English Proficiency Research Articles

Ukrainian EFL Learners’ Perception towards the Use of Subtitles to Improve Their Listening Skills: a Case Study

Watching English videos is a powerful and popular tool for learning English as a foreign language, and teachers and researchers should pay close attention to it. The research paper investigates current EFL learners’ attitudes towards using subtitles when watching English audio-visual materials. The authors attempt to answer the following question: What are Ukrainian EFL learners’ perceptions of using subtitles to improve their listening skills? The significance of this study is that understanding the learners’ preferences and support for subtitles would help find effective teaching practices. We used a quantitative method to collect research data through online tools (Google Forms). The third-year students training in the BA program to become interpreters were under research. The findings suggest that students agreed on the importance of listening skills. Moreover, almost all participants are convinced that watching audio-visual materials with English subtitles improves their English proficiency. An area worth further investigation is the effect of subtitles on listening and reading skills, which is necessary as it would shed more light on using videos with and without subtitles in EFL acquisition.

The Impact of Teacher-generated Quizzes of Raz-Kids in Cultivating Primary School Students’ Reading Skills

Many schools integrate technology into their curriculum to reap the benefits incessantly. Thanks to unprecedented technological breakthroughs, the popularity of e-books has increased significantly. As a result, the market for e-book apps has expanded exponentially. Although multiple studies have been conducted on the widely used reading program Raz-Kids, there has been no study regarding teacher-generated quizzes on Raz-Kids in Iraq. With this fact in mind, this study explored the effects of teacher-created quizzes on improving the reading skills of third-grade students during the fall and spring semesters of the 2023-2024 academic year. Forty-four students from a private international primary school in Iraq were selected via convenience sampling to represent one of the groups. The control group engaged with the books and answered standard quiz questions via the Raz-kids app. On the other hand, the experimental group studied the books and completed teacher-generated quizzes. The data were collected via reading examinations and surveys to be analyzed by either SPSS 29 or MAXQDA. Exams and surveys were used to compare students’ reading performance and analyse their perceptions in-depth. Quantitative data showed that students in the experimental group efficiently utilized teacher-created quizzes, resulting in exceptional performance in reading assessments. Moreover, composing balanced, coherent, engaging questions influenced students’ written and spoken English proficiency. Thus, the findings of this study may guide stakeholders seeking to include e-book applications in English classes.

English learners with dyslexia benefit from English dyslexia intervention: an observational study of routine intervention practices

IntroductionLearning to read when the language of the curriculum differs from one’s home language can pose unique challenges. For example, compared to the language spoken at home, the learner may be less familiar with the sound structure and have relatively limited word knowledge in the language of instruction. In the United States, English is the primary language of reading instruction for students who are English Proficient (EP) and for English Learners (EL). Current evidence indicates that for both EP and EL students, code-based competencies and meaning-based skills are important for learning to read. English-language reading interventions have been shown to be beneficial for EPs and ELs with reading problems, though it is not clear if this is also true when the reading problem is a reading disorder like dyslexia.MethodsThe current study addresses this question by comparing EL and EP student’s reading profile at baseline and changes over time in response to evidence-based English Language Dyslexia Instruction (ELDI) in public schools. One-hundred eighty-six students with dyslexia were followed over the course of two academic years. Assessments measured code and meaning-based reading skills. Multivariate profile analysis and linear mixed effects modeling were conducted to compare baseline reading profiles as well as growth in targeted skills over time.ResultsFindings reveal similar patterns of reading profiles across EL and EP groups, with more severe baseline deficits emerging for ELs. Groups performed equivalently on target reading skills after two years of intensive multi-componential reading intervention.ConclusionFindings confirm and extend previous research, suggesting ELs with Dyslexia can be identified and successfully served through routine practices, including ELDI.

Navigating Academic Language in English Medium Instruction (EMI) Science Classrooms in Hong Kong

The use of English to teach content subjects is a growing phenomenon in schools around the world. However, many content teachers in English medium instruction (EMI) classrooms are unsure of the extent to which they should focus on academic language while teaching their subjects. Should they focus on content and not be overly concerned about language, or should they put more emphasis on fostering students’ academic language skills? This study explored the role of academic language in EMI science classrooms from the perspective of secondary teachers and students in Hong Kong through the lens of Systematic Functional Linguistics (SFL) and a sociocultural approach to academic language. Interviews and focus group discussions were conducted with 10 teachers and 50 students, respectively. The results reveal the participants’ attitudes towards academic language in science learning, report relevant practices, and highlight the challenges and coping strategies for teaching and learning academic language in science classrooms. The data shows that the participating teachers and students all had a preference for teaching and learning science content over language. The teachers expressed concerns regarding their students’ limited academic English proficiency for effective communication during science lessons. However, the students focused overwhelmingly on their lack of vocabulary knowledge. Both groups also demonstrated a lack of effective strategies to improve academic English abilities necessary for authentic communication during science learning. The implications of the value of using different registers of English to facilitate EMI science learning are discussed.

The effect of subtitle format on cognitive load and comprehension: an eye-tracking study

ABSTRACT In most universities in South Africa, English is still preferred as the medium of instruction. However, most schools in South Africa have adopted a home-language education approach. Those school students then have a lower English proficiency compared to other students from English schools. Providing these students with instructional assistance with subtitles is essential to their learning. In recent years, advances in automatic speech recognition systems made it possible to automatically generate subtitles. This automation does, however, come with its own issues, namely: speech inaccuracy, timing issues of subtitles, etc. This study will investigate the effect of automatically generated subtitles on comprehension and cognitive load. Findings indicated that the subtitle types differed in the presentation speed of consecutive subtitles. This significantly influenced the comprehension of the participants that had automatic subtitles by 10%. Professionally creating subtitles is expensive and time-consuming, but also has more advantages and positive effects than automatic subtitles.

“Teacher, I Don't Know How to Describe ‘Tom Yum Kung’ in English, but I Know ‘Hamburger’ and ‘Pizza’:” Will Global Englishes Language Teaching be a Beacon of Hope or a Recipe for Disaster in Thai ELT?

ABSTRACTThe emerging linguistic landscape of English as a global language calls for practitioners in Teachers of English to Speakers of Other Languages (TESOL) to move beyond monolingual instruction and adopt a more plurilingual pedagogy. Despite substantial research on implementing global Englishes language teaching (GELT) across the three circles, a research gap persists, especially in secondary education. To bridge the gap, this qualitative study explored the possibility of GELT integration in English classrooms from the lens of 18 students, nine teachers, and nine administrators at nine secondary schools in southern Thailand through focus group discussions and semi‐structured interviews. The data from the qualitative content analysis revealed participants’ positive perceptions of GELT since it was viewed as instrumental in preparing learners to take a practical approach when utilizing English beyond specific forms and norms. However, challenges remained in establishing GELT, especially in contexts dominated by native‐speakerism and linguistic imperialism ideologies. Achieving this goal demands coordinated efforts among TESOL practitioners at all levels. These initiatives involve both policymakers who shape English education through top‐down directives and educators, who implement these strategies from the bottom up. The success of this collaboration is critical in revisiting English learning aims, repositioning English proficiency assessment, embracing sociocultural relevance in ELT, introducing translanguaging pedagogy for ELT, and redefining English instructional models to reflect the global diversity of English more accurately.

Analysis of grammatical errors in English speaking of Thai EFL Students

The purpose of the present study was to investigate the instances of grammar mistakes in the spoken English of Thai EFL university students. The research objectives were to compare the errors committed in lexical and sentence structure and their frequencies. The participants comprised 43 first-year English for Business Communication students learning General Listening and Speaking courses at the Sakon Nakhon Rajabhat University. The data was gathered through recorded impromptu speeches on randomly assigned topics. The recordings were transcribed and then the data was analyzed using the Surface Strategy Taxonomy. The findings showed that there were 158 grammatical mistakes in total, and they are based on four main categories. Misformation errors were most prevalent, accounting for 69.62% of all errors, with subject-verb agreement (25.32%) and verb form (17.72%) errors being particularly common. Additional errors constituted 15.82%, omission errors 13.29%, and misordering errors 1.27% of the total. The most frequent subcategories were subject-verb agreement errors (25.32%), verb form misformation (17.72%), and tense misformation (12.66%). These results indicate that Thai EFL learners have considerable difficulties in utilizing appropriate grammatical structures in spoken English, and particularly verbs and agreements. The high frequency of misformation errors points to the fact that more focused instruction on problematic structures need to be addressed in lessons in contexts that convey meaningful communication. As such, it provides findings that could help plan specific instructional strategies and curriculum design for enhancing Thai students' spoken English proficiency.

Communicating Effectively With Limited English Proficiency Patients: Incorporating Training on Working With Medical Interpreters in the Undergraduate Medical Curriculum

Communicating Effectively With Limited English Proficiency Patients: Incorporating Training on Working With Medical Interpreters in the Undergraduate Medical Curriculum

Health Literacy and Patient Compliance: Implications for Public Health Interventions from a COVID-19 Study

A wealth of research has documented the detrimental consequences of health illiteracy and its impact on a multitude of health-related issues. Scholars across various disciplines have consistently shown that individuals with higher educational attainment, those born in the United States, and those with greater English proficiency, are more likely to exhibit higher levels of health literacy. However, the extent to which these individuals adhere to established health guidelines remains an understudied area. Therefore, we analyzed data from one of the largest cities impacted by COVID-19 in the United States, to determine whether traditional predictors of high health literacy levels translated into higher levels of vaccination intentions and vaccination doses, to protect themselves and their communities from COVID-19 related illness and death. The results indicated that individuals with high health literacy levels do not necessarily exhibit higher levels of compliance, thus challenging conventional wisdom.

ENGLISH-MEDIUM INSTRUCTION PROGRAMME IN MALAYSIA: READABILITY OF SCIENCE TEXTBOOKS USED IN DUAL LANGUAGE PROGRAMME AT PRIMARY SCHOOLS

The use of English as a medium of instruction in the teaching of science and mathematics in the Dual Language Programme (DLP) in Malaysia is to increase students’ exposure to English in developing English proficiency to meet globalisation needs. One of the main issues in the implementation of DLP is student readiness to learn science in English. This study examines the readability of primary school science textbooks using Text Inspector to ascertain the difficulty level of the English used. One unit from Year 1 to Year 6 of science textbooks were analysed. The analysis used two features of the Text Inspector: Lexis: EVP and Scorecard. The findings indicate that the language used in science textbooks is beyond CEFR level B2, which suggests that the readability exceeds the primary students’ English proficiency, hence affecting their ability to comprehend the textbooks. In addition, the findings showed that the readability of the science textbooks does not differ much from Year 1 to Year 6. The study found that the readability of the science textbooks used in primary school is inappropriate; hence, proposes policy and pedagogical implications for teachers to support students learning of science in English.

The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels

Oral language skills (OLSs) are essential for English language learners, but challenges remain in developing OLSs, especially in English-as-a-foreign-language (EFL) contexts where traditional teaching methods struggle to effectively engage students. In order to maneuver effective methods to improve Chinese students’ OLSs, the present study explores the use of an English video dubbing app in language learning tasks and investigates its effectiveness in improving OLSs. A mixed-methods approach was used to provide a robust and comprehensive empirical study, including two groups of learners with different proficiency levels. Results from pre- and post-tests, students’ reflection papers, and interviews indicated that the students’ high level of engagement in the dubbing tasks led to significant improvements in students’ OLSs. Particularly in speaking, significant improvements were observed in pronunciation, intonation, fluency, grammar, and lexical use. The study also examined the relationship between the learners’ English proficiency levels and their learning outcomes. The results showed that dubbing tasks had a more significant impact on improving pronunciation for students with lower proficiency levels, while those with higher proficiency levels showed greater improvements in fluency and grammar and lexical use. Pedagogical implications were discussed based on the findings.

Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach

Abstract This study employed a multiple-case study design to investigate nine English-as-a-foreign-language undergraduates’ disciplinary writing experiences in a bilingual teaching and learning context. Drawing on writing samples, writer’s logs, and semi-structured interviews, the study identified weaknesses in their discourse features and explored their relationships to the composing processes, immediate personal traits, and larger environmental factors. Overall, the students demonstrated a basic level of discourse competence (i.e., they could write an essay on the topic and use complex connectives accurately). However, they tended to ignore other discourse features (e.g., composing a statement to control ideas in the introduction, closing the essay with an effective conclusion, and maintaining appropriate reader-writer interactions). The data revealed a positive association between English proficiency and discourse features. Typically, those with low novice and intermediate novice proficiency levels relied on text-recognition technology to translate English materials into their L1s, thus enabling source processing. They also depended on automatic translation applications to translate their essays into English, which were written in their L1s first. Based on these findings, this study suggests the integration of adequate genre knowledge, academic reading skills, and discipline-relevant task design into L2 writing instruction and assessment practice in undergraduate study.

ICT-Based Teaching Aids to Enhance English Language Proficiency of Indian Engineering Students

Technology has provided access to a wide variety of teaching tools, including digital tools like Google Classroom, Quizlet, Zoom, Kahoot, and Nearpod, as well as older technology like radio, television, video, and computers for those who are both teaching and learning the English language. Even before personal computers first became a common household item in the 1990s, many people believed they would revolutionize education, and using computer-based instruction and learning for the study of languages was no exception. Nevertheless, ICT-based English language learning has only recently become available in India. Technology is currently used in many educational institutions to teach subjects like languages. Consequently, technology in general and information and communication technology (ICT) in particular have made it possible for everyone around the globe to learn for themselves. Therefore, the focus of the researchers nowadays is on utilizing particular ICT-based instructional materials to improve the English language skills of engineering students from rural backgrounds. In the modern day, obtaining a job no longer solely depends on subject-matter expertise. Without a doubt, Rural Background Engineering (RBE) students must be skilled communicators in English these days in order to find employment. This paper focuses on the effective use of technology to enhance Indian RBE students English language instruction within a result-focused context. Therefore, integrating technology into language instruction offers clear benefits that pertain to both language education and preparing pupils for today’s information culture.digital tools

Exploring ChatGPT Practices and User Experiences in Learning English Skills

This study investigates the utilization of ChatGPT as a tool for enhancing English language proficiency, specifically targeting fluency, vocabulary acquisition, writing, reading comprehension, and listening skills. A survey was conducted to evaluate students' engagement with ChatGPT in their language learning practices. The results indicate that regular interaction with ChatGPT on diverse topics significantly improves language fluency and comprehension. Furthermore, the tool facilitates vocabulary expansion by introducing new words, along with their definitions, pronunciations, and contextual usage. In the realm of writing, ChatGPT supports the development of creative writing skills, such as story and poetry composition, while providing essential grammar feedback. The importance of grammar is emphasized, with students encouraged to practice using meaningful examples and correct errors. Additionally, the study underscores the role of ChatGPT in enhancing reading comprehension through summarization exercises and listening skills using conversation transcripts and pronunciation practice. The research also highlights ChatGPT's effectiveness in exam preparation by offering practice opportunities and feedback. Finally, the study emphasizes the tool’s role in deepening understanding of idiomatic expressions and cultural nuances, and its use in language games and interactive tests to reinforce language skills, positioning ChatGPT as a valuable resource for English learners.

What contributes to older Korean American immigrants becoming frail? A qualitative study

BackgroundFrailty is prevalent in older adults and represents a dynamic condition that can improve with early detection and interventions focused on influencing factors. Older immigrant populations, marked by diverse cultural backgrounds, distinct health beliefs and behaviors, language barriers, and low health literacy, require a focused exploration of factors influencing frailty. This study examines the perceived factors affecting frailty among older Korean American immigrants (OKAIs).MethodsA focus group interview was conducted with nine OKAIs (five frail/prefrail and four robust) in Alabama, supplemented by demographic and health-related surveys. Semi-structured questions addressed health literacy, physical activity, nutrition, and mental health. Data analysis included both descriptive and content analysis methods.ResultsParticipants displayed notable differences in health literacy scores between Korean and English assessments. Content analysis highlighted that social activities, health behaviors, and healthcare utilization for OKAIs were shaped by distinct environmental and healthcare contexts compared to those in Korea. Limited English proficiency and access to healthcare resources further influenced their experiences. Participants expressed a preference for Korean healthcare providers, interpreters, and traditional food options to maintain well-being.ConclusionInterventions aimed at preventing and managing frailty among OKAIs should consider their unique characteristics and challenges to improve effectiveness.

Breaking the silence: Unveiling the realities of communicative language teaching in China’s business English class

This qualitative study explores the perceptions of Chinese teachers and students regarding the implementation of communicative language teaching (CLT) in Business English (BE) courses. A total of 24 BE students and 14 teachers from 4 colleges in Sichuan, China, participated in the semi-structured interview. Furthermore, the researcher observed 16 BE courses to investigate the actual implementation of CLT by Chinese teachers and students. The findings indicate that adopting CLT in the context of BE in China remains challenging. While teachers and students generally hold positive views about CLT, classroom practices diverge significantly from CLT principles. Several challenges contribute to this misalignment, including the English proficiency levels of students and teachers, teaching facilities, class sizes, examination systems, textbooks, and teachers’ understanding of CLT. These challenges highlight a disconnect between CLT’s pedagogical goals and its practicality in the current landscape of Chinese BE education. The study emphasizes the need for comprehensive educational reforms to address these issues, aiming to bridge the gap between CLT’s theoretical ideals and effective implementation. Ultimately, this could enhance the communicative effectiveness of BE teaching in China.

The Role of Health in the Technology Acceptance Model Among Low-Income Asian American Older Adults: Cross-Sectional Survey Analysis

Background Self-rated health is associated with information and communications technology (ICT) use among older adults. Non–US born, older Asian American individuals are more inclined to rate their health as fair or poor compared to individuals from other racial and ethnic backgrounds. This population is also less likely to use ICTs as compared to White older Americans. Furthermore, cognitive decline may impact technology acceptance. In a previous adaptation of the technology acceptance model for low-income, Asian American older adults, perceived usefulness (PU), perceived ease of use (PEOU), age, educational attainment, ethnicity, and English proficiency were significant predictors of ICT use. However, the association between health and technology acceptance has not been explored among Asian American older adults. Objective This study examined the role of self-rated health and subjective cognitive decline in the acceptance and use of ICTs among low-income, Asian American older adults. Methods This cross-sectional survey included Asian American individuals aged ≥62 years living in affordable housing for older adults (N=392). Using hierarchical multiple regression, we explored the association between self-rated health and ICT use and technology acceptance model mediators (PU and PEOU) while adjusting for demographics, English proficiency, and subjective cognitive decline. Contrast statements were used to estimate contrasts of interest. To further examine the separate and joint association between age and subjective cognitive decline and the dependent variables, we examined scatterplots with locally estimated scatterplot smoothing lines, revealing that the relationship between subjective cognitive decline and ICT use varied in 3 age segments, which led to updating our analysis to estimate differences in ICT use among age categories with and without subjective cognitive decline. Results Self-rated health was not significantly associated with ICT use (β=.087; P=.13), PU (β=.106; P=.10), or PEOU (β=.062; P=.31). However, the interaction terms of subjective cognitive decline and age significantly improved the model fit for ICT use (ΔR2=0.011; P=.04). In reviewing scatterplots, we determined that, in the youngest age group (62-74 years), ICT use increased with subjective cognitive decline, whereas in the older age groups (75-84 and ≥85 years), ICT use decreased with subjective cognitive decline, more so in the oldest age category. Through regression analysis, among participants with subjective cognitive decline, ICT use significantly decreased in the middle and older age groups as compared to the youngest age group. However, among participants without subjective cognitive decline, the difference in use among age groups was not significant. Conclusions This study contributes to the understanding of the complex relationship between health and ICT acceptance among low-income, Asian American older adults and suggests the need for tailored interventions to promote digital engagement and quality of life for this population.

Improving mathematics outcomes for multilingual learners in dual language programs through targeted teacher professional development

AbstractProviding instruction in a student's home language through bilingual education has proven to be academically beneficial for multilingual learners (MLLs). The present study contributes to this literature by examining the possibilities and limits of a professional development program (Mathematics and Language Literacy Integration [MALLI] in Dual Language settings) with dual language (Spanish/English) teachers and the impact on elementary grade MLLs' state mathematics and English language proficiency assessment outcomes. MALLI was a year‐long professional development project that included models for integrating language and literacy into Spanish‐language mathematics instruction using Lesson Study with Video Clubs. Coarsened exact matching was utilized to establish a treatment and unbiased comparison group. MLLs taught by MALLI teachers had state mathematics assessment average standardized scores of 0.374 standard deviation units higher than comparison students whose teachers did not participate in MALLI. These results were statistically significant, equivalent to moving the performance of an average MLL from the 50th percentile to the 64.6 percentile rank. However, the effect on State English language proficiency scores was small and not statistically significant. This study illustrates the potential impact of specially designed professional development to improve MLLs' mathematics outcomes.

Making a case for English for specific purposes in China: listening to stakeholders’ voices

Internationalization in language education has inspired a new look at English for specific purposes (ESP) needs for English as a foreign language (EFL) learning in China. Undergraduate Chinese student-athletes (SAs) currently need to study college English and pass the CET 4 in order to graduate. ESP is postulated as a necessary but hardly exploited approach in China for SAs’ EFL learning. The study is guided by two main research concerns: (1) the SAs’ attitudes towards the current college English course and the inclusion of ESP into the curriculum and (2) stakeholders’ voices on SAs’ immediate needs, future needs, and wants of learning English. Eighteen semi-structured in-depth interviews were conducted with different groups of stakeholders: students, Sports Science graduates, teachers, and university administrators. They agreed that SAs should not be taught only college English but also Sports English to reach a higher level of English language proficiency to fulfil the students’ wants, necessities, and lacks. The authors argue for the inclusion of ESP elements into the current college English curriculum. This will enable SAs to undergo a more meaningful English language experience to meet their current and future EFL expectations. Specifically, the study contributes to a specific dimension of ESP needs for Sports English, which has been left unattended thus far for SAs in the learning of English at the tertiary level.

Enhancing Foreign-Language Creativity: A Didactic Approach through Audio Description

This paper appraises the potential benefits of didactic audiovisual translation, aiming to enhance learners’ acquisition and proficiency of English as an L2 through audio description techniques. These action-oriented tasks involve two phases: a systematic analysis of the source audiovisual text, and a cross-modal rendering of meaning into a suitable target text, in which learners are required not only to be faithful to the visual information, but also be fluent in the target language to produce an accurate and effective audio description. In this regard, a qualitative study has been conducted to assess the learning outcomes of participants in a course on didactic audio description, particularly in terms of speaking skills and creativity. For this purpose, a corpus has been compiled from the transcripts of their audio descriptions in English. This corpus allows for the exploration of how learners describe orally visual aspects related to actions, physical appearance, and emotions, as well as their competence in expressiveness, utterance, and other communicative skills. The learning outcomes related to speaking skills and creativity are promising, and advocate for a more comprehensive and integrated pedagogical approach to Audiovisual Translation teaching in the Translation and Interpreting and the Foreign Language Education curricula.