English Skills Research Articles

USE OF ENGLISH LANGUAGE PROFICIENCY IN TEACHING AND LEARNING ON STUDENTS PERFORMANCE IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS OF RWANDA

This study explored the impact of English language proficiency on students performance in Mathematics in Kirehe Districts public secondary schools. It aims to assess students English skills in math classes, identify challenges stemming from language barriers, and determine the correlation between English proficiency and math performance. The research involved 336 students, from which 183 respondents, including head teachers, teachers, and students from four schools, were selected through purposive and random sampling methods. A descriptive research design using both quantitative and qualitative approaches was adopted, with data collected via questionnaires, interviews, and observations, then analyzed using SPSS version 21. Findings revealed that 76.5% of students understood basic math terms in English, while 89.7% felt confident discussing challenges in math. However, 81.8% struggled with complex instructions due to unfamiliar vocabulary. Anxiety about using English was noted by 86.8% of students, and 94.1% reported difficulties with lengthy word problems. The study found a significant correlation between teachers English skills and student performance, participation, and learning independence. Recommendations include prioritizing access to English resources, providing teacher incentives for language skill enhancement, and using clear, concise language in instruction. Further research on the relationship between English proficiency and students attitudes toward Mathematics is suggested.

Students' Perceptions of Lecture-style Classes and Reading Journal Activities in College General English

The purpose of this study is to examine how the self-directed learning of writing a reading journal helps students learn English compared to lecture-style classes and how students perceive these two types of classes. 145 first-year students participated in the study. The class consisted of a lecture with news articles in the first half and activities involving the reading of articles or books and the writing of a reading journal in the second half. In week 15, students filled out a questionnaire to investigate how these two types of classes helped them in their studies. The results showed that lecture-style classes were helpful for 75.86% of the students and that the activities related to reading and writing a journal were helpful for 79.81% of the students. Grammar was mentioned most frequently for lecture-style classes, and improvements in writing, reading, and vocabulary learning were mentioned often at a similar rate for the reading journal activities. Thus, writing a reading journal was found to be a useful activity to improve students’ reading and writing abilities. 71.03% answered that the reading journal activities were more helpful than lecture-style classes, and self-direction was found to be the greatest factor that contributed to the improvement of their English skills. This is because a considerable number of students mentioned keywords such as ‘direct,’ ‘self,’ and ‘alone.’ 26.21% answered that lecture-style classes were more helpful to them. Also, the frequent mention of ‘explanation’ showed that the instructor's explanation helped such students more than when they were learning on their own. The results of this study reveal that self-directed learning of reading journal writing is more beneficial to students' English learning than conventional lecture-style classes. Based on these results, this study suggests that activities involving individual reading and reading journal writing should be properly introduced into college general English courses, and that the ratio of lecture-style classes and self-directed learning should be adjusted in consideration of the students' English proficiency levels.

The Impact of Using Say Something Strategy on Iraqi EFL University Students' Achievement in Reading Comprehension

Reading is the most important skill among the four skills in learning English and being able to comprehend various English texts as expected. Yet, the experience has not seemed to be realized. The goal of the "Say Something Strategy" is to assist students in understanding what they are reading by predicting, questioning, clarifying, connecting, or commenting. Telling students to "say something" about the reading, or offering them specific things to say, keeps them engaged with the content. In this study, the Say Something strategy is an appropriate strategy to progress accomplishment for improving students' reading comprehension success. The study's sample comprises of second-year university students from the English Department, the College of Art, and Tikrit University during the academic year 2022–2023. It has been randomly chosen and has been divided into two groups, the experimental group with (33) students taught by Say Something Strategy and the control group with (33) students without Say Something Strategy, both groups completed the same reading comprehension test. An accomplishment exam was developed, validated, and administered to the two groups involved. The essential data has been collected and statistically analyzed. Because of the implementation of the Say Something Strategy, the obtained results show that there are statistically significant differences in the success of the two groups of students in favor of the experimental group.

Effectiveness of Communicative Language Teaching in Non-Urban Areas’ Primary Schools: The Case of Afif, Saudi Arabia

The main purpose of the study was to investigate the effectiveness of Communicative Language Teaching (CLT) in Teaching English to Speakers of Other Languages (TESOL) at primary schools in Afif city. The responses given by students covered their feelings towards CLT in terms of their English speaking levels, their motivation, their efforts, their grammar and vocabulary learning, their confidence in using English in real life, and their opinion towards other additional ways of learning English such as games and social media. A qualitative approach was used, with a sample of seven female students from two primary schools in the Afif district selected using a concentrated sampling procedure. Two instruments were used: the Students’ Attitude Scale, adapted from Savignon and Wang (2003), and peer observation. The Students’ Attitude Scale was used to evaluate students’ impressions of CLT, while peer observation was used to identify the impact of CLT in teaching English to non-native speakers. Overall, the most significant results of the study indicate that CLT has a positive effect on learners’ English comprehension skills, builds up their confidence to use English in different situations, and gives them more/more satisfaction with the experience. CLT also helps to motivate the students and bring about improvement in their dialogue/ communicative proficiency. Based on these results, the study recommends the continued implementation of CLT in English language teaching, ongoing professional development for teachers, promotion of student engagement, fostering confidence building, integration of technology, and encouragement of peer observation among teachers. These recommendations aim to enhance the effectiveness of CLT in TESOL settings in primary schools in Eastern Saudi Arabia.

Pelaksanaan Program Little Chef dalam Upaya Meningkatkan Motivasi Berbicara Bahasa Inggris Siswa KG 1 di Kiddos Preschool

The little chef program at Kiddos Preschool has succeeded in improving the English speaking skills of KG1 students. Before the program, students were hesitant to speak English, but after joining the program, they showed significant improvements in vocabulary and confidence. On average, students were able to mention 10 new vocabulary words related to cooking and participated more actively in discussions. Cooking activities create a fun learning atmosphere and support active language use. Interviews with students and teachers show that the program not only improves language skills, but also students' self-confidence and social skills. With the right teacher support, this program can continue to evolve to meet student needs.

Refining English tutors' skills: Documentary films as pre-teaching reference

Training spoken English tutors requires a variety of resources, including audio-visual references. However, popular social media tutorials often focus on teaching specific English materials, neglecting broader teaching techniques. Ideal tutors need a positive and engaging personality, knowledge transfer strategies, adaptable approaches to classroom conditions, meticulous preparation, and effective wrap-up activities - elements that are missing from most tutorial videos. This study investigates the potential of short documentary films as a reference for teaching techniques for 13 prospective tutors in an intermediate English class. Through an integrated mentoring program for the production of short documentaries, the study explores, describes and addresses the challenges of teaching preparation through observation, interviews and literature review. It also analyzes the potential of documentaries to support teaching and formulates criteria for effective documentary content relevant to teacher preparation. The findings suggest that integrating documentary film production into the English language teaching curriculum can equip tutors with the necessary skills for successful micro-teaching experiences. This approach allows tutors to create personalized short documentaries that serve as a reference for teaching techniques tailored to their specific pre-teaching needs. Tutors gain a deeper understanding and ability to demonstrate not only teaching techniques, but also classroom management elements such as preparation, wrap-up activities, brainstorming and teaching approaches.

EFFECT OF TECHNOLOGY INTEGRATION AND STUDENTS` PERFORMANCE IN ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDAA CASE OF RUTSIRO DISTRICT

Through the Ministry of Education, the Rwandan government seeks to improve the quality of education by emphasizing science, technology, and innovation. This study looks into how technology integration affects English language proficiency among students in public day secondary schools, particularly in the Rutsiro District. The Research aimed at evaluating the effects of technology integration on students English performance in public day secondary schools across Rwanda, with a focus on Rutsiro District. Georges Siemens 2005 idea of connectivism serves as the foundation for the theoretical framework of this investigation. Prior studies have demonstrated a favourable relationship between students proficiency in English and the integration of technology. The researcher used the Yamane method to pick 122 respondents as a sample from the population of 542 informants who were the focus of this study. Data were collected for the study through the use of questionnaires, guided interviews, and educational material analysis. Both descriptive and correlational design were applied. The analysis of quantitative data was conducted with SPSS software, version 25. In this case, regression, correlation and descriptive analysis were established. Qualitative findings were analyzed using thematic analysis and lastly the data were presented and discussed thereafter. The findings indicate that 47.8% and 43.4% agreed and strongly agreed respective that computers, smartphones, audio files, sound recorder and projectors have a positive effect on students English communication skills, participation in class, school progress-completion, ICT usage and academic performance. The mean for all variables were approximately 4 with standard deviation of 1 approximately. The beta coefficients for technology tools being integrated, smart phones, computers and audio files were 60.5%, 5.1% and 21.9% corresponding with p value 0.000, 0.581 and 0.002. The study concluded that the integration of technology, including smartphones, computers, and audio files, positively impacts students performance in English at public day secondary schools in Rwanda. Recommendations were provided to stakeholders, including teachers, head teachers, and students, regarding the importance of digital skills in 21st-century education. Additionally, suggestions for areas for future research were presented.

The Effect of Online Platform Videos on Iraqi EFL Learners' Achievements in Writing Skill at the University Level

Mastering the English language skills specifically the writing one is not an easy task in spite of theories and models about language learning that have been conducted through centuries. However, the present study is an attempt to shed light on the effect of online platform videos on Iraqi EFL learners' achievements in the second class in writing skill during the second academic semester of 2023-2024. The study targeted (20) subjects, (10) males and (10) females who study writing skill as an academic subject in the second class at the Department of English, College Arts, University of Mosul. The experimental lessons covered (30) hours during (10) weeks for undergraduate students. The adopted tools of data collection are pre-and-post tests and a questionnaire. Additionally, the cooperative learning model proposed by Kagan and Kagan (2009) is adopted. The results of the study show that students who were exposed to the experiment made progress in writing skill after implementing video-based lessons.

The power of translanguaging by Papuan non-EFL students during EFL virtual class

The study focuses on addressing a knowledge gap in learning English for non-EFL students in higher education in Papua. Non-EFL students in Papua sometimes find English unattractive, if not frightening. Translanguaging helps non-EFL students to acquire and practice English skills in virtual classrooms. The purpose of this study is to investigate the process of non-EFL students' virtual EFL learning through translanguaging. A qualitative study was conducted through interviews and observations with EFL teachers and non-EFL students attending English classes. There are several non-English departments in one of the higher education institutions in Papua, which are sources of information in this study. The data are then analyzed qualitatively using a discourse analysis framework. The results of the study show that the power of translanguaging for non-EFL students is an option that is always used during virtual English learning. The process of virtual English learning uses different digital learning platforms such as Zoom meetings, WhatsApp groups and Google classroom. The use of this platform has its own privileges as long as it is used in virtual English learning with translanguaging. The process of learning English using different platforms can be described by two activities, such as teacher activities using translanguaging and student activities. Virtual English learning using translanguaging is also illustrated by the use of various language resources owned by students. This is an added value of virtual EFL learning using translanguaging. Therefore, it is highly recommended that EFL teachers use translanguaging during the virtual EFL teaching process to make it easier for non-EFL students to understand EFL subjects.

PELATIHAN APLIKASI SPEECHACE UNTUK MENINGKATKAN KEMAMPUAN BAHASA INGGRIS BAGI GURU

English language skills must be improved, especially for educators or teachers. This is especially problematic for madrasah teachers who are not English graduates. For this reason, speechace application training is needed to improve English language skills for teachers of MI Muhammadiyah, Kedungwuluh, Patikraja, Banyumas. The purpose of the course is to provide knowledge and skills for teachers in optimizing information technology, especially the speechace application to support the improvement of English language skills and abilities in the school environment. The implementation method used is the Community Language Learning (CLL) method which consists of the preparation stage, implementation stage and evaluation stage. The results of this service during the training were active participant participation and the results obtained with the pre-test and post-test pre-test and post-test, then out of 21 participants, 95% of the participants This activity is expected to contribute to efforts to improve English language skills among teachers.

Developing oral communication skill in Bangladesh

Competency in Oral Communication has become the most spoken issue of Bangladesh in the recent years (Brunfaut, T., & Green, R., 2017). English Language is no more the communication medium for the English only; it has achieved the status of the official or the dominant language for above two billion people in more than 60 countries. In a short period of time, English received a wide geographical coverage and become one of the leading means of communication. In line with the present competitive world, Bangladesh is not an exception. In the country, English continues its domination and expansion as the highly demandable and an inevitable language. People who have a very sound communication skill in English, especially of spoken English, are in the triumphant march. However, the way of increasing this oral communicative competence for the students of Bangladesh, is indeed a very crucial and burning issue. Despite acknowledging the great importance of this language, our students have not reached to that required level. Only ‘mutual intelligibility’ or ‘mere communication through English’ cannot be considered as competency in speaking. Even the students entering the tertiary level have a very poor knowledge in English Language. This paper, therefore, goes through the present scenario of communicative skill especially speaking skill of today’s students and the existing methods of developing this oral communication skill in Bangladesh. In doing so, the researcher collected survey data from 50 students and 10 Teachers from 3 different schools of different geographical locations, data from 30 students’ and 6 teachers’ interviews. Significant innovations are also found from the practical observations of 3 English language classes of three different institutions. The paper, thus, attempts to diagnose the reasons behind the students’ incompetency, and to propose some new strategies to overcome the language barriers.

The Use of Artificial Intelligence Based Technology in English Language Teaching

Artificial Intelligence (AI) is a technology that enables computers and machines to simulate learning, understanding, problem-solving, decision-making, creativity, and computer-based human intelligence. AI is also one of the driving forces of the Industry 4.0 revolution to facilitate education in the teaching and learning process. This research aims to understand the role of AI in English Language Teaching (ELT) and to investigate AI technologies in ELT. This is a library research study. The results show that AI offers a conducive learning environment for English language learning. It has significant capabilities to create a personalized environment where learners use their senses to simultaneously practice English skills depending on their current English proficiency level, vocational needs, or interests. AI provides a real-life simulation platform for dialogue, such as spoken English, and enhances practical skills like writing. It increases students' practice capacity and optimizes the impact of English teaching in ELT. Learning English has become easier with the development of technology and platforms. AI technology offers opportunities to enhance English language skills. The availability of various learning technologies makes it easier for students to understand English. There are many AI-based ELT applications available for students to use. This technology, as a smart machine that thinks and behaves like humans, can simulate intelligence and make decisions similar to human reasoning through processes on computers or mobile phones, such as Google Translate, Able Platform, Orai, Elsa, Chatbot, Duolingo, Hello English Apk, and many others.

Speaking Skill Assessment Instrument Validity: An Investigation into Instructors’ Perceptions

To EFL learners, speaking the target language with satisfactory fluency is a highly significant aspect of learning the language. Assessment of learners’ progress and achievement in speaking skills is equally significant to identify the course of further action, whether it is for feedback, placement, or grading. At the English Language Institute (ELI), King Abdulaziz University in Saudi Arabia, learners’ proficiency in spoken English is assessed for end-of-the-term grading using Interview and Speaking Project as test instruments. The Interview questions are random, while the Speaking Project involves collection of materials on a chosen topic and report writing, followed by presentation and question-answer session. An empirical research study was conducted to examine ELI teachers’ perceptions on the reliability and validity of the two assessment instruments to accurately measure learners’ proficiency in speaking skill and meeting the requirements to reflect the learning outcomes designed for the speaking English course. The data were collected through a survey questionnaire and a structured interview. The surveyed instructors were also encouraged to express their opinions on the role of formative assessment in determining learners’ final grades in English speaking skill.

Learning English is benefit to the students easily to get job after end of their study from University in Timor-Leste and foreign countries

This article is describing the result of Learning English has it benefit to the finalist students easily to get job after end of their study from University in Timor-Leste and foreign countries. The purpose of this writing to know and identify the result of the University students after they end of their academic study at the University in Timor-Leste and international organization companies in the foreign countries. The method of this research is qualitative and quantitative or mixed method approach to describe, count the result of the students’ capacity in enhancing the English language skills in the classroom. The characteristics of the students are measured with the evaluation and assessment test to identify highest capacity, medium, low, and lowest level of the skills. Some students are identified as: (i) talk too much, ask questions and has low capacity (ii) the students who has own behavior in stay calm and not talk much shows he or she is a good capacity (iii). The students who do not talk much he or she has normal capacity; (iv) the students who has own characteristic speak in high levels and good skills and knowledge present. This means that every personality of the students are not the same in getting the study activity in teaching and learning processes. The teachers as an educator must mostly use the digital library for affecting and influencing the students during they run their job as teaching staff in the classroom. This aim to help and support the students in getting the foreign language easily and reduce the manual teaching including grammar translation methods is more effective in teaching a foreign language.

A Study on the Relationship between Field Cognitive Style and English Reading Strategy Choice

In recent years, China has accelerated its internationalization process and made more and more achievements in cross-border exchanges and cooperation. Learning English is essential for the current generation of college students. English reading is an important means to acquire English language knowledge, understand external information, and improve English language practice skills. Since the 70s of the 20th centuries, many scholars at home and abroad have been conducting a lot of research on the correlation between reading strategies and cognitive styles, but most of them are descriptive analysis, and there are few empirical studies. In this study, 324 first-year students majoring in science and engineering of Beijing Institute of Petrochemical Technology were selected by random sampling method, and the questionnaires of mosaic pattern test (Chinese version) and reading strategies were conducted, and data processing was carried out by SPSS 26.0, and descriptive statistics, independent samples t-test and Pearson correlation analysis were performed. The results show that there are significant differences in the use of reading strategies among field-independent and field-dependent science and engineering freshmen. Among them, field-independent individuals are more inclined to choose metacognitive strategies, and field-dependent individuals are more inclined to choose social/emotional strategies. Teachers should give full consideration to the characteristics of students' cognitive styles in English teaching, scientifically adjust the design of activities, the selection of teaching materials and teaching methods, and provide diversified guidance to help students correctly understand themselves and improve their learning efficiency. Due to the limitation of time and sample size, there are still many shortcomings in this study, but to a certain extent, it reflects the current situation of science and engineering English learners in China, and provides empirical data support for teachers' "teaching" and students' "learning".

Is “The Earlier, The Better” for EFL in Saudi Arabia? Insights from Early Grades EFL Teachers at Saudi Primary Schools

In 2021, Saudi state schools introduced mandatory English language instruction starting in the first grade, marking a significant shift in early education. This study explores the perspectives of English as a foreign language (EFL) teachers on the effectiveness of this policy, focusing on students’ overall English proficiency, language acquisition, and cultural skills. It also addresses key challenges teachers face, including the synchronization of learning Standard Arabic with English and adapting curricula for young learners. The research employs a mixed-methods approach, utilizing questionnaires from 86 EFL teachers and follow-up interviews with 14 participants. Through thematic analysis, the study reveals that while teachers generally view early English instruction as beneficial for language development and cultural awareness, challenges such as language interference and age-related learning limitations persist. Teachers emphasized the need for curriculum adjustments, engaging teaching strategies, and enhanced teacher preparation. The findings underscore the need for targeted teacher training and English proficiency reforms to align with broader educational goals.

THE ROLE OF DIGITAL LITERACY OF PRE-SERVICE AND IN-SERVICE EFL INSTRUCTORS IN POST PANDEMIC COVID-19

There is a need to pay more attention to the incorporation of digital technologies in teaching English as a Foreign Language (EFL) due to the increased importance of digital technology and digital literacy highlighted by the COVID-19 pandemic. The digital proficiency of teachers is crucial for effective teaching and learning in the 21st century, especially in the context of foreign language education [1]. In this context, this study investigates the role of digital literacy of pre-service and in-service EFL instructors post-pandemic. Participants are N:165 EFL pre-service and in-service instructors. The current study has a quantitative design, the data tool is the Digital Literacy Questionnaire for Language Teachers. The data is analyzed via the Mann-Whitney U test, Wilcoxon Signed Rank Test, descriptive analysis for one of the questionnaire items and content documentation for the last open-ended question for of the questionnaire. The findings of the study indicate that there are significant differences between Pre-service and In-service EFL Instructors for some of the items. Besides, as the findings suggest lack of skills and knowledge of teachers, lack of training, lack of budget, and lack of interest of teachers are among the factors affecting the use of digital technologies for foreign language teaching. The findings undeniably confirm the vital importance of digital literacy in teaching English as a Foreign Language (EFL) in the digital age, highlighting the need for teachers to actively acquire and employ it. Therefore, it is essential for EFL teachers to include digital literacy in their teaching methods by making use of a range of digital technologies, including Web 2 tools that provide several capabilities. The results also indicate the necessity of teacher training programs focused on enhancing the digital literacy skills of English as a Foreign Language (EFL) instructors.

Exploration on the Training Methods of English Listening and Speaking Skills for Cruise Major

This article explores training methods for listening and speaking skills in cruise professional English, aiming to improve students' English proficiency to meet the demands of the cruise industry. The paper first analyzes the current status and existing problems of cruise professional English teaching, then emphasizes the importance of listening and speaking skills in cruise work. Subsequently, this article proposes a series of innovative training methods for listening and speaking skills, including practical simulations, role-playing, and the utilization of multimedia and online resources. Finally, the effectiveness of the proposed methods is verified through empirical research, and corresponding teaching suggestions are provided.

Task-Based Language Teaching in Hospitality Training

This study aims to measure the effectiveness of implementing Task-Based Language Teaching (TBLT) in improving the English language skills of Palembang Hospitality Job Training Institute (LPK) students who will intern at hotels. This research mainly focuses on the speaking and listening skills needed in direct interaction with foreign guests in the hotel environment. This study uses a descriptive qualitative method, with data collected through pre-tests and post-tests on 10 students. The results showed that the average pre-test score of students was 62.8, while the average post-test score increased to 86.1, with an average increase of 23.3 points. This increase shows that implementing TBLT effectively improves students' English proficiency, especially in the context of practical communication relevant to the hospitality industry. Students also reported increased confidence in using English after training due to a task-based learning approach that allowed them to practice in real-life situations. Although the results were positive, the study had some limitations, such as a limited sample size and a short duration of training. This study has implications that TBLT can be implemented more widely in other LPKs that focus on the hospitality sector, and it is recommended that follow-up research with a larger sample and longer training time be conducted to obtain more comprehensive results.

ANALYSIS OF THE FACTORS CAUSING DIFFICULTIES IN SPEAKING ENGLISH FOR GRADE 10 STUDENTS OF SMA ISLAM PAGERUNGAN BESAR

This study aims to analyze the factors causing difficulties in speaking English grade 10 students at SMA Islam Pagerungan Besar. The ability to speak English is very important where in this era, English is the language used in international communication. However, there are still many 10 grade students at SMA Islam Pagerungan Besar who have difficulties in speaking English. This study uses a qualitatve method with case study approach, data were collected through interviews, classroom observations, and analysis of related documents. The results of the study indicate that there are 2 main factors causing difficulties experienced by students, namely internal and external factors. Internal factors include lack of confidence, limited vocabulary mastery, difficulty in pronunciation, afraid of making mistakes, and lack of motivation. Meanwhile, external factors include less supportive environment, learning facilities are inadequate, less effecttive teaching methods, lack of support from teacher and friends, and lack of opportunity to practice speaking. Based on these findings, it is suggestions that teachers and school create more supportive learning environment to increase students’ self-confidence, provide more opportunities for students to practice speaking through activities outside the classroom, and use more interactive and innovative teaching methods. In addition, improving learning facilities such as providing language laboratories and digital learning resources, as well as providing books on speaking skills are needed to help students improve their English speaking skills.