a biologically determined period when language can be acquired more easily. However, recent studies suggest that the assumption that younger people are better when learning English is only sometimes valid. The growing body of research on bilingual development examines the connection between language exposure and learning outcomes. The research studies the factors and the process of shadowing the efficiency of preschool children in learning English (as the L2) and which age is the most suitable for learning a foreign language. This paper presents two views: the earlier, the better to learn L2, or the latter to learn L2 during preschool years, with some degree of understanding of the native language. The implications of the holistic view on the neurolinguistics of bilingualism will be used in the field of education directly. Afterwards, the students could get a favourable education with rigorous and correct scientific practice and cultivate their English thinking patterns.

TEACHING SECOND LANGUAGE THROUGH COMMUNICATIVE APPROACH

The complexity of language, whether spoken or written, has led to a high demand for teaching and learning English in today's globalized world. The need for English language learning has resulted in a demand for quality teaching materials and resources worldwide. Language learning is now seen as a form of communication between users and learners. Despite this, some institutions in Uzbekistan still rely on the Grammar Translation Method (GTM), leading to proficient vocabulary, grammar, and reading skills but low proficiency in speaking. To address this, teachers are encouraged to adopt communicative language teaching methodology. The study identifies factors thatdeter teachers from implementing this approach and emphasizes the importance of following communicative language teaching at public sector colleges as an effective method. It is believed that meaningful English language teaching and learning can be achieved through proper implementation of aspects such as phonetics, phonology, morphology, syntax, and semantics.

The Influence of Language Strategy Use to the English Language Proficiency of Grade 11 Students: A Correlational Study

This study dealt with the influence of Language strategy use and English language proficiency of Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of Language strategy use, and English language proficiency in terms of their respective indicators, the significant relationship between Language strategy use and English language proficiency and what domains of Language strategy use substantially influence English language proficiency. Also, this study utilized a quantitative-correctional design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a high level of Language strategy use among grade 11 students in terms of listening strategy use, vocabulary strategy use and translation strategy use. Also, results showed a high level of English language proficiency in grade 11 students regarding speaking proficiency, reading proficiency and writing proficiency. In addition, there is a high correlation, and a significant relationship between Language strategy and English language proficiency. Hence, this leads to the rejection of the null hypothesis. Also, all domains of language strategy use showed high ratings as perceived by students. Thus, the students may continue to improve their Language strategy use so that they can easily learn the English language proficiency.

PICTURE SERIES STRATEGY AND MOTIVATION IN ELEVENTH GRADE SPEAKING ACHIEVEMENT: AN EXPERIMENTAL RESEARCH DESIGN

Despite the fact that speaking proficiency is essential for learning a foreign language, the majority of students struggle with it. This research set intended to discover: (1) whether or not students who trained to use the picture sequence approach and those who studied the presenting strategy had significantly different speaking abilities, (2) whether or not there was motivated and uninspired students perform significantly differently in speaking tasks, (3) whether or not there was the interact of picture series and motivation on speaking achievement. There were 60 students as sample and used purposive sampling, quantitative with factorial design approach, the information was gathered utilizing a speaking test and a questionnaire, paired sample t-test, independent sample t-test, and two-way ANOVA. Results, there is a big gap in speaking ability. It was proved by the result of paired t-test with t obtained (-13.950) was lower than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. Also, it was proved by the result of independent sample t-test with t obtained (4,516) was higher than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. In addition, the result of two-way ANOVA showed that A significant value was obtained of 0.003 < 0.05, that there was a difference between experimental group and the control group's speaking proficiency among students was motivated and uninspired. A significant value was obtained of 0.010 <0.05, Consequently, it could be said that there was a difference in speaking achievement between students who were motivated and those who weren't. A significant value of 0.355 > 0.05 was obtained, so it could be concluded there was no interact between learning methods and student motivation towards speaking achievement.

Speaking Proficiency of Bachelor Level First Year EFL Students

This study investigated the speaking proficiency of bachelor level first year students who studied English Education at four affiliated campuses under the Facultuy of education (FoE), Tribhuvan University (TU). The data was collected from 40 students who were sampled using simple random sampling. The data was collected using oral test which examined eight aspects of speaking proficiency: accuracy, fluency, pronunciation, vocabulary, appropriateness, comprehension, confidence and body language. Oral test was also complemented by observation. The students’ speaking performance was scored and the scores were analyzed and interpreted using statistical and descriptive methods. The findings indicated that the students scored an average of 15.85% in speaking, with 55% below the average and 45% above. The study recommended various interventions, such as interventions like communication workshops, peerassisted learning, cultural sensitivity training, and interactive language exposure, to address the specific challenges and improve the overall speaking proficiency of the students. Furthermore, Multimodal instruction is proposed to boost pronunciation, vocabulary, appropriateness, and body language to improve speaking skill.

Evaluating the Effectiveness of Role Play Method in Improving Students’ Arabic Speaking Skills: A Case in an Islamic Education Management Program

This research investigates the efficacy of the role-play method in improving Arabic speaking skills among students enrolled in the Islamic Education Management Program at STAI Ma'had Aly Al-Hikam Malang. Employing a descriptive qualitative approach involving observation and interviews, the study reveals that the role-play method significantly enhances students' self-confidence and proficiency in Arabic speaking. Instructors play a pivotal role in shaping and facilitating role-plays, offering constructive feedback to aid in skill refinement. Despite positive student responses, acknowledging the method's relevance and practicality in honing their Arabic communication skills, challenges such as limited resources and initial role discomfort were noted. The findings suggest that the role-play method effectively contributes to students' comprehension of Islamic education contexts and their preparedness for related careers. The research proposes that instructors incorporate this method more extensively into their teaching strategies. Moreover, students can benefit from recognizing the value of role-play in refining their Arabic speaking abilities. To address the identified challenges and provide a comprehensive understanding of the method's effectiveness, future research should explore broader applications and offer deeper insights into the impact of the role-play method.

An Analysis of Formal Language Style in The American President Movie

Language style serves as a supplementary instrument for individuals to partake in dialogue, drawing upon their speaking proficiency to align with the context and subject matter of the discourse. Using Martin Joss’s theory (1967), this research aims to find out the characteristics of formal language style that occur in the utterances in the American President movie. Descriptive qualitative method was used as the research design to analyze the characteristics of formal language style in the American President movie. The results of this research found 195 data which are presented in three points. The respectful tone (11), polite tone (21), avoid contraction of level grammar (22), avoid run-on sentence of level grammar (7), efficient words of level grammar (8), complete sentence of level grammar (113), and formal modal of level grammar (13). This means that the complete sentence of level grammar is prominently proved to be used in communication withing formal language style used in American President movie. based in the result of the research, it is fruitful to suggest the students of English Department to do further analysis about the five language styles used in other resources like movies, novels, or article that contain about the politics.

The Effect of Using Elsa Speak App for First-Semester Students’ English Speaking Proficiency

In English language learning, achieving adequate and accurate spoken proficiency is crucial. As one of the applications responding to this speaking needs, the ELSA Speak App has become a central tool for language learners. Despite the broader studies on the effectiveness of the ELSA Speak App for secondary school in the literature, less attention has been given to the higher education level study. Considering this condition, the principal objective of this research was to investigate the efficacy of the ELSA Speak App in enhancing English speaking proficiency for students in the Department of English Education UIN Jakarta. Employing a quantitative method, the study selected the pre-experimental design with a nonequivalent pretest-posttest configuration where the performance of one group of 31 students was measured. The study’s findings show that the ELSA Speak App effectively fosters fluency and accuracy enhancements in acquiring EFL students' Speaking skills. Notably, the app stimulates autonomous learning through its key feature, AI instant feedback