English School Research Articles

Developing an English Language School Management Course: Curriculum Innovation and Entrepreneurial Opportunities at Universitas Negeri Makassar

This paper is based on a systematic literature review conducted to justify the introduction of a new course, 'English Language School Management' (ELSM), in the English Language Education Study Program (ELESP) at Universitas Negeri Makassar, Indonesia. The literature review involved a detailed analysis of academic sources relevant to English language education and management, identifying gaps in current academic discourse and practical educational needs in the post-Covid-19 context. Prompted by the implementation of the Merdeka Belajar Kampus Merdeka program, which necessitated curriculum revision, ELSM was developed. This course aims to provide ELESP students with critical insights into the operation and management of English language schools. These institutions are vital in non-formal education, as underutilized partners in teacher training programs, and as potential employment and entrepreneurial opportunities for graduates. The introduction of ELSM addresses a notable lack of focus on English language schools within Indonesian academic circles, despite their popularity and significant educational contributions. The development of this course is expected to enhance ELESP students' awareness of both the potential and challenges faced by English language schools, especially in the post-pandemic era.

Modelling the use of the tool for the automatic analysis of syntactic sophistication and complexity (TAASSC)

This methods tutorial introduces the Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC), a linguistic analysis tool developed by Kyle (2016). In the first part, the tutorial offers an accessible introduction to the key concepts and considerations for using the syntactic complexity and sophistication measures provided by TAASSC. It also overviews the incorporation of new lexico-grammatical features in more recent versions of TAASSC and compares the new versions with earlier versions. The second part of the tutorial guides users through the tool's application by demonstrating a case study of applying TAASSC to a linguistic analysis. It details the process of utilising TAASSC to obtain initial index profiles and conducting mixed-effects modelling using R. The focus is on analysing one aspect of the phrasal complexity development in British school children's writing across academic years, employing mixed-effects models to account for complex data structures and observation interdependence. This tutorial equips researchers with the knowledge to effectively employ TAASSC in linguistic analysis and showcases its utility in exploring syntactic complexity development.

Evaluating Educators’ Attitudes, Skills Readiness, and Teaching Performance on the Online Distance Learning

The purpose of this study was to evaluate teachers’ attitude, skill readiness. and teaching performance towards online distance learning under the new normal setting. Using a descriptive research design, it performed multiple linear regression analysis to determine whether attitude and skill readiness could influence teaching performance. 43 teachers from pre-school to senior high school of Philippine International English School (PIES) of Kuwait were selected. On the teacher’s attitude, respondents described all the four indicators: course design, course communication, time management and technical competence, as strongly important. They also perceived that they were highly competent when it comes to skill readiness in the implementation of online distance learning in all the four indicators. Teaching performance of the respondents was excellent, being knowledge worker and learning catalyst, specifically in terms of environmental and classroom management, and professional attitudes and qualities. They also performed excellent as a character shaper. Respondents’ attitude and skill readiness, specifically in terms of course communication and technical competence respectively, influence teaching performance in the implementation of online distance learning.

Theorizing Catholicism in International Relations: An English School Framework

This article draws attention to a trend in International Relations (IR) discourse that analyzes aspects of Catholicism through an English School lens. It argues that IR analyzes of aspects of Catholicism should or could be more productively theorized through a two-fold English School framework: (a) religious ideas, customs, and practices underpinning international society; and (b) the preference of the Catholic Church in pluralism versus solidarism English School debates. This framework can, arguably, be used as a tool for future IR investigation of aspects of Catholicism to better understand the influence of Catholic actors in international society.

Quantifying overheating risk in English schools: A spatially coherent climate risk assessment

Climate adaptation decision making can be informed by a quantification of current and future climate risk. This is important for understanding which populations and/or infrastructures are most at risk in order to prioritise adaptation action. When assessing the risk of overheating in buildings, many studies use advanced building models to comprehensively represent the vulnerability of the building to overheating, but often use a limited representation of the meteorological (hazard) information which does not vary realistically in space. An alternative approach for quantifying risk is to use a spatial risk assessment framework which combines information about hazard, exposure and vulnerability to estimate risk in a spatially consistent way, allowing for risk to be compared across different locations. Here we present a novel application of an open-source CLIMADA-based spatial risk assessment framework to an ensemble of climate projections to assess overheating risk in ∼20,000 schools in England. In doing so, we demonstrate an approach for bringing together the advantages of open-source spatial risk assessment frameworks, data science techniques, and physics-based building models to assess climate risk in a spatially consistent way, allowing for the prioritisation of adaptation action in this vulnerable young population. Specifically, we assess the expected number of days each school overheats (internal operative temperature exceeds a high threshold) in a school-year based on three global warming levels (recent past, 2 °C and 4 °C warmer than pre-industrial). Our results indicate an increase in this risk in future warmer climates, with the relative frequency of overheating at internal temperatures in excess of 35 °C increasing more than at 26 °C. Indeed, this novel demonstration of the approach indicates that the most at-risk schools could experience up to 15 school days of internal temperature in excess of 35 °C in an average year if the climate warms to 2 °C above pre-industrial. Finally, we demonstrate how the spatial consistency in the output risk could enable the prioritisation of high risk schools for adaptation action.

The Role of Positive Feedback in Formative Assessment: A Comparative Study of Its Impact on Student Engagement in British Secondary Schools

This paper explores the impact of positive feedback on student engagement in British secondary schools over the period 2010-2020. Employing a comparative research design, the study analyzes the correlation between the frequency of positive feedback and academic performance in selected school. Results reveal a robust positive correlation, with Schools A and C demonstrating particularly strong associations. The paper delves into the implications for educational practices, advocating for the integration of positive feedback strategies. Strategies for optimization, including professional development, fostering positive school culture, and individualized tailoring, are discussed. The study concludes by highlighting avenues for future research and emphasizing the transformative potential of positive feedback in shaping a positive learning environment.

Access to and perceived unmet need for mental health services and support in a community sample of UK adolescents with and without experience of childhood adversity.

Children and adolescents with a history of adverse childhood experiences (ACEs) are more likely than their peers to develop mental health difficulties, but not enough is known about their help-seeking behaviours and preferences. We aimed to determine whether ACEs are associated with access to and perceived unmet need for mental health services and support amongst secondary school students. We used multi-level logistic regression with data from the 2020 OxWell Student Survey to assess whether ACEs were associated with (1) prior access to mental health support and (2) perceived unmet need for mental health services in a community sample of English secondary school students. We assessed ACEs as a cumulative score from the Center for Youth Wellness Adverse Childhood Experiences Questionnaire: Teen Self-Report version and accounted for current mental health difficulties as measured by the 25-item Revised Children's Anxiety and Depression Scale (RCADS). Our analysis included 2018 students across 64 schools, of whom 29.9% (598/2002) reported prior access to mental health support. Of those not reporting prior access, 34.1% (469/1377) reported a perceived unmet need for services. In the unadjusted models, cumulative ACE scores were significantly positively associated with both prior access to mental health support (odds ratio (OR)=1.36; 95% confidence interval (CI): 1.29-1.43) and perceived unmet need for mental health services (OR=1.47; 95% CI: 1.37-1.59), meaning that students who had experienced adversity had a greater chance of having previously accessed support as well as perceiving an unmet need for services. After adjusting for mental health difficulties and other sociodemographic variables, cumulative ACE scores were positively associated with prior access (adjusted OR (aOR)=1.25; 95% CI: 1.17-1.34 with a significant interaction between RCADS and ACE scores, aOR=0.88; 95% CI: 0.84-0.93) as well as perceived unmet need (aOR=1.32; 95% CI: 1.21-1.43 with a significant interaction between RCADS and ACE scores, aOR=0.85; 95% CI: 0.78-0.91). Although it is encouraging that adolescents with experience of adversity are more likely than their peers with similar levels of depression and anxiety symptoms to have accessed mental health support, there remains a concern that those who have not accessed support are more likely to perceive an as-yet unmet need for it. Mental health support must be available, accessible and acceptable to all who need it, especially for those groups that traditionally have not accessed services, including the more marginalised and vulnerable populations.

Experiential Learning Strategy and Preschoolers' Performance in English Language

This experimental study was conducted to examine the effect of experiential learning strategy on vocabulary development of preschool children in English language. The study used a pretest-post quasi experimental design. Two intact groups of preschool children were selected from an English medium school. Each group consisted of 30 children. Instrument was English language test consisting of vocabulary development, spelling test, sentence writing and creative writing. Pre-test was given to both the groups and the results were recorded. The control group was taught using conventional method of teaching; while the experimental group was taught using experiential learning strategy. After intervention of experiential learning strategy, a post test was conducted. Findings of the study showed that the children instructed using experiential learning technique achieved significantly higher scores on English subject test as compared to the students who were taught with conventional teaching method. It was suggested that experiential learning strategy may be used to improve performance in vocabulary development, spelling test and creative writing at preschool stage.
 Keywords: Experiential learning, Teaching strategy, Vocabulary development, English language learning

Analysing ESL Proficiency and its Nexus with Higher Education: A Comprehensive Study on English Language Competency among Indian Engineering Students

This empirical study analyses the role played by Indian National Curriculum Framework and its instructional materials in imparting English language as in relevance with the academic achievement and career development of Indian engineering learners. This endeavour has been studied with an impartial assessment of ESL (English as a Second Language) proficiency among Indian engineering students, encompassing those from both regional and English-medium educational backgrounds. The study used random sampling method to identify 150 mechanical engineering students as its target papulation. It tested the English language proficiency of engineering students from both regional and English medium school backgrounds separately and compared the frequency and mean values of the results. The observations from the tests results (IELTS practice tests - Band Score) showed that students who were educated in an English-speaking environment fare somewhat better than their peers educated in a regional medium background. The outcome and findings from the result opines that ESL teaching and learning among students in regional medium schools in India has not attained its zenith. It is below par excellence when compared with English medium schools. This is owing to a curricular structure that does not appear to be suitable for India's diverse classrooms (Indian heterogeneous classrooms). Therefore, the researchers proposed a curriculum which is flexible, impartial, and capable of supporting all sorts of students’ educational needs by pairing with English language skills

A study to assess the effectiveness of a structured teaching programme on knowledge and attitude regarding smartphone separation anxiety among tenth standard students at kamala central english high school, Bangalore

A study to assess the effectiveness of a structured teaching programme on knowledge and attitude regarding smartphone separation anxiety among tenth standard students at kamala central english high school, Bangalore

A COMPARISON OF FOREIGN LANGUAGE ANXIETY IN TWO DIFFERENT SETTINGS: ONLINE VS CLASSROOM

The purpose of the study was to examine and compare the foreign language anxiety (FLA) levels of English preparatory school students in two settings namely online and in person classroom lessons. An explanatory mixed-method research design was adopted to accomplish the aim. Two questionnaires were used in the first part to collect quantitative data, and the sample cohort consisted of 234 students from six Turkish state universities. The quantitative data were examined through descriptive and inferential statistics. The findings showed that moderate levels of FLA were present in both online and in person classroom instruction among participants. It was discovered that the FLA levels in two settings differed in a statistically significant way. In consonance with quantitative results, semi-structured interviews with 10 volunteers were done to collect further data. Thematic analysis was used to resolve the qualitative data from the interviews, and as a result, four key themes – interaction, anxiety, problems, and language points – emerged. Students preferred classroom settings for interaction since they could interact in person classroom lessons. Additionally, it was shown that technical issues such as disconnections and speech interruptions caused distress in language learners.

Content and language integrated learning (CLIL): Experiences and challenges of English preparatory school graduates in a Cambodian international university

This study aims to understand how English Preparatory Schools (EPS) students perceive CLIL and the challenges they encounter. Ten participants were selected through purposive-convenience sampling. Data were gathered via online surveys and semi-structured interviews conducted through Google Meet. The findings reveal that while students generally view CLIL positively, they face significant challenges, primarily due to limited vocabulary and unfamiliarity with the teaching environment. Despite these difficulties, CLIL was found to enhance language proficiency, especially in listening skills, and fostered self-confidence and cultural awareness. However, the dual demands of learning content and language simultaneously led to mental exhaustion and struggle with technical terminology among these students. The study suggests that CLIL can be effective in improving English proficiency, but it also highlights the need for tailored support, such as vocabulary-building strategies and teacher training, to address the challenges students face. These findings have implications for curriculum development and pedagogical practices in CLIL programs.

Curriculum and Localization of CFL Teaching in British Schools Based on the CEFR Framework

Curriculum and Localization of CFL Teaching in British Schools Based on the CEFR Framework

HOW THE RUSSIAN-UKRAINIAN WAR IS TRANSFORMING INTERNATIONAL SYSTEM AND INTERNATIONAL ORDER

The article examines the impact of the Russian-Ukrainian war on international system and international order. It assesses the former through the lenses of realism and neorealism, while approaching the latter within constructivist and English School approaches. Structural and normative changes in international politics are examined. The war has been revealing and transforming the balance of power on a global and regional levels. By doing so, it is enhancing structural changes in the international system. The article explores the scope of these changes. On the normative side, the conflict challenges and potentially alters the rule-based international order, affecting established norms and institutions. This war not only affects Ukraine but also has broader implications, contributing to the ideological standoff and security paradigm shifts globally. The article underscores the interplay between structural changes and normative shifts, illustrating how these dynamics are interconnected and mutually reinforcing. This comprehensive analysis provides insights into the evolving landscape of international relations and security, emphasizing the far-reaching consequences of the Russian-Ukrainian war on both international system and order.

Sociability and portraiture from William Hogarth to Thomas Lawrence

The period between 1730-1830 saw the rise of an English school of art, much later than the other schools on the European continent. English portrait painters played a crucial part in this evolution by deploying the art of portraiture in infinite variations, in search of a veracity and an intimacy whose contours and peculiarities they tirelessly strove to capture and render. Indeed, they radically transformed their chosen pictorial genre by transcribing onto canvas the new conceptions and perceptions of the individual which had emerged in the Age of Enlightenment. Sensitive to the new universalist values associated with the notions of identity, individuality and sociability, the British portraitists set out to represent the variety and diversity of human beings, moving away from ancient types and models to focus on the particular, singular, circumstantial personalities of the models. In this essay I try to present the narrative of this remarkable blossoming, focussing on the works of a series of exceptional artists—William Hogarth, Joshua Reynolds, Thomas Gainsborough, Thomas Lawrence—whose works provide us with a remarkable visual chronicle of the evolutions of men, women and children in this rich moment in European history.

English School Science Dictionaries: A Comparative Analysis

ABSTRACT: Science is transferred and represented through its terminology. The acquisition of specialized knowledge is progressive and begins in elementary school. Even though science dictionaries for primary school students greatly facilitate this type of knowledge acquisition, such dictionaries are difficult to find, especially in languages such as Spanish. In contrast, English has a wide variety of pedagogical lexicographical resources. However, bilingual school science dictionaries are practically non-existent. This paper describes and compares a set of eight monolingual English school science dictionaries with a view to discussing what should be considered for the future design of a bilingual English–Spanish school science dictionary.

Knowledge and social justice in English school music education: reflections on the report ‘Questioning the gap in music literacy’ (McQueen 2020)

ABSTRACT This article explores some of the intersections and relationships between ‘knowledge' and ‘social justice' particularly as manifest in the context of English school music education. It takes as its starting point the tensions resulting from different understandings of these terms as revealed in the Society for Music Analysis's (SMA) report ‘Questioning the gap in music literacy’ (McQueen 2020). Drawing on neo-traditionalist, social realist and constructivist perspectives, different conceptions of musical knowledge and its relationship to social justice are briefly examined. Drawing on the work of John Rawls and Nancy Fraser, the argument is made that socially just approaches to music education are enhanced by going beyond distributive and redistributive paradigms to embrace issues around respect, recognition, and participatory parity. Inter alia, the article examines the challenges resulting from an identity politics approach to social justice, particularly its tendency towards reifying cultural identity and knowledge. The article concludes by suggesting that the tensions around musical knowledge and social justice revealed in the SMA Report might be ameliorated through dialogical approaches to pedagogy that recognise the centrality---but not exclusivity---of the learner's world in endowing meaning on musical knowledge and understanding.

Enhancing Reading Comprehension for Underprivileged Malaysian ESL Secondary School Students: A Module Development

This research aims to develop a reading comprehension module to enhance the reading skills of underprivileged Malaysian ESL secondary school students. The study employs a quantitative approach consisting of a needs analysis, module development, expert evaluation, and field testing. The needs analysis phase involves identifying the specific requirements of students in terms of reading comprehension. The developed modules integrate six diverse reading comprehension activities, including reading aloud, answering comprehension questions, matching activities, filling in the blanks, categorising materials and solving puzzles based on reading texts. The materials used for module development are sourced from Malaysian English school textbooks. The expert evaluation stage involves the participation of four experienced teachers who complete a module content evaluation questionnaire and a module design validity assessment questionnaire. Their valuable insights and feedback contribute to refining and improving the modules. Adjustments and revisions are made based on the received feedback. The final phase of the research involves testing the developed modules with a sample of 30 underprivileged students from a secondary school in Klang, Selangor, Malaysia. Pre and post-tests are administered to measure the student’s reading comprehension skills before and after module implementation. This research seeks to address the educational needs of underprivileged Malaysian secondary school students by providing them with targeted reading comprehension modules. The findings from this study have the potential to inform educational practices and contribute to the development of tailored interventions aimed at improving reading comprehension skills among underprivileged students in Malaysia.

Hegemony of English Language: An Analysis of Advertisement Strategies Adopted by Private Schools of Nepal

Using Fairclough's (1992) three-dimensional framework (i.e., discourse, text, and social practice), this paper critically examines the linguistic and pictorial discourse of private school advertisement strategies, particularly those for new admissions initiatives, to better understand how the English language functions and how it predominates Nepali and other languages in the context of Nepal. The pictures of advertising in English for 'new admission open' published by private schools were collected as research data and, then, critically analyzed the pictorial and linguistic discourse represented by them. This critical discourse analysis reveals that although Nepalese language policy in education prioritizes multilingual education, all private schools solely offer instruction in English as a second language. Most parents and children are drawn to English-speaking schools due to the influence of the language and the appealing marketing tactics utilized by private schools. Language prejudice and racial inequity are brought about by the idea that English is a superior language. The idea that English is a better language generates prejudice towards other languages and social injustice and the identity of Nepali and other local languages is being undermined by the dominance of English in schools.

Student Identity in the EFL Classrooms

This paper explores various processes of identity construction of the students studying in English medium secondary schools in Nepal while learning English as a second /foreign language. The students in English medium schools actively participate in various classroom interactions, engage mutually in the learning process and share their feelings through which they make sense of themselves and construct various identities. By collecting information from interviews with eight participants, this qualitative study showcases that the EFL students construct multiple identities through the process of positioning, opportunity and transformation. Due to positioning, i.e., how the students situate themselves through their discursive practices and how they are situated by others, the students construct a number of identities namely, discourse identity, social identity, institution identity, authored identity, affinity identity and L1 identity, becoming and being as identity, learner identity and inner circle identity. Some of these identities, especially the former ones are constructed by virtue of opportunity whereas the later one is constructed due to transformation. These identities, however, were not found going parallel because the identities constructed in one field infused their identities in other fields.