Level Of English Proficiency Research Articles

Using DeepL translator in learning English as an applied foreign language – An empirical pilot study

With the advent of new emerging technologies, machine translation, especially natural machine translation (NMT) and its tools, is being increasingly applied in second language (L2) acquisition. The aim of this study is to investigate the usefulness of machine translation, specifically DeepL Translator, in the second language acquisition process, since it has a great potential to transform foreign language education. The present empirical pilot study describes an experiment dealing with the use of neural machine translation in the process of formal writing (i.e., writing a summary) in a foreign language. Altogether 16 university students learning English as an applied foreign language with C1 level of English proficiency participated in the experiment. The results show differences between pre-test and post-test, and a significant improvement in students' language skills due to the use of DeepL Translator. The questionnaire survey, among other things, reveals positive perceptions of this tool and awareness of improved language skills by the research participants. The findings indicate that purposefully guided working with a NMT tool can contribute to the perceived usefulness of its use in learning English as an applied foreign language.

CHALLENGES TODAY IN PROCESS IMPROVEMENT LANGUAGE TRAINING IN THE ARMED FORCES OF UKRAINE

Today’s challenges require Ukrainian servicemen and soldiers of the Armed Forces of Ukraine to be fluent in English, since the instructions for using foreign-made weapons, as well as the process of education and training to use these weapons are carried out in English.
 The main goal of this work is to determine promising methods and forms of language training in military structures, both out of the official activities and in the course of independent work.
 Today, the ranks of the Armed Forces face two urgent tasks that need to be solved:
 
 the first task is the urgent acquision of the English language by servicemen and senior staff of the Armed Forces of Ukraine for training in the use of foreign-made weapons;
 the second task is the improvement and modernization of the English language learning process in Higher Military Educational Institutions in order to increase the level of English language proficiency.
 
 The problem of first training was the insufficient command of the English language by the servicemen of the Armed Forces of Ukraine during the training.
 The solution of the second problem is not as critical in time as the solution of the first problem, therefore, currently, various programs, distance courses are being developed, and innovative teaching methods are being implemented in order to improve the improvement process of English language by students of higher educational institutions and officers of the Armed Forces of Ukraine. An important issue on the agenda is the introduction of the latest forms and methods of teaching a foreign language and special techniques and methods of teaching.
 Studying a foreign language will provide an opportunity for various branches of the leadership of the Armed Forces of Ukraine to freely and professionally conduct a dialogue with representatives of various professions and partner countries from the NATO military-political alliance.

Formulaic Language Use by Learners of English in Interlanguage Communication

This study investigated the use of formulaic language, in the form of four-word lexical bundles, by Thai learners of English as a second language (ESL) at various levels of English proficiency during interlanguage communication. The investigation focused on two aspects: the frequencies and pragmatic functions of the four-word lexical bundles. A total of 120 Thai ESL learners participated in the study, ranging from basic to intermediate and advanced English proficiency levels. In terms of frequency, a list of the most frequently used four-word lexical bundles by Thai ESL learners at each level was examined. Results showed that learners at higher English levels used less formulaic language in interactions than those at lower levels. Two similar four-word lexical bundles, centered on "I don't know" and "I think," were used by Thai ESL learners at all three English levels. The functional analysis demonstrated that Thai ESL learners at all three English levels used formulaic language to assert group identity as a device for social interaction and as a device for memory limitations to buy more time and process shortcuts. The function of asserting a separate identity was not used by intermediate-level Thai ESL learners. Furthermore, the function of processing shortcuts was used less at the advanced level than at the basic level. The findings of this study indicate that Thai ESL learners use formulaic language differently at different English proficiency levels. Therefore, formulaic language used by ESL learners in spoken English discourse should be further investigated.

WILLINGNESS TO SPEAK: WHAT FACTORS INFLUENCE EFL LEARNERS?

The online learning mode has dramatically altered the manner of the way how communication is conducted in learning at higher education or schools for the past two years. It has led to a considerable change in how learning is carried out, transferring it from an offline to an online setting that permits long distance connection and communication. However, this has an effect on students’ engagement in class as many of them exhibit passive or unresponsive behavior in participating the online learning sessions. This qualitative study aims to explore the influencing factors affect students' willingness to participate in zoom sessions during online classes at English Department, Universitas Jambi. The data was gathered through the online classroom observations and interviews with the six EFL learners, and the data was then analyzed based on the theoretical built-themes of Willingness to Communicate (WTC). The finding reveals that 1) The demotivating factors influence EFL learners’ willingness to speak in zoom class were derived by the situational factor such as difficult task types and models, the unfamiliar topic of class discussion, the lecturers’ personal characteristics, the inconvenienced time or schedule of the class meeting and a trouble Internet connection. While 2) The depressing factors influenced by the psychological component, were comprised by the lack of self-confidence, low level of English language proficiency, L2 learning anxiety and students’ individual personality.

English Learners and Constructed-Response Science Test Items Challenges and Opportunities

ABSTRACT This article reports on two quantitative studies of English learners’ (ELs) interactions with constructed-response items from a Grade 5 state science test. Study 1 investigated the relationships between the constructed-response item-level variables of English Reading Demand, English Writing Demand, and Background Knowledge Demand and the performance of ELs vs. non-ELs on those items. English Writing Demand was the strongest predictor of Differential Item Functioning favoring non-ELs over ELs for constructed-response items. In Study 2, we investigated the student-level variable of English language proficiency level and found that lower English language proficiency was related to greatly increased odds of omitting a response to a constructed-response item, even when controlling for science proficiency. These findings challenge the validity of scores on constructed-response test items as measures of ELs’ science proficiency.

Designing English Writing Worksheet Based on Experiential Learning Approach Integrated with Local Wisdom Content

This research study aims to develop an English writing worksheet for ninth-grade students at SMP Negeri 2 Sumalata Timur, Indonesia, based on experiential learning stages integrated with local wisdom content. The research follows a research and development (R&D) approach using the ADDIE model. Data was collected through questionnaires and document analysis, analyzing students' needs and preferences, curriculum materials, and instructional goals. The findings revealed students' average English proficiency level and specific areas for improvement in writing skills. The developed writing worksheet successfully addressed students' needs and preferences, leading to increased motivation, engagement, and active participation in the classroom. The study emphasizes the significance of localized content and tailored materials in enhancing students' writing skills and promoting cultural connection. Keywords: experiential, local wisdom, worksheet

ANALYSIS OF ENGLISH WRITING ERRORS IN EFL LEARNERS’ RECOUNT TEXT

This research discusses the analysis of students' errors in writing recount texts. This study aims to analyze the types of errors made by undergraduate students’ writing scores at the English Language Teaching Department at one of the universities in Cirebon. This study focuses on writing errors taken from three categories of English proficiency levels (low, average, high). This study used the descriptive qualitative method. There were six participants. The data were taken from their recount text writing results. The results of this study show that there are four types of errors based on Surface Strategy Taxonomy by students: Omission, Addition, Misinformation, and Misordering. The result of the total number of student errors is 37 which contains 14 Omission (37.83%), three Addition (8.11%), 19 Misinformation (51.36%), and one Misordering (2.70%). The most errors were made by Misinformation, with 19 errors (51.36%). It can be concluded that the ability of undergraduate students at one university in Cirebon is still low in writing recount text.

Exploring police legitimacy and other factors in predicting cooperation with police in the Atlanta Korean American community

PurposeLimited research exists on the perceptions of police within specific ethnic minority groups. The primary purpose of this study is to investigate the experiences of Korean and Korean American residents in the Metro Atlanta area regarding their perceptions of cooperation with the police, particularly in relation to hate crimes, along with their perceptions of police legitimacy and other relevant factors. By focusing on this specific population, the study aims to shed light on their unique perspectives and contribute to a deeper understanding of the complex dynamics between ethnic minorities and law enforcement.Design/methodology/approachThe authors’ sample comprised 128 Korean residents who were asked about their demographics, victimization experiences, self-rated English proficiency and police legitimacy. Multiple linear regression analyses were employed to investigate the impact of police legitimacy, victimization experiences and English-speaking skills on the participants' level of cooperation with the police.FindingsPolice legitimacy and self-rated levels of English proficiency emerged as the most significant factors in predicting the level of cooperation among residents with the police. Furthermore, individuals who have experienced crime victimization in the past were more willing to cooperate with the police compared to those who have not. Additionally, men showed a higher tendency to cooperate with the police compared to women participants.Originality/valueThe findings of this study suggest important implications for the policies and strategies aimed at enhancing the relationship between the Korean American community and the police. These implications include the need for improved language support for non-English speaking community members and the importance of building trust and fostering mutual understanding to cultivate positive police-community relations. By implementing measures based on these findings, it is recommended to promote a more inclusive and effective approach to policing within the Korean American population.

Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing

The present study focused on the assessment of how task complexity and learner variables (English proficiency level, self-regulated writing strategies, and writing self-efficacy belief) influence English academic writing for students in a foreign language context. The participants were 270 students from a medium-sized university in China. All participants completed measures on self-regulated writing strategies, self-efficacy, and an academic writing test. Guided research questions aimed to explore the extent to which task complexity and English proficiency level influenced writing performance along with how learners’ self-efficacy and self-regulated writing strategies mediated the role of task complexity in academic writing performance. Structural equation modelling results showed that task complexity and English proficiency level influenced learners’ writing performance. Self-efficacy beliefs and the use of self-regulated writing strategies mediated the role of task complexity on academic writing performance. Implications related to the assessment of task complexity, self-regulated writing strategies, self-efficacy, and academic writing were discussed.

Grammar Competence and Writing Performance: A Correlational Study in Higher Education

This research paper examined the relationship between grammar competence and writing performance among first year students studying in the second semester at Ibn Tofail University in Kenitra in Morocco. The main concern of this study is to investigate whether there is a correlation between grammar proficiency and writing. The researcher used two tests as instruments for the purpose of verifying the correlation between the two variables; one test was in grammar and the other was in writing. The participants were 37 male and female students at Ibn Tofail University who were chosen on the basis that they are in the same level of English language proficiency. They constituted an intact group. The results of the study indicated that there is a significant relationship between grammar and writing. It is also found that there is 14.7% of relationship between the two variables. These findings help university students to improve their writing skills and also assist teachers of English as a Foreign Language (EFL) to design their courses, choose their teaching materials, and teach and assess writing and grammar.

English Lecturers' Difficulties in Teaching English for Specific Purposes (ESP) in Various Higher Education in Indonesia

<p>This research investigates the English lecturers’ difficulties in teaching English for Specific Purposes (ESP) in higher education. This research is descriptive qualitative. There are 58 English lecturers from various higher education involved in this research. The analysis shows that the most dominant English lecturers teach ESP in the 2nd semester. Besides, in the 1st, and 3rd semesters. English skills taught by English lecturers in ESP courses are speaking, writing, reading, speaking, vocabulary, and translation. Speaking skills is the difficult English skill taught by them in the ESP course. The most dominant English lecturers have been teaching ESP for more than 5 years. They state that teaching ESP requires more challenges than teaching EGP (English for General Purposes). In the implementation of teaching ESP, they face several difficulties including) 1) making syllabi and lesson plans. 2) making ESP course materials according to student needs. 3) selecting and using learning methods. 4) getting ESP textbooks related to student needs. 5) making/creating ESP textbooks related to student needs. 6) difference in students' English proficiency levels. 7) difference in the level of student's motivation to learn English. 8) different levels of students' awareness of the importance of ESP. 9) the institution’s policy related to the ESP course curriculum has not been clearly stated. 10) institutional policies related to facility policies are not adequate. 11) the number of lectures/credits, and the number of semesters in the ESP course are not as expected. 12) compensation (income) in teaching ESP courses is not expected.</p>

A needs analysis for an english for occupational purposes (EOP) accounting course

The teaching of English for occupational purposes relies on the insights that a detailed needs analysis on the student-client population provides. The following paper reports the findings of a Needs Analysis conducted on the occupational purposes of accountants in Golfito county in the southern region of Costa Rica, describes the participant population, and narrates the historical development of this academic project. Some NA theoretical principles have been considered during the design and implementation of questionnaires, interviews, a desk analysis, and a focus group. The main objective has been to identify the communicative target situations that accountants and accounting employees face in their workplaces in this rural area. Therefore, adult learners with diverse English language proficiency levels enriched this NA by answering three questionnaires, providing two interviews, and contributing in a focus group. The main findings include the participants’ needs to explain financial statements in English, boost their L2 accounting vocabulary, and describe Costa Rican tax procedures to their stakeholders, especially those who are foreign business owners. In brief, this paper yields promising insights on their occupational needs that would support the language curriculum design process of a twelve-week EOP accounting course.

The Work of Informal Environment in Language Learning

This study examines the work of informal environment in language learning. This study is an ex post facto research, employing quantitative approach. The students at English Department of Madura University are as parts of population in the current research. A sample is decided by using proportional stratified random sampling technique. The data are analyzed by simple regression technique. The result of the study shows that the work of informal environment in language learning is not particularly high, 0.43 (43%). The informal environment operates on students’ proficiency level in English. It enriches the students’ input to communicate in English as well as makes the input of students becoming intake. It implies that the teachers and members of academic society should assist students with natural communication in order to meaningful input for the students.

Enhancing college English teaching models through the application of cognitive psychology: a focus on listening processes

The uneven English proficiency level among college students can lead to a lack of confidence and a passive learning process, especially for those with weak foundations. However, applying cognitive psychology principles in college English teaching can optimize the teaching mode and create a high-quality classroom atmosphere. By stimulating students’ enthusiasm through practical activities, respecting and encouraging their learning, teachers can improve the quality of teaching. This empirical study offers a comprehensive exploration of the relevance of cognitive psychology in college English teaching. It discusses the challenges faced by college students in learning English due to uneven proficiency levels and passive attitudes towards learning. The paper also introduces innovative teaching models and strategies that can optimize the learning experience and improve teaching quality. By addressing these challenges and providing effective solutions, the paper aims to enhance students’ English proficiency and overall learning outcomes. The implementation of cognitive psychology in English teaching is expected to create a positive classroom atmosphere, promote student engagement and motivation, and ultimately lead to continued improvement in the students’ English level.

Current Media Perspectives on the Norwegian Language. Norwegian, Norsklish or Better English?

"Current media perspectives on the Norwegian language. Norwegian, norsklish or better English? The present paper explores the current situation of the English language used in Norway, as rendered by different articles published by Aftenposten, a Norwegian newspaper of significant circulation. The countries’ English language skills are annually tested, and according to the 2022 Education First’s English Proficiency Index, Norway is ranked number four in the world, with very high skills. Nowadays, English is used in schools, at higher education institutions, at work, but English words are more and more used in Norwegian in everyday life especially by teenagers. This leads to a mixture of English and Norwegian known as norsklish. The newspaper articles present various opinions about the level of English proficiency required in different fields, the influence of norsklish on the language of youth, and even the need for Norwegians to improve their English language skills. The influence of the English language on the speech of different generations in Norway varies, as each generation has had different exposure and experiences with this language. Norwegians are moreover exposed to a wide variety of language variants given the fact that they have two official written norms (Bokmål and Nynorsk) and quite many dialects, which are used in various aspects of the public life. Fields such as research, higher education, international business may be seen as threatened by the use of English mostly because there is a clear lack of terminology in Norwegian. Keywords: Norwegian language, norsklish, bilingualism, Anglicization, media"

The Efficacy of Task-Based Learning and Learning Motivation on Student’s Reading Comprehension: A Wholistic Study

This study explores the impact of Task-Based Learning (TBL) and student motivation on the reading comprehension abilities of eighth-grade students with a moderate level of English proficiency. The research aims to assess the effectiveness of TBL in improving reading comprehension outcomes and investigate the relationship between TBL, student motivation, and reading comprehension performance. The study includes sixty-four participants aged 12-14 from a public junior high school in Palembang, Indonesia. The control group receives traditional instruction, while the experimental group is taught using TBL. Pretests and posttests evaluate reading comprehension, and a questionnaire measures student motivation levels. The results reveal significant improvements in reading comprehension scores for both groups. The experimental group demonstrates an average post-test score increase of 69.88%, indicating the efficacy of TBL. While student motivation influences outcomes, no significant interaction with TBL is observed. These findings emphasize the effectiveness of TBL in enhancing reading comprehension for students with moderate English proficiency and underscore the importance of considering motivation in instructional practices. Educators can utilize these insights to enhance instructional strategies and optimize reading comprehension outcomes for similar student populations.

The Curriculum of ELT Education in Indonesian and Vietnamese Universities: A Comparison Study

Both Indonesia and Vietnam provide English as foreign language instruction. In contrast to Indonesia, where English proficiency is low, Vietnam has a moderate level of English proficiency. Although Vietnam has a moderate level of English proficiency, its curriculum is nearly identical to that of Indonesia, making it suitable for comparative research. This research aimed to identify the significant differences between Indonesian and Vietnamese universities’ English language teacher education curricula. This study employed a qualitative methodology to compare the English as a foreign language teacher education curricula in Vietnam and Indonesia. In this study, descriptive analysis was utilized. The English education curricula documents obtained from the university’s website were used for data analysis. The research settings were Universitas Pasifik Morotai in Indonesia and the Giao Su-IESUS Evangelical School of Universal Studies in Vietnam. The finding showed that Vietnamese Universities stressed the dimension of content knowledge, communication competence, contextual knowledge, and professionalism practice theory. However, teaching competence, research knowledge, Community Practice Membership, and general knowledge are often overlooked. Compared to the EFL curriculum in Vietnam, the Indonesian curriculum, particularly at Universitas Paisfik Morotai, emphasized communication skills, content knowledge, research knowledge, and teaching competence/pedagogical aspects

The Influence of the L3 on In-Service Teachers’ Beliefs About Language Teaching Approaches and Multilingualism

ABSTRACT This quantitative research focuses on exploring and describing the beliefs of 418 in-service teachers on language teaching approaches and multilingualism in the South of the Basque Country. The findings report key factors and features of multilingual education in the region where Basque (minority language), Spanish (majority language), English (first foreign language) and French (second foreign language) are integrated in the curriculum. Results indicate that teachers' views about language teaching approaches are in line with current trends and theories about multilingual language teaching methodologies. The ANOVA results highlight the significant influence of two variables, in-service teachers' self-reported L3 (English) proficiency level and the teaching through their L3, on the development of these beliefs. Implications of this study may help to better understand the importance of developing and implementing specifically designed courses based on multilingual language teaching approaches to exploit the existing in-service teachers' favorable beliefs and therefore to materialize and adopt more vanguard multilingual teaching practices that may boost language learning.

The Effect of Using Literature Circle Activities on English-Speaking Skills and Critical Thinking Skills of EFL Learners

This study aims to investigate the effect of using the literature circle activities on EFL learners' CEFR B2 English-speaking skills and development of critical thinking skills. The study design employed a single-group repeated-measure approach, which included three repeated experimental tests, as well as pretest and posttest data for both quantitative and qualitative analysis. The independent variable in this study was the literature circle activities based on Reader Response theory, while the dependent variables were the English-speaking skills and critical thinking ability of the participants. To assess the participants' English-speaking skills, descriptive statistics were employed, and the data were collected using CEFR B2 English-speaking skill tests. Critical thinking ability was evaluated through content analysis of the participants' responses. The research instruments utilized in this study included literature circle activities lesson plans, the CEFR B2 English-speaking skill test, the critical thinking skill test, and interviews conducted with the participants. A total of 9 upper secondary EFL students were selected for the study using purposive sampling and classified into three groups based on their English proficiency levels: low, medium, and high. The findings revealed that the students demonstrated improvement in their English-speaking abilities, reaching the CEFR B2 level as evidenced by the pretest and post-test results. Furthermore, their English-speaking skills exhibited progressive enhancement during the three-unit tests that followed their engagement in the literature circle activities. Moreover, the results from the critical thinking skill test indicated that the students had developed critical thinking skills after participating in the literature circle activities. Content analysis of their writing responses demonstrated a gradual increase in their ability to reason and think critically following their involvement in the literature circle activities.

English Language Proficiency of Science and Mathematics Teachers: A Basis for English Enhancement Program

The study was an attempt to assess the English language proficiency of Mathematics and Science teachers. The respondents of the study were 38 Mathematics teachers and 34 Science teachers from a Higher Education Institution. The data were gathered using self-constructed test as the research instrument. Its validity and reliability using index of discrimination and Spearman Brown Prophecy Formula, respectively. As the study employed the quantitative non-experimental design, analysis and interpretation were made using frequency, percent, mean standard deviation, Pearson product-moment coefficient of correlation r. analysis of variance and t-test. Nearly 2 out 5 Mathematics and Science Teachers were master’s degree holders and almost the same number were baccalaureate degree holders. Both groups of teachers were found to have average level of English language proficiency in reading and writing skills, but below average level in grammar, specifically subject-verb agreement, preposition, and vocabulary. In all these skills, the Mathematics and Science teachers have the same level of proficiency. Among the three skills, those of reading and writing were significantly higher than grammar.Teachers with higher educational attainment, longer teaching experience and have passed licensure examination were those with higher level of English language proficiency in general, and in trichotomized component of reading skills, writing skills, and grammar. As an output of the study, an English enhancement program, focused on grammar was developed which can be accessed on-line.