Proficient Learners Research Articles

Linguistic Accommodation in English-Medium Instruction: Investigating Adjustments by Non-Native English Speakers

This study explores how non-native English-speaking students and teachers accommodate each other linguistically in EMI classrooms. The research explores the features of these strategies, including language simplification, visual aids, code-switching, and non-verbal cues, in terms of their frequency and types to identify how they impact communication/learning.Structured questionnaires were used to collect data from 200 students and 50 teachers. The study found that both students and teachers used simplification in language and visual aids to show what was being discussed.These are also well-documented, underscoring their importance in multilingual classrooms.The Pearson correlation analysis in Table 2 suggests significant positive correlations between the use of simplification and non-verbal cues language proficiency scores, which reveals that more proficient learners can employ these strategies better.This article highlights the importance of linguistic accommodation in EMI. It offers suggestions for targeted intervention programs as well as professional development to improve successful educational outcomes through English medium instruction.

The Application and Implications of Memetics Theory in Second Language Acquisition

Abstract: In recent years, with the continuous development of language learning theories, the traditional model of second language acquisition has gradually exposed its limitations and is unable to fully explain the complex language learning process. Meanwhile, Memetic Theory, as a theory that explains cultural transmission and imitation, has shown potential application in the field of language learning. As a result, this paper explores its application strategies and implications in second language learning. Specifically, through a literature review of traditional language learning theories (e.g., behaviorism, cognitivism, and social constructivism), it analyzes the shortcomings of these theories in language learning learning, and proposes modal theory as an alternative theory. In addition, it examines the impact of modality on the vocabulary retention, grammatical proficiency, and phonological imitation of language learners, and assesses the potential benefits of modal propagation in language teaching and learning by integrating it with actual teaching cases. In short, the study, which employs a systematic application of modality theory to the field of language learning, can provide new perspectives and methods for second language acquisition, thereby enhancing the efficacy of language learning.

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

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

The Use of Incidental Vocabulary Learning Strategies Among High and Low Proficiency Year 6 ESL Learners

Vocabulary Learning Strategies (VLSs) are widely implemented in the learning of English as a second language (ESL). Hence, VLSs are helpful in aiding learners to develop their vocabulary effectively, not only in the classroom but also out-of-classroom, according to the learners' needs. This study aims to investigate the use of vocabulary learning strategies in incidental learning among high and low proficiency Year 6 ESL learners. The sample of this study are 30 Year 6 ESL learners from a primary government school in Bandar Baru Bangi. A mixed method was employed, and purposive sampling was used for this study. Data was collected through a 26-item questionnaire based on Schmitt’s Taxonomy of Vocabulary Learning Strategies Questionnaire (VLSQ) and semi-structured interviews. The findings indicate that high proficiency learners “watch English media” the most and the “use of flashcards” as the least favoured. In contrast, low proficiency learners prefer “asking parents or family members for the meaning of words” and “reading English newspaper, magazines and books” the least. Although no significant differences were found in overall strategy use between high and low proficiency groups, metacognitive strategies were employed significantly more by high proficiency learners. Both high and low proficiency Year 6 ESL learners also perceive technology tools and multimedia as effective for incidental learning by using YouTube, social media platform, online games, use of sub-titles and digital dictionaries. Further research on a larger scale among primary school learners is recommended to inform teachers about the application of vocabulary learning strategies, particularly in incidental learning.

A Review of Empirical Research on English Writing Instruction Based on Cognitive Linguistic Approach

The complexities of writing pose various difficulties for those learning a second language, making it a principal area of academic research in linguistics. Lately, breakthroughs in the field of cognitive linguistics have spurred the development of innovative techniques and approaches to studying English composition instruction. Studies that integrate a cognitive linguistic approach (CLA), particularly the principles of schema theory, have demonstrated a considerable uplift in the proficiency, productivity, and overall competence of learners when it comes to writing. The objective of this paper is to methodically compile and integrate these research insights, with the goal of providing a foundation for further exploration in the sphere of cognitive linguistics and educational strategies.

Effects of Task Complexity and L2 Proficiency on Functional Adequacy in L2 Writing

ABSTRACTThis study examined how task complexity and second language (L2) proficiency impact functional adequacy (FA) among Chinese university English learners. Eighty‐nine Chinese undergraduate students from two first‐year and two third‐year classes participated in the study. Each participant completed two timed argumentative writing tasks with varying degrees of task complexity manipulated by altering the number of argument elements and reasoning demands, drawing upon the cognition hypothesis. The task‐complexity manipulations were validated by post‐task questionnaires and expert judgments. Learners’ productions were assessed by two experts using the FA rating scale. Results showed as task complexity increased, there was a significant decrease in scores across all four dimensions of FA. Additionally, a positive effect of L2 proficiency was observed on scores in two dimensions of FA, that is, comprehensibility and coherence and cohesion. However, this was not the case for content and task requirements. Importantly, the analysis revealed a significant interaction effect between task complexity and L2 proficiency, indicating that the impact of task complexity on FA varied depending on the learners’ proficiency levels. Specifically, higher proficiency learners demonstrated greater adaptability to complex tasks compared to their lower proficiency counterparts. These findings highlight the significance of manipulating task complexity and considering learners’ L2 proficiency in teaching L2 writing to enhance learners’ FA performance.

Impact of motor education levels and circuit training on enhancing wrestling techniques among adolescent athletes

Background Problems: Wrestling is a compulsory course that can improve physical strength, discipline, and strategic skills and student learning outcomes. However, the learning outcomes are still not optimal due to inconsistent training, limited technique understanding, and a lack of independent training opportunities. Research Objectives: The purpose of this study is to evaluate the effect of motor education level and circuit training on proficiency in learning wrestling martial arts techniques. Methods: This study used an experimental design with a pretest-posttest control group where there are two groups, the high motor ability group and the low motor ability group. The population consists of 40 students, and a sample of 20 students was selected using purposive sampling techniques based on certain criteria. Motor ability in this study is defined as an individual's ability to learn and develop motor skills, which is used to measure how quickly and efficiently a person can learn new motor movements. Data collection was done by measuring the level of motor ability and evaluating the techniques of wrestling after a period of practice. Data analysis was conducted using SPSS 23 statistical software to evaluate the learning outcomes of the basic techniques of wrestling. Findings/Results: The results of the data analysis showed that overall, there were no significant differences between the two groups. However, when looking closely at the level of motor skills, there are differences in the post-test scores between students with high and low motor skills. Conclusion: The conclusions of the study showed that although there were no significant differences between the two groups, the high motor skills group showed more consistent improvements. Future research could focus on the development of physical and mental skills such as endurance, strength, and discipline, which are important in improving wrestlers’ performance.

Frog in a Well. Teaching Classical Japanese to Enhance the Linguistic Repertoire and Cultural Proficiency of Learners of Modern Japanese as an Additional Language

Frog in a Well. Teaching Classical Japanese to Enhance the Linguistic Repertoire and Cultural Proficiency of Learners of Modern Japanese as an Additional Language

Trend Analysis of Fluency-Related Research Articles: Using Data Mining

This research seeks to identify recent research trends in analysing fluency in English language studies since 2010. The importance of studying corpora that compile registered research in linguistics is growing; thus, it is time to consider the significance of data mining analysis on the corpora. Considering this emerging research topic, this analysis intends to generate and compare word clouds and word metric charts from speaking and writing abstract corpora in linguistics research centred on the keyword ‘Fluency’. This comparison is minimally addressed in extant research; hence, this investigation aims to fill this gap. The corpus contains 50 speaking and 15 writing abstracts from linguistics journals. To create the word cloud, AntConc4.1.4 software was used to analyse the corpora, while TF-IDF and matrix analysis were conducted using R. As a result, in spoken English, ‘fluency’ studies were largely related to 'teaching' and tended to be dominated by studies focusing on ‘fluency’ alone. In contrast, writing studies were mostly related to learner proficiency and assessment, and many studies analysed the relationship between linguistic abilities by expanding the scope of ‘fluency’ to include ‘accuracy’ and ‘complexity’. This study will benefit researchers in deciding on topics as it provides research directions and trends in analysing fluency in the two interconnected but differently expressed fields (i.e., speaking and writing).

An In-Depth Evaluation of Educational Burst Games in Relation to Learner Proficiency

Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game’s design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes.

A mixed-methods investigation into complex components of multilingual international students' self-regulated learning in English as a foreign language context: A social cognitive perspective

Self-regulated learning serves as a fundamental framework for understanding the cognitive, motivational, and emotional dimensions of learning. Recently, a growing body of studies on such cognitive processes appears in multilingual populations. Applying a mixed-methods approach, this study examined the key components of the self-regulated learning process among 233 multilingual international students in China, specifically within the context of English as a Foreign Language learning. Qualitative data was analyzed through Pearson's correlation analysis, structural equation modeling, and path analysis, while semi-structured interviews were conducted to further confirm the results of the qualitative data analysis. 15 students were purposefully selected through purposive sampling to participate in follow-up interviews. Within the framework of social cognitive theory, the findings revealed that metacognition, motivation, self-efficacy, and feedback loops are the primary components of self-regulated learning. Additionally, path analysis confirmed that the four factors are positive predictors of self-regulated learning proficiency of multilingual international students in China. The interview outcomes further validated the integral role of these primary components in the self-regulated learning process within the context of multilingual study. This study underscores the significance of incorporating translanguaging backgrounds into teaching strategies and language policy. Findings may offer some insights for multilingual international students, language teachers, and language policymakers in the field of Chinese language instruction.

Investigating the Impact of Educational Aspirations, Study Habits, Parental Involvement, and Institutional Environment on Saudi EFL Learners’ Language Proficiency

The study assesses the impact of educational aspirations, study habits, parental involvement, and institutional environment on Saudi EFL learners’ language proficiency. It also examines if the demographic profiles of Saudi EFL learners differently shaped their worldviews and responses. As the study focuses on how certain independent variables (educational aspirations, study habits, parental involvement, and institutional environment) impacted the dependent variable (language proficiency), a descriptive quantitative approach was employed to collect data from respondents using a self-designed questionnaire with partial adoption of modified items. A simple random sample method was used to select 131 respondents (10% of the population) from the undergraduate population at the College of Science & Humanities and College of Business Administration, Prince Sattam bin Abdulaziz University, Saudi Arabia. The findings revealed that educational aspirations followed by institutional environment, study habits, and parental engagement affected the language proficiency of Saudi EFL learners. One way ANOVA analysis showed that year/level of study causes significant differences in the means of the study respondents. However, no statistically significant difference was observed in the means of the responses based on the professional profiles of their parents. The findings of the study hold significance for both language instructors and policymakers for effective teaching and policy making.

Educational assessment without numbers.

Psychometrics conceptualizes a person's proficiency (or ability, or competence), in a cognitive or educational domain, as a latent numerical quantity. Yet both conceptual and empirical studies have shown that the assumption of quantitative structure for such phenomena is unlikely to be tenable. A reason why most applications of psychometrics nevertheless continue to treat them as if they were numerical quantities may be that quantification is thought to be necessary to enable measurement. This is indeed true if one regards the task of measurement as the location of a measurand at a point on the real number line (the viewpoint adopted by, for example, the representational theory of measurement, the realist theory of measurement as the discovery of ratios, and Rasch measurement theory). But this is not the only philosophically respectable way of defining the notion of measurement. This paper suggests that van Fraassen's more expansive view of measurement as, in general, location in a logical space (which could be the real continuum, as in metrological applications in the physical sciences, but could be a different mathematical structure), provides a more appropriate conceptual framework for psychometrics. Taking educational measurement as a case study, it explores what that could look like in practice, drawing on fuzzy logic and mathematical order theory. It suggests that applying this approach to the assessment of intersubjectively constructed phenomena, such as a learner's proficiency in an inherently fuzzily-defined subject area, entails recognizing the theory-dependent nature of valid representations of such phenomena, which need not be conceived of structurally as values of quantities. Finally, some connections are made between this "qualitative mathematical" theorization of educational assessment, and the application of techniques from machine learning and artificial intelligence in this area.

Study The Impact of Bologna Process on The Learning Proficiency of Students at ImamJa`afarAlsadiq University

The current research aims to study if the Bologna processincreasing the learning proficiency according to the openionsof students of the Technical College at Imam Ja’farAlsadiq University (Ijsu) - Baghdad - Iraq, the research sample consisted of (109) male and female students from the Department of Communications Technology Engineering, and a questionnaire was prepared for that consisted of onequestion, and the indicators of their validity and stability were verified, then the data were processed statistically using the statistical SPSS computer program, and the results indicated that the application of the Bologna processincreases the students` learning proficiency

Study The Impact of Bologna track on Student`s Following and Communication with Teachers At Imam Jaafar Alsadiq University

The current research aims to study if the Bologna processhelps the students follow and communicate with teachersaccording to the openions of students of the Technical College at Imam Ja’far Alsadiq University (Ijsu) - Baghdad - Iraq, the research sample consisted of (109) male and female students from the Department of Communications Technology Engineering, and a questionnaire was prepared for that consisted of onequestion, and the indicators of their validity and stability were verified, then the data were processed statistically using the statistical SPSS computer program, and the results indicated that the application of the Bologna processincreases the students` learning proficiency.

Innovative Integration of Computer Network Technology in Modern Educational Systems

A novel educational system has been developed using the Radial Basis Function (RBF) algorithm to address the limitations of traditional classroom environments, which often rely on standardized material and fixed teaching methods. This research assesses recent advancements in interactive intelligent education systems by combining Artificial Intelligence (AI) with interactive teaching methods. A model based on cognitive functions is constructed using the RBF algorithm to personalize instructional approaches and foster a self-directed learning platform. The research methodology involves a comprehensive literature review, developing an Education Intelligent System (EIS) using AI-driven cognitive modelling, and the implementation of the RBF algorithm within a neural network architecture. The system's effectiveness is evaluated through empirical methods, including extensive data analysis and continuous refinement based on student performance feedback. Additionally, a network topology model is designed to enhance the system's adaptability for different roles within the educational framework. The results show significant improvements in instructional effectiveness, learner engagement, and personalized learning experiences. This research demonstrates that AI and interactive technologies can revolutionize conventional educational methods, enhance learner proficiency, and cultivate a more dynamic and engaging learning environment. Future work aims to improve the system's user interface and analyze larger datasets to refine the AI algorithms further.

Enhancing academic and professional literacy in Swedish specialist nurse and other professional education programmes: a teacher’s perspective

This opinion piece focuses on the vital integration of academic and professional literacies in specialist nurse education and other professional education programmes within higher education in Sweden. In this opinion piece, we argue that extended learning, practise, and support can enhance the academic and professional literacy competence of specialist nurse students and other students in professional educations. To offer student specific and targeted support, educators, researchers, and policymakers can engage in collaboration, as well as inspire and empower their teachers through ongoing professional development. We also argue that the relationship between these two literacies should be highlighted in higher education to clarify the importance of academic skills within specialist nursing and other professions. We therefore suggest higher education could be more active in implementing and visualising intended learning outcomes with progression and learning activities regarding academic literacy as well as professional literacy curricula in professional educations. This approach, with an emphasis on systematic monitoring and research, ensures proficiency in effective communication, evidence-based practice, ethical responsibility, continuous learning, and quality assurance.

Exploring the interplay of language mindsets, self-efficacy, engagement, and perceived proficiency in L2 learning

Language mindsets, which are beliefs about personal qualities relevant to language learning and perceived as either fixed or malleable, have become a focus in understanding their roles in shaping language learning processes. Several studies show how they are related to language learning, along with important variables such as self-efficacy. Although research on language mindsets is growing, most studies have focused on their isolated effects, leaving a critical gap in understanding how these mindsets interact with other significant factors to influence language learning in a motivational aspect. This study aimed to address this gap by exploring the interplay between language mindsets, self-efficacy, engagement, and perceived proficiency (PP)—a construct that reflects an individual’s subjective perception of their language skills and is linked to their motivation to learn. A total of 257 students enrolled in English language courses from three universities in Korea joined the study by responding to questionnaires. The results of the path analysis show that a growth mindset did not predict self-PP; notably, however, it predicted PP with the full mediation of self-efficacy. In addition, the indirect effect of the relationship between self-efficacy, engagement, and proficiency was significant but weak. However, the inclusion of a growth mindset strengthened the indirect effect. Conversely, the link between a fixed mindset and PP showed no significant indirect effect through self-efficacy and engagement. The findings highlight the importance of a growth mindset in initiating the process of language learning and underscore the mediating role of self-efficacy in this context, contributing to the development of more effective and pedagogically informed guidance in L2 classrooms.

Effects of pedagogical intervention on Chinese EFL learners' use of motivational regulation strategies and oral English proficiency improvement

This study investigated the role of motivational regulation strategies (MRSs) in English as a foreign language (EFL) pedagogy, with a focus on Chinese university students. While prior research has explored MRSs, their specific impact on the oral proficiency of Chinese EFL learners remains under-examined. This mixed-methods research offers empirical insights, advocating for the integration of MRSs into EFL instruction to bolster students' oral proficiency. The study is bifurcated, with the first phase dedicated to cataloging MRSs' usage among Chinese university students and crafting the Speaking Strategies for Motivational Regulation Questionnaire (SSMRQ). This initial phase engaged 171 EFL students from a northern Chinese "211 project" university, employing convenience sampling. Factor analysis of participant responses culminated in a 15-item SSMRQ, spanning five dimensions: Environment Structuring (ES), Mastery Self-Talk (MST), Self-Consequating (SC), Self-Oriented Performance Self-Talk (SPST), and Externally-Oriented Performance Self-Talk (EPST). The second phase assessed the efficacy of MRSs-oriented instruction on student application of MRSs and oral English proficiency. This quasi-experimental study involved 22 consenting second-year English majors from the participating university. Data collection instruments encompassed the SSMRQ, oral English proficiency tasks, reflective journals, and semi-structured interviews. The instructional intervention spanned four weekly 30-min sessions, targeting the five MRSs' dimensions and offering feedback on oral performance. Assessments were conducted pre- and post-intervention using the SSMRQ, oral tasks, and reflective journals. Six participants, selected based on their oral English performance, were interviewed in-depth. Results suggest that the instructional intervention had a significant effect on the students' use of MRSs and their oral English proficiency. The study offers pedagogical insights into EFL speaking instruction in the higher education context, underscoring the importance of personalized teaching strategies tailored to individual learner needs. Collectively, this research introduces the SSMRQ and elucidates the pedagogical merits of MRSs-based instruction on oral English proficiency, establishing an empirical base for subsequent inquiry and pedagogical advancement in language education.

Linguistic Features of Different Proficiency Learners’ Oral Performance in a Project-Based Learning Context

Project-Based Learning (PBL) can potentially enhance learners’ oral proficiency. However, little evidence supports how PBL improves learners’ complexity, accuracy, and fluency, particularly for learners with different proficiency levels. This study examined the changes and linguistic features of varying proficiency learners’ complexity, accuracy, and fluency within a PBL context. It involved a homogeneous group of 45 Chinese college learners, categorized into high (N=15), medium (N=15), and low proficiency learners (N=15). Their oral complexity, accuracy, and fluency were assessed using speaking tests before and after PBL. The changes in their oral performance were evaluated using objective measures of complexity, accuracy, and fluency. The transcripts were also used to analyze the linguistic features of different proficiency learners. The results indicate that PBL significantly enhances syntactic complexity as learners’ proficiency levels increase. Significant differences were observed in lexical complexity, pronunciation accuracy, and self-repairs between high and low-proficiency learners. However, no significant differences were found in syntactic accuracy and speech rate across high, medium, and low proficiency learners. The findings also indicate that different proficiency learners reveal various linguistic features of syntactic complexity, syntactic accuracy, and self-repairs in their oral performance. This study provides implications for educators to design project-based activities for different proficiency learners to improve their complexity, accuracy, and fluency.