Proficient Learners Research Articles

Assessing syntactic and lexicogrammatical use in second language Mandarin writing samples

General indices of syntactic complexity (e.g. mean length of T-unit, clauses per T-Unit) have long been used to measure the writing proficiency of adult language learners (Bulté & Housen, 2012; Norris & Ortega, 2006; Ortega, 2003; Wolfe-Quintero et al., 1998). In contrast, a number of recent studies have focused on measuring adult second language writing proficiency using methods rooted in usage-based theories of language learning. The present study extends previous research (e.g., Kyle & Crossley, 2017) by comparing usage-based and general indices of syntactic and lexicogrammatical use in learners of Mandarin. It also extends previous work by investigating whether meaningful, but non-linear trends exist. To do this, it first compares multiple linear regression models to polynomial models for general and usage-based indices respectively. Then it compares the strongest model for each type of index to determine which is better. Consistent with Kyle and Crossley (2017), it finds that in Mandarin usage-based indices are better predictors of proficiency than general indices and that the frequency of the verb decreases over time while the strength of association between verb and VAC increases. Furthermore, non-linear trajectories were found to exist in general indices while usage-based indices were linear.

Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder

BackgroundThere are an increasing number of English Learners (EL) served in schools, including children with Autism Spectrum Disorder (ASD). However, little is known about students who receive school-based services as EL and under autism eligibility.Purpose & MethodsThe present study aimed to examine the sociodemographic characteristics, time to English Language Proficient status by survival analysis, and predictors of English fluency utilizing a logistic regression for dually identified EL and autism eligible students in a large urban school district during the 2011–2019 academic school years.ResultsOverall, dually identified students (N = 849) educated in segregated settings (N = 372) became English proficient at lower rates and at older ages than students included in general education (N = 477).ConclusionStudents placed in segregated special education classrooms were significantly less likely to achieve English Language Proficient classification. The present study begins to illustrate the time to English proficiency of dually identified students and the potential impact it has on their educational opportunities.

Constructional complexity as a predictor of Korean EFL learners’ writing proficiency

Abstract Based on usage-based constructionist approaches to language development, this study investigates the validity of constructional complexity as a predictor of writing proficiency of Korean EFL learners. We analyzed argumentative essays produced by Korean EFL learners and compared a prediction model that uses English argument structure constructions with a conventional T-unit-based model. We first tested the predictive power of a discriminant function model with argument structure constructions as predictors for assessing writing proficiency of lower- and higher-level learners. We then compared the construction-based model to another model that included T-unit measures as predictors. The results validated the contribution of argument structure constructions for predicting L2 writing proficiency: The construction-based model yielded higher prediction accuracy than the T-unit-based model did, confirming that constructional complexity is closely aligned with writing proficiency. These findings demonstrate the significance of a construction-based model as a reliable tool for diagnosing EFL learners’ writing proficiency.

Mobile-Assisted Language Learning Intervention and Its Effect on English Language Proficiency of EFL Learners: A Meta-Analysis

Some researchers have investigated the impact of mobile language learning on English proficiency for EFL learners. Mobile language learning has a positive effect on English skills in EFL students. However, the effectiveness of language learning with mobile assistance to enhance the success of EFL students remains to be discussed. Furthermore, it is not known if the effects of mobile-assisted language learning vary based on context. The purpose of this study was to conduct a meta-analysis of the findings of experimental studies assessing the impact of mobile-assisted language learning on the English language proficiency of EFL learners between 2015 and 2021. Experimental studies on mobile-assisted language learning and EFL learner English proficiency were analyzed using meta-analysis. The study found that the model of the random effects was utilized, and the effect size was determined to be substantial (d = 0.91). The meta-analysis calculated 25 effect sizes of type- d for the 25 studies. The analysis of moderator variables examined five different characteristics whose effects differed significantly only concerning majors, language learning objectives, and instrument type.

Efficacy of Strategic Intervention Material (SIM) on the Learning Proficiency of Grade 10 Earth Science Students

Efficacy of Strategic Intervention Material (SIM) on the Learning Proficiency of Grade 10 Earth Science Students

한국어 어휘 교육 연구 동향 - 최근 10년간 발표된 국내 학술지 논문을 중심으로 -

This study aims to examine the research trends over the last 10 years, in Korean vocabulary education using text mining and seek the direction for future research in Korean vocabulary education. The research list was selected based on the keyword “Korean vocabulary education” using Research Information Sharing Service and thereafter, the research trends were examined by research topic, research method, and research subjects. Consequently, the most common research topic was about vocabulary educating method and the most used research method was to suggest the educational measures. The language group of the learners was mostly Chinese and the most common learning purpose was for academic purposes. Learner proficiency was evenly distributed among beginner, intermediate, and advanced levels. A significant number of studies on Sino-Korean word education for Chinese learners were noticed owing to the increase in the number of Chinese international students in Korea. These results are consistent with the results of word cloud and network analysis using text mining. However, it has been identified that studies on sociolinguistic vocabulary and those that verify the effect of educational measures or reflect the learners’ requirements are highly insufficient. Thus, this study suggests that research should be conducted on the aforementioned lacking areas and learners in more diverse language groups.

Assessing the speaking proficiency of L2 Chinese learners: Review of the Hanyu Shuiping Kouyu Kaoshi

Assessing the speaking proficiency of L2 Chinese learners: Review of the Hanyu Shuiping Kouyu Kaoshi

Understanding L2-derived words in context: Is complete receptive morphological knowledge necessary?

AbstractThe study investigates whether comprehension of derived words in text context requires a complete understanding of word parts. It explores comprehension of derived words as a function of learner proficiency and contextual clues. Ninety English-as-a-foreign-language learners at three proficiency levels participated in three successive tests representing three clues conditions, absence of clues, availability of syntactic clues, and availability of syntactic and semantic clues. They had to supply the meaning of 22 derived pseudowords constructed with nonword stems and 22 frequent affixes—for example, stacement, gummful. The meanings of the nonword stems were provided. Test scores were compared by 3 (proficiency level) × 3 (clue condition) analysis of variance with repeated measures. The results showed effects of both variables, proficiency and clues. The largest increase in comprehension scores occurred with the addition of syntactic clues. The results imply that derived forms of familiar base words can be understood even when learners’ receptive morphological knowledge is not complete.

The role of live transcripts in synchronous online L2 classrooms: Learning outcomes and learner perceptions

This study explored the role of live transcripts in online synchronous academic English classrooms by focusing on how automatically generated live transcripts influence the learning outcomes of lower-proficiency and higher-proficiency learners and on their perceptions towards live transcripts. The study adop ted a 2 × 2 factorial design, with the two factors being learner proficiency (high vs. low) and availability of live transcription (presence and absence). The participants were 129 second-year Japanese university students from four synchronous classes taught on Zoom by the same teacher under an academic English reading course. Learning outcomes in this study were evaluated according to the course syllabus through grades and participation in class activities. A questionnaire consisting of nine Likert-scale questions and a comment box was administered to explore participants’ perceived usefulness of, perceived ease of use of, and perceived reliance on live transcripts. Results showed that contrary to previous studies reporting the effectiveness of captioned audiovisual materials in L2 learning, live transcripts as a special type of captions were not effective in promoting the grades of learners of either proficiency. However, it significantly improved the activity participation of lower-proficiency learners, but not that of higher-proficiency learners. Questionnaire results showed that there were no significant differences between learners of two proficiencies in their perceptions towards live transcription, which contradicts previous findings that lower-proficiency learners tend to rely more on captions. Besides enhancement of lecture comprehension, participants reported innovative uses of live transcripts such as screenshots with transcripts for notetaking purposes and transcripts downloaded for later review.

Addressing Proficiency Gaps in Future Skills Between Employers and Learners Through Data Visualization.

The pandemic has principally changed the way the construction industry operates. It has caused a profound shift in how we conduct our work, with a large-scale take-up of remote working and changes in our digital approach. The way we work is changing. All these impacts challenge the traditional supply chain and working practices of the construction industry negatively, resulting in price escalations, additional costs, loss of revenue, payment delays and increase in disputes and claims. This study aimed to assess the skill proficiency of learners and narrow the employers' and young engineers' perspectives on what are the future skills requirements in the construction industry in the world of digitalization. This study, which comprised two surveys entitled "Future Skills-What does the future look like for young engineers?" (for employers) and "WLA Survey in "Future Skills"-The Proficiency Analyses of Young Engineers-to-be" (for learners), was a part of the Workplace Learning and Assessment (WLA) Engagement Series for students. This research attempts to map skill proficiency of learners (or young engineers-to-be) with the future skill requirements of the employers and to make recommendations on the construction-related institutional arrangements. A quantitative approach by using online surveys as the main data collection tool was adopted. A sample of 20 WLA-participating employers and 23 WLA-participating students in construction companies was generated. In December 2021, the project team initiated two surveys to explore the expectation for the future workforce in the construction industry. Interview results covering various construction-related disciplines, including civil engineering, building studies, surveying and building technology, were analysed and illustrated using Microsoft Power BI. Content analysis with data visualizations was used to identify major themes. This study has shown that employers and students have different perceptions of skills and attributes as critical competencies for a successful workforce. On a positive note, there was a high level of satisfaction for both employers and learners in "Training Structure" and "Training and Development". This study highlighted that students did not have the appropriate level of knowledge as expected by their employers in key subject areas of the construction industry. Employers expressed a clear expectation for the roles and responsibilities of young engineers in their organizations. Areas of practice such as building information modelling (BIM), "Problem Solving", and "Presentation Skills" were highlighted as critical for the future. The competency of youngsters in achieving targeted vision and goals as well as the competency in striving for continual improvement was identified as highly relevant for the future. There was potential for young engineers to play a more active role in their organizations and to repackage their technical skill and interpersonal skill sets for anticipated future roles. The choice of the quantitative research design approach was guided by the need to capture numerical data in the construction industry of Hong Kong for the purpose of illuminating differences in perspectives among participants about future skills for WLA implementation in vocational and professional education and training (VPET). This study can help to investigate the skill proficiency gaps that employers will be looking for and how WLA can bring maximized benefits to students and companies. Based on the results, the students can be better informed about the workplace settings and be prepared for the upcoming industrial attachment or apprenticeship programme with WLA. Feedback provided by the companies can help support students' transition into the world of work. On the other hand, by understanding learners' self-perception, this adaptation made by the companies could result in what looks to be part of a longer-term change in how we work, particularly with a move to increased use of hybrid working. The statistical models with data visualization based on Power BI can also lead to the experimentation and inference that inform the institution's strategy.

Exploring Factors That Impact on Motivation in Foreign Language Learning in the Classroom

In the study of second language learning, one of the most critical components is unveiling factors that impact on motivation in the classroom. Proficiency in foreign language learning is inextricably tied to motivation, in the understanding that proficiency may not take place if the learners are not strategically motivated. The effectiveness of an L2 learners’ growth may be dependent on various factors that affect motivation in the classroom. This study is an analysis of different factors that influence motivation in foreign language classroom. The study examined how different activities and situations influence the motivation of foreign language learners in the classroom. A total of 119 persons participated in the study, including high school teachers and their students. Questionnaire was used to collect the needed data, and data was analyzed using tables and graphs to discuss the factors that affect motivation in the classroom. Teaching strategy and style of learning, feedback, reward, group, class environment, technology, and punishment are the factors measured. The findings of the study indicate that teaching strategy and learning style exert huge impact on motivation, with over 39.50% of the response rate. This is closely followed by feedback and reward with about 19.32% and 12.60% respectively. The study further revealed that group has the least influence on motivation, with 2.52% value, which is lower than the impact of class environment that stands at 7.56%. It is concluded that both learners and teachers of foreign language accept that teaching strategy and learning style is the most significant factor that impacts on motivation. It is recommended for further studies to use larger study sample from different schools to explore these factors and ascertain their degree of impact on motivation in foreign language teaching and learning.

비대면 영어독해 수업에서 플립러닝이 학업성취도와 읽기 동기에 미치는 영향

This study examined the effects of a flipped learning model on college students" English reading proficiency and reading motivation in a non-face-to-face learning environment. The experimental group (n = 26) received online pre-class instruction and real-time main class instruction using a flipped learning approach, while the control group (n = 24) received traditional lecture-based instruction during real-time classes. Both groups completed English reading comprehension tests and reading motivation questionnaires before and after the treatment. Results indicated that the flipped learning model significantly improved the English reading proficiency of low-achieving learners and positively influenced learners" intrinsic and extrinsic motivation, as well as English learning efficacy. The study sheds light on the scalability and limitations of flipped learning-based instruction in non-face-to-face online classes and provides a foundation for designing and implementing flexible instructional models in higher education post-COVID-19.

Cooperative learning to enhance oral proficiency meta-analysis of research

This study sought to determine the usefulness of the application of Cooperative Learning elements and principles to enhance Ecuadorian students’ Oral Proficiency in English Language Learning. This study began with the analysis of several theories in which many authors define cooperative learning as working together in small groups to reach a common goal, but perhaps the benefits of oral production should be emphasized. Cooperative Learning and its elements contribute to lower anxiety and hesitation increasing self-confidence and motivation likewise it fosters equal participation.

대학생 영어 글쓰기 오류 분석 결과 활용을 위한 선행 연구의 비판적 고찰

Although error analysis (EA) research on English learners is one of the most pivotal areas in English education, the research findings of a few decades are not effectively utilized. To answer research questions triggered by the awareness of the problem, this study critically synthesizes domestic studies over the past 20 years that analyzed English writing errors of college students. First, the current study identified common patterns of English writing errors made by college students. Second, the study examined the difficulties involved in summarizing the accumulated research results for practical use, including the differences in the error classification system and the differing criteria for defining English proficiency of learners. The implications for future research are discussed as well as strategies for providing easier access to EA research findings for those outside of academia.

Comparison of Lexical Complexity in L2 Speaking and Writing and Factors predicting English Speaking Proficiency

This study is to measure the three lexical complexity factors, i.e., lexical density, lexical diversity, and lexical sophistication using spoken and written data in a large-scale learner corpus, so that the lexical complexity can be observed in multidimensional terms. The study goes beyond most previous work on lexical complexity in SLA by examining the effects of all three measures of lexical complexity on predicting speaking proficiency of Korean EFL learners. Logistic regression analysis reveals that the verbal element of the lexical density factor was the most appropriate predictor of English proficiency (odds ratio: 2.259). In other words, the more frequently English learners use verbal elements, the higher their English-speaking ability is likely to improve 2.259 times. The results of this study will help to understand the correlation and difference compared to the results of other literatures in this field. Also, it will help educators to understand that the relationship between lexical complexity factors and proficiency is different in English speaking and writing, and to select more useful indicators when evaluating L2 learners. In addition, it is expected that it will serve as an evaluation method that can be used as an alternative in the field of pedagogy because it provides L2 discriminant function to evaluate learners. Keywords: Lexis; Lexical complexity; Learner corpus; Monologue; Logistic regression

A Corpus-based Pronunciation Teaching Model: A Conceptual Paper

Learning a second language is challenging, but mastering pronunciation is even more difficult. Researchers continuously seek new ways to improve students’ English abilities, such as listening and speaking, while ignoring the importance of pronunciation. After conducting a literature review, this article investigates the impact of corpora and two instructional methods on improving students’ pronunciation. The paper addresses how to teach pronunciation effectively in the context of English as a second language. According to the review, corpus resources, critical listening, and shadowing can all be used independently to enhance students’ proficiency in second language learning. Hence, an innovative Corpus-based Critical Listening and Shadowing model has been devised as an aid in the teaching of pronunciation by providing more specific suggestions for teachers and students, with the expectation that students will perform better once they have been taught pronunciation using the methodology. The current study’s findings have pedagogical and methodological implications for pronunciation teaching, learning and research. The implications and future directions of the innovative Corpus-based Critical Listening and Shadowing model are also discussed.

An Interdisciplinary Approach to the Introduction of Point-of-Care Ultrasound in an Urban Academic Primary Care Center.

Introduction Limited guidance exists for primary and urgent care ultrasound applications. This study sought to identify the most useful applications for providers in these clinical settings, to create and implement a structured interdisciplinary point-of-care ultrasound (POCUS) curriculum, and to assess the effectiveness of the course. Methods This prospective cohort study took place at an urban academic medical center. After a needs-based assessment of ultrasound applications in primary and urgent care, the Emergency Medicine ultrasoundfaculty and fellows were paired with a primary or urgent care provider (N = 6). The pairings met for scanning sessions in the emergency department to practice image acquisition, documentation, and incorporation of ultrasound into the workflow. Participants were given POCUS pre-work to review before each session. The final bedside session included a formal Objective Standard Clinical Examination (OSCE) to assess learner proficiency to be cleared for independent imaging. The program was assessed using pre- and post-training surveys. Results The survey results demonstrated that renal, gallbladder, and soft tissue scans were the most interesting and useful to primary and urgent care providers after completion of the training course. Conclusion The course was effective, and efficient, simple, high-yield POCUS applications should be included in future programs and organizational guidelines for primary and urgent care POCUS education.

Exercisable Learning-Theory and Evidence-Based Andragogy for Training Effectiveness using XR (ELEVATE-XR): Elevating the ROI of Immersive Technologies

eXtended Reality (XR) promises to provide a powerful capability to disseminate a vast array of instructional content appropriate for all types and levels of learners, ultimately revolutionizing education and training. Yet, while XR presents an opportunity for a powerful paradigm shift in education, a scientifically grounded andragogy for harnessing the didactic power of XR has yet to emerge. Herein, a unified framework of research-based instructional strategies for guiding the design of proficiency-based XR educational and training content is proposed, along with an associated naval maintenance use case. While this work draws on relevant pedagogical and andragogical theories, as well as fundamental learning theories applicable to learners of all ages, the framework specifically targets adult learners and training of complex skills applicable to various professional domains. Within the framework, learning theories have been aligned with learner proficiency level to specify competency-based learning objectives and activities, XR form factors, and learning loops that are anticipated to boost XR training efficacy. The proposed framework—the Exercisable Learning-theory and EVidence-based Andragogy for Training Effectiveness using XR (ELEVATE-XR)—is meant to serve as a guide to drive effective and efficient design of XR applications that enhance adult learning.

The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety

This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 64 intermediate participants was chosen from 93 students. Running a convenience sampling technique, target test-takers were randomly divided into the experimental groups (C-DA) and control (rater mediated assessment). Following that, both groups had pretests for oral and written skills. The Science Anxiety Scale (SAS) was also used to gauge their level of anxiety prior to treatment. The experimental group’s participants then received C-DA. Rater-mediated assessment, on the other hand, was given to the control group. Both groups took the post-test for writing performance, oral proficiency, and test anxiety at the conclusion of the treatment. According to the one-way ANCOVA analysis, the post-test results for the two groups were different. Based on the results, the experimental group outdid the control group on the oral proficiency, writing performance, and test anxiety post-tests. Iranian EFL learners were able to improve both their written and oral skills while experiencing less test anxiety thanks to C-DA. Finally, the conclusions, the implications, the limitations, and the suggestions for further studies were provided.

TOLERANCE OF AMBIGUITY IN ENGLISH PROFICIENCY OF EFL LEARNERS AT ENGLISH DEPARTMENT OF FKIP UNIVERSITAS HKBP NOMMENSEN

The objective of this study is to investigate the tolerance of ambiguity in English proficiency of the EFL learners at English department of FKIP Universitas HKBP Nommensen. The subjects of this research are 166 learners at the sixth semester at academic year 2021/2022. Data was gained by using questionnaires of ISLTAS (Instrument Second Language Tolerance of Ambiguity Scale) and English proficiency test by using TOEFL. Those data was analyzed by applying qualitative research approach. The result of analyzing data elaborates findings; they are (1) the level of TOA of the research subjects which is high. The subjects with high of TOA are able integrate new information with existing schemata, restricting the latter. With TOA they try to adapt themselves according to new situation of English to have good proficiency and (2) the correlation between TOA and the subjects’ English proficiency is moderate. The moderate correlation indicates weak relation of the subjects’ TOA and their English Proficiency. Even though the correlation is weak (moderate) but it is relevant into the theory of TOA which indicates those learners who have high level of TOA are those who succeed in English. It is proved based on the number of subjects who are at high level of TOA is 115 (69.88%) and the number of subjects at very high level of TOEFL is 108 (65.06%).