Language Proficiency Of Learners Research Articles

Investigating the Impact of Cultural Awareness on Language Learners' Motivation and Proficiency

Learning multiple languages is advantageous for individuals engaging with diverse communities across borders. However, language barriers and miscommunication have posed significant challenges, prompting learners to improve their foreign language skills, knowledge, and expertise. A lack of cultural awareness and sensitivity has hindered learners from successfully mastering foreign languages. The inability of the UK and European populations to promote diversity and inclusion, coupled with disrespectful attitudes towards other cultures, contributes to their struggles in language acquisition. To address these issues, active engagement in cultural activities can boost motivation and proficiency in language learning. Exploring Hofstede's six dimensions of cultural competency reveals that American learners exhibit lower anxiety levels than Korean learners in language training classrooms due to high individualism. Conversely, the high power distance in China, compared to Mongolia and Hungary, results in Chinese students being less interactive and assertive in classrooms. Limited interaction negatively impacts students' psychological and behavioral development, highlighting the importance of fostering intercultural communication skills. Thus, cultural factors have been elaborated with the implementations of Lewis's cultural competency model, which has elaborated that nations worldwide can be segregated into three categories based on their cultural beliefs such as linear-active, multi-active, and reactive. Among these three categories, reactive has been identified as the most flexible, people-oriented, and culturally aware nation, wherein most Asian countries like India, Malaysia, Korea, and Thailand belong. It has been identified that due to a lack of cultural awareness, the students have been confronting significant issues in confidently learning new languages with the inability to speak appropriate terms and pronounce them properly. Participation in cultural activities and training on intercultural communication might be helpful in mitigating cross-cultural issues in new language learning.

Do teachers adapt their gestures in linguistically heterogeneous second language teaching to learners’ language proficiencies?

Abstract Teachers’ use of gestures in the classroom can support the language acquisition of learners in learning a second language (Stam & Tellier, 2022). Depending on learners’ language skills, different dimensions of gestures (e.g., deictic, metaphorical) are considered to facilitate successful language comprehension. This study investigates which gestures teachers use in German as a second language (GSL) classrooms and to what extent teachers adapt their gestures to learners’ language proficiency. Teacher gestures in 10 video-recorded integration and preparation classes were analyzed. Two coders reliably identified 4143 gestures. Results show that GSL teachers predominantly used deictic gestures, metaphorical gestures, and feedback by head movements. Moreover, between-learner variability in teachers’ use of deictic and metaphorical gestures was explained by teacher-perceived German language proficiency of learners. These results suggest that teachers systematically adapt some dimensions of gestures in GSL classes, thus emphasizing the importance of studying nonverbal interactions for a better understanding of language acquisition processes.

The effectiveness of using the "Secret Box" method to enhance Arabic language learning proficiency.

This article uses a quantitative approach with the type of experimental research that discusses how to increase students' interest in learning Arabic using secret box media. The accuracy of using learning media will affect the achievement of learning objectives. Learning Media has an important role in the learning process including; Overcoming the limitations of space, time and sensory power, can overcome the passive nature of students appropriately and varied because it is directly interactive between students and the media, and can attract students' attention in the learning process. One of the media that has been extensively tested to attract someone's interest in learning a language is the media secret box. By using this media, it is expected to be able to overcome learning difficulties, increase memory, increase understanding, and foster a sense of fun about what is being learned. After being tested with IBM SPSS 25, it can be concluded that there is a difference between increasing student learning outcomes by using secret box media in the learning process.

The Impact of Linguistic Constituencies on Language Proficiency

This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semi-structured interviews generated rich thematically analysed data as they contained open-ended types of items. It was divulged by the study that (i) language policy implementation and (ii) teacher training and professional development were the major findings that resulted in experienced challenges with regard to depreciating language proficiency where learners emanated from diversified cultural backgrounds. This paper recommends and concludes that a review of language policies is a dire exercise for consideration, as being a language-proficient learner is tantamount to academic success. Keywords: Proficiency, Linguistic, Constituencies, Diversity.

Factors Affecting the Teaching of English Syllables and Stress

The teaching and learning of English syllables and stress are intricate processes influenced by a myriad of factors. This discussion explores significant determinants including linguistic background of learners, teacher competency and training, availability and quality of instructional materials, and learner motivation and attitude towards English pronunciation. The interference from mother tongue and familiarity with phonetic symbols play pivotal roles in how learners grasp phonological aspects of English. Similarly, teacher competency in phonology and pronunciation pedagogy, alongside the ability to model correct pronunciation, significantly impacts the effectiveness of instruction. The quality and cultural relevance of instructional materials, coupled with the integration of modern educational technology, enhance the teaching and learning experience. Moreover, learners' motivation and attitude towards English pronunciation are intertwined with their learning outcomes, underscoring the importance of fostering positive attitudes and high motivation. An integrated approach considering all these factors, supported by continuous professional development for teachers and a well-designed curriculum, is recommended to address the challenges associated with teaching and learning English syllables and stress. Through this holistic approach, a conducive learning environment promoting better understanding and mastery of English pronunciation can be established, ultimately improving the overall language proficiency of learners.

The Use of English Translated Meranao Literature in Enhancing the English Language Proficiency among Grade 10 Learners

This study aimed to determine the English language proficiency of learners among Grade 10 learners in one of the schools in Lanao del Sur. A one-group pre-experimental research design was used to examine the effectiveness of an English-translated Meranao literature intervention on the English language proficiency of the learners relative to vocabulary, grammar, and reading comprehension. One group was considered using the said intervention, and the group consisted of 50 learners. The study neither considers the literary analysis of the texts nor examines the students' level of analysis of the selected literary pieces. The study's respondents were selected purposively from those under the researcher; hence, a purposive sampling design was used. Statistical tools used to analyze the data were frequency and percentages, mean, standard deviation, independent samples t-test, paired samples t-test, and one-way analysis of variance (ANOVA). The results indicated that the use of English-translated Meranao literature significantly improved the participants' English proficiency in terms of reading comprehension, vocabulary, and grammar. Moreover, the participants found the literature engaging and culturally enriching. The study disclosed that the use of English-translated Meranao literature can be an effective tool in enhancing the English proficiency of learners and promoting cultural exchange. Additionally, the assessment of the teachers’ performance in teaching English translated Meranao literature was outstanding. However, there was no significant relationship between the students' scores in the post-test and the teachers’ performance in teaching English-translated Meranao literature. The study posited the conclusion that the intervention significantly improved the English language proficiency of the students particularly vocabulary, grammar, and reading comprehension. It is therefore recommended to use the intervention in creating an engaging and effective learning environment.

EFL Lexical Chunk Teaching in Chinese Senior High School: Current Practices and Challenges

The ability to effectively use vocabulary is a crucial aspect of language learning, and the development of this skill requires extensive exposure to idiomatic words and expressions. Previous research has shown that the main difference between intermediate and advanced English as a foreign language (EFL) learners is the size of their mental lexicon rather than their knowledge of grammar. In fact, the key to language learning progress is not the understanding of individual words or grammar, but the ability to assimilate the dynamic connections between different words. The use of lexical chunks has been identified as a key characteristic of proficient language learners (Schmitt, 2000). However, in the teaching context of this study, the use of lexical chunks has not been effectively emphasized in EFL education. In order to explore the reasons for this lack of emphasis, this qualitative study will interview three in-service EFL teachers to examine their teaching methods and identify potential factors that may contribute to the underutilization of lexical chunk instruction. The findings of this study will provide insight into ways to improve the teaching of lexical chunks and ultimately enhance the language proficiency of EFL learners.

Perceptions of Education Stakeholders on Use of Code-Switching in English Foreign Language Classrooms in Primary Schools in Tanzania

Code switching is used as a strategy for teaching of English foreign language in Tanzania public primary school contexts. It is however not officially recognised as one of the strategies for teaching and learning the English subject. Little attention has been given to the use of code switching for teaching and learning English as a foreign language in relation to how it minimises the opportunity to use the target language. The paper is informed by various perspectives on use of code switching in the language teaching and learning classroom. In particular, the paper is pegged on the view that in the foreign language classroom exposure and use of the target language is prime and should be maximised. This paper presents findings from a study that investigated the use of code switching in English language teaching and learning process where a qualitative approach was used. The findings of the study showed code switching negatively affects language proficiency of learners, as it lowers students’ ability to master English language, hinders language learning and it contributes to challenges students face during exams. Code switching impedes English language learning and should be avoided so as to develop a tendency for practicing speaking English language during English sessions. It is recommended to persistently teach English through English in the foreign language context to maximise use and the linguistic space for effective learning of the language.

INDONESIAN UNIVERSITY STUDENTS’ MINDSET ABOUT THE ROLES OF TALENT AND EFFORT IN EFL LEARNING

Mindset plays a significant role in language learners' success. The present investigation examined the mindsets of Indonesian students with respect to their English language learning proficiency, specifically exploring whether such proficiency is attributable solely to innate talent or whether it requires individual effort. The primary objective of this study is to ascertain whether the mindset of individuals towards learning English is characterized by a growth orientation, which is influenced by effort, or a fixed orientation, which is influenced by talent. Additionally, the study seeks to explore the potential impact of this mindset on the motivation of individuals to study English. A sample of 150 university students from various academic disciplines was surveyed to gather data. The present investigation utilized a mindset survey, which was administered through the completion of a questionnaire and subjected to quantitative analysis. Based on the data, it can be inferred that students hold the belief that exerting effort is of greater significance than possessing innate talent when acquiring proficiency in the English language. This encompasses the capacity to endure critique and surmount obstacles and challenges. The present study characterizes the students’ attitude towards English as exhibiting a positive trend of progressing and developing, which is expected to yield enduring advantages for their English learning. They understand the significance of acquiring English proficiency for future employment opportunities and the diverse range of potential applications in their daily routines.

Language intensive exposure in EFL curriculum:Attitudes towards the unlock textbook series at Birzeit University as a case study

Language-intensive exposure and immersion can be regarded as key factors in developing proficient language learners. In the context of teaching English as a foreign language (EFL), the current research was conducted to compare two modes of teaching English using the Unlock Textbook Series published by Cambridge University Press at Birzeit University, Palestine. This research effort aimed at investigating the intensive and non-intensive students’ attitudes towards the Unlock Textbook Series in addition to the effectiveness of the intensive and non-intensive modes of teaching based on EFL instructors’ perspectives. In a descriptive design, two quantitative instruments were utilized to obtain data; a student questionnaire was implemented with students from the two tracks; intensive and non-intensive, whereas an attitudinal scale was used to examine the effectiveness of the two modes of teaching according to EFL instructors’ perspectives. The participating students were (182) non-intensive and (100) intensive students. As for the instructors, fifteen (15) BZU instructors of English participated on the condition of teaching the two tracks. The findings revealed that there were statistically significant differences in the intensive and non-intensive students’ attitudes towards the Unlock Textbook Series based on students’ perspectives in favor of the intensive students. Additionally, it was shown that the intensive mode was more effective than the non-intensive based on instructors’ perspectives. Accordingly, some recommendations were suggested.

French error type annotation for dictation: A platform with automatic error type annotation for French dictation exercises.

Dictation is considered an efficient exercise for testing the language proficiency of learners of French as a Foreign Language (FFL). However, the traditional teaching approach to dictation reduces the instructional feedback efficiency. To remedy this, this study adopts a design-based research approach and builds an automatic error type annotation platform for dictation practice named FRETA-D (French error type annotation for dictation) to pursue intelligent pedagogical feedback for both FFL teachers and students. FRETA-D can automatically identify error boundaries as well as classify the errors into fine-grained error types in learners' dictation texts. FRETA-D features a dataset-independent classifier based on a framework with 25 main error types, which is generalized from French grammar rules and characteristics of frequent learner dictation errors. Five French teachers are invited to evaluate the appropriateness of automatically predicted error types of 147 randomly selected samples, and the acceptance rate reaches more than 85%. Automatic evaluation on 1,009 sentences by comparing with manually labeled references also shows promising results, reaching more than 85% consistency with human judgments. The accessibility of FRETA-D has also been confirmed by 50 Chinese undergraduate FFL learners with different professional backgrounds. FRETA-D facilitates conducting dynamic statistical analysis of learners'error types. And we share the same findings with previous studies that there exist causal links between the dictation errors and learners' mastery of French phoneme and grapheme.

The Role of Parental Income in English Language Learning Proficiency and Anxiety

Socioeconomic factors not only constraints to the economic status only but the other social factors play an equally important role in language learning. The factors are directly proportional to language learning anxiety as the SLL anxiety increased with the higher influence of the social factors. The role of parents ‘income is the most crucial factor in the process of learning English language as the learners spend most of their time with their parents since childhood. Numerous studies have been conducted on the positive role of the parents resulting in improving the performance of the learners. In this study, the prime focus is to investigate the impact of Parents’ income on English Language learning proficiency of the students keeping in view the various dynamics of the society and the importance of the English language provided to the English language in the society. It is a quantitative research based study and the data is collected from various institutes in order to get reliable results. This research will open new horizons including the research on various areas of the Pakistan to understand the impact of the income of the parents on Language Learning proficiency of the learners, the understanding of the government to take sufficient steps to increase the income of the parents to enhance the learning capacity of the learners.

Instructional Language Dichotomy on Foundation Phase Learning: A Case of University Student Teachers

For proficiency in language learning, the prescribed medium of instruction for Foundation Phase (FP) learning becomes a prerequisite, as demarcated by South African policy on language learning. Nevertheless, student teachers while embarking on Teaching Practise (TP) find comfort at infusing the English medium when interacting with learners. In contradiction, English language learning is compromised as most subjects underpinning the FP curriculum are offered in home languages. This paradox of mixed opinions on policy, student teacher perspective hence their medium of learning is English language for all courses offered at university level, together with the situation where students are expected to consider FP curriculum offering, really causes some inconsistency, leading to compromised English language proficiency as both student teachers and learners infuse IsiXhosa to a greater extent during the entire process. This paper therefore seeks to investigate whether home language teaching has any substantial influence towards enhancing English language as one of the subjects underpinning FP curriculum. A qualitative approach embedded in a case study design was administered on two purposefully identified university teachers as pioneers expected to conduct assessment during practise teaching. To collect data, semi structured interviews were conducted to understand better the underlying factors caused by instructional language contradiction in-between student teachers and learners. It emerged as major findings that (i) conflicting media of instruction (in university and in schools), (ii) home language dominance, and (iii) policy imperatives were challenging causes on the declining English proficiency in learners. This paper concludes and recommends that for sustained English language development, policies underpinning teaching and learning need to be re-defined as all subjects offered rely on efficient attainment of the language component, thereby leading to improved learner throughput rate.

Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates for education admission or employment. Its main aim is to provide a method of learning, teaching, and assessing that applies to all languages in Europe.
 The Common European Framework of Reference (CEFR) guidelines describe language proficiency of learners on a scale of 6 levels. While the description of CEFR guidelines is generic across languages, the development of automated proficiency classification systems for different languages follows different approaches.

An Empirical Study of Learners’ Beliefs and Language Proficiency in SA Context

Recent research on learner beliefs has started to highlight their dynamic and variable nature. By investigating the relationship between learner’s language learning beliefs and language proficiency in SA context, the current study tries to investigate how the changes of learner beliefs impact on language learning proficiency. The data of the study were collected from thirty Chinese students attending a pre-sessional language course in ELTC at the University of Sheffield. Combining data drawn from the questionnaires, semi-structured interviews and the IELTS scores, the current study seeks to answer three research questions: 1) Do learners’ beliefs change in SA context? If so, in what ways? 2) Does learners’ language proficiency change in SA context? If so, how? 3) What is the relationship between learners’ English proficiency and their beliefs about language learning? The results indicate that learners show changes in their language learning beliefs after a period of language learning in SA context. Participants report their beliefs in learner autonomy and self-confidence have significantly strengthened during SA sojourn. Also, there are statistically significant gains in proficiency, as measured by the IELTS scores. In the current study, no statistically significant relationships seem to exist between the overall changes in beliefs and gains or losses in proficiency. However, moderate correlation between beliefs about analytic learning and the IELTS score has been observed. The current study also acknowledges that understanding of one’s own beliefs can influence learners’ daily learning behavior and their learning results.

Foreign Language Learning via Online Modular Instruction and Related Variables: A Sequential Explanatory Study

This study describes the relationship between the respondents’ foreign language learning proficiency and the following variables: Respondent- related Factors, Teacher Factors, School Factors, and Home Factors. A survey questionnaire based on the Theory of Performance (ToP) by Elger (2007) was used to gather data about the factors. Meanwhile, the grades in a foreign language class of 25 college students were collected for the correlation. The quantitative data were processed through the SPSS software using the Pearson Product- Moment Correlation Coefficient formula, while the NVivo software was run to process the qualitative responses that served as a follow-up to the correlation results. Findings revealed that none of the four factors significantly correlated with the respondents’ FL grades, but one item under School Factors was found to have a moderate positive correlation with the FL grades. Furthermore, the respondents’ attitudes towards online learning, fathers’ educational background, and teacher factors resulted in a weak positive correlation. The themes from the qualitative data also supported the correlation findings.

The Mediating Role of a Xu-Argument Based Iterative Translation Continuation Task in the Dynamic Relationships Between Translation Learning Anxiety and Foreign Language Learning Proficiency and Translation Strategies.

Growing interest has been shown in the effects of the xu-argument based translation continuation task, which have been mainly explored via the linguistic dimension. The current study, using a pretest-intervention-posttest design, investigated the dynamic relationships among translation learning anxiety, foreign language learning proficiency, and English–Chinese translation strategies under an iterative translation continuation task (ITCT) that lasted 13 turns. The results yielded from 134 student translators showed a significant increase in their translation strategies comprehension and production, with those with a medium level of translation learning anxiety and foreign language learning proficiency achieving the most. It also showed that the significant partial mediating effect of translation learning anxiety between foreign language learning proficiency and the production of translation strategies in the pre-test became insignificant in the post-test, and the insignificant correlation between the comprehension and production of translation strategies in the pre-test became significant in the post-test. The dynamic relationships among translation learning anxiety, foreign language learning proficiency, and translation strategies confirmed the mediating role of the ITCT in attenuating the impact of higher level of translation learning anxiety and lower level of foreign language learning proficiency on the comprehension and use of translation strategies, though its effects could be different for student translators with different levels of translation anxiety and proficiency as measured by different assessments.

EXPLORING THE RELATIONSHIP BETWEEN SECOND LANGUAGE LEARNING MOTIVATION AND PROFICIENCY

AbstractA foundation of second language motivational theory has been that motivation contributes to explaining variance in language learning proficiency; however, empirical findings have been mixed. This article presents an innovative approach to exploring L2 proficiency and motivations of teenage English language learners in Madrid, Spain (N = 1773). Participants completed a multiskill English language test, plus an eight-scale questionnaire operationalizing constructs from Dörnyei’s L2 Motivational Self System (Dörnyei, 2005). Data were analysed using Latent Variable Mixture Modeling, a person-centered profiling approach. Results indicated five distinct classes of students, characterized by differing motivation-proficiency profiles. The importance of this study is that the analysis does not assume a homogenous relationship between motivational traits and proficiency levels across the learner sample; whilst there is undoubtedly a connection between the two areas, it is not a straightforward correlation, explaining to some extent discrepancies in previous findings and laying groundwork for further, more nuanced, investigation.

Diagnosing Engineering Students’ Competence of English Language Skills at Entry Level Academic Programme

In the Indian context, an academic study program at the Indian Institutes of Technology (IITs) comprises a mixed group of learners coming from various social-economic, education, and a wide range of linguistic backgrounds. These learners secure admission into various engineering programs at IITs, having qualified for the Joint Entrance Exam (JEE), a national-level competitive exam. To qualify for this exam, students prepare rigorously, even at the school level. The JEE exam tests students’ knowledge in the core subjects such as Physics, Chemistry, Mathematics, Aptitude and Reasoning; hence, students seem to focus more on these core subjects but not on the English language. These learners vary widely in their English language proficiency level in terms of oral and written English proficiency. It is believed that the level of language proficiency of learners has a direct influence on their academic performance in the program in which they are admitted. Therefore, the study aims at diagnosing 405 engineering students’ competence of English language skills at the entry-level undergraduate engineering study programs of Bachelor of Technology at the Indian Institute of Technology, Bhubaneswar. A diagnostic test that comprised the components of English language skills was designed and administered to 405 students. The results were analyzed and interpreted qualitatively and quantitatively. It was found that the majority of the students who performed well in the test had better education backgrounds. For the students who performed poorly, the study recommends possible implications besides some remedial measures.

EXPLORING THE 21ST CENTURY ESL LEARNING STRATEGIES OF STUDENTS IN MALAYSIA’S HIGHER TECHNICAL INSTITUTE

This research was conducted at a private technical institute of higher learning to explore the different 21st century language learning strategies used by proficient and low proficient ESL learners. In conducting the study, the range of language learning strategies was identified and the frequency of these strategies were recorded. This research determines the choice of in and out of class language learning strategies of learners by the different language performance and academic background of their parents. Using questionnaire adopted from various researchers, 241 respondents who were students of the second, third, fourth or fifth semester from a private technical institute who have just completed the course were used and then analysed using SPSS. The research findings reveal that there were 7 dimensions of the 21st century language learning strategies showing high correlation at p=0.05. The dimension which recorded the strongest correlation with strategy is to get online assistance at 0.962. The findings with 10 highly proficient and 10 low proficient learners indicated there are 46 language learning strategies with 22 strategies being frequently used by the more proficient language learners.