English Skills Research Articles

Students’ attitudes to lecturers’ English in Englishmedium higher education in Denmark

This study examines the evaluative reactions of university students to their nonnative lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language proficiency and perceptions of general lecturing competence (defined here as knowledge of subject and teaching skills). Statistical analyses of 1,700 student responses to 31 non-native English-speaking lecturers at a major business school in Denmark revealed that the students’ perceptions of the lecturers’ English language proficiency is a significant predictor of their perceptions of the lecturers’ general lecturing competence and vice versa. We interpret this as a two-way relationship caused by speech stereotypes similar to those which have been demonstrated in socialpsychological experiments. This effect should be addressed when universities use student ratings to evaluate teaching in English-medium content courses.

PERAN MEDIA SOSIAL DALAM MENINGKATKAN PEMBELAJARAN BAHASA INGGRIS KALANGAN MAHASISWA: STUDI KUALITATIF PADA IAIN AMBON

This study aims to examine the effect of the use of social media in English language learning among IAIN Ambon students. The study uses a qualitative approach with data collection techniques consisting of interviews and observations. The participants in this study were IAIN Ambon students who have utilized social media in their English language learning. The results of the study show that the use of social media can enhance students' English language skills. Students can improve their speaking, listening, reading, and writing skills by utilizing social media as a learning and practicing tool. The findings also indicate that the Input Hypothesis and Output Hypothesis theories can be applied in English language learning with social media. This suggests that the use of social media can be an effective alternative to enrich English language learning in higher education. Therefore, it is recommended that the use of social media in English language learning in higher education can be further developed and integrated into the learning curriculum.

Using TED Talks to Improve Motivation of Learning English Language Skills among Middle School Students with Learning Disabilities

This study aimed to use TED Talks, which are abundant with real-life examples of English language use, that might improve the public speaking skills of elementary-level Jordanian EFL students with learning disabilities. The study also aimed at identifying the attitudes of the students with learning disabilities toward using TED Talks to increase motivation to learn English. This research used a quasi-experimental approach. The present study included 68 female EFL tenth graders from the Irbid Schools for Girls, a public institution under the Irbid Directorate of Education. The researcher created an educational program based on the TED talks. The pre-post-test was used to measure the students’ progress and a questionnaire was used to measure their attitudes to this strategy. The program seems to have created good levels of interaction among the students and boosted their appetite to participate and engage with the visual and audio materials presented in the TED Talks videos. The students showed positive attitudes toward using the TED Talks program to raise their motivation to learn English language.

Blended Learning for English Writing Skills: A Thematic Analysis of Students’ Perspectives in Chinese University

Blended Learning for English Writing Skills: A Thematic Analysis of Students’ Perspectives in Chinese University

Strategic approaches: Practical applications of English communication skills in various real-life scenarios

The article presents an in-depth overview of a comprehensive study investigating the practical applications of English communication skills across a wide array of real-life scenarios. This research delves into how individuals employ their English proficiency in various domains such as the workplace, travel, education, social settings, online communication, cultural exchanges, personal development, and job interviews. The study examines a diverse range of situations, including presenting in professional meetings, asking for directions while traveling, participating in classroom discussions, making new friends in social contexts, engaging in online forums, attending language exchange programs, pursuing hobbies that require English, and negotiating job-related matters. Data for the study was meticulously gathered from a broad spectrum of online survey participants, encompassing different demographics to ensure a comprehensive analysis of the multifaceted uses of English communication skills in everyday life. The findings of this research underscore the strategic approaches that individuals employ to communicate effectively in English, thereby highlighting the pivotal role of language proficiency in navigating diverse social, professional, and cultural contexts. Moreover, the study sheds light on the nuanced ways in which English is used to facilitate not only basic communication but also to achieve higher-level interactions and goals. It reveals how proficiency in English can significantly enhance one’s ability to integrate into various environments, from academic settings to international travel and professional arenas. The article concludes by emphasizing the pedagogical implications of these findings for language educators and learners. It suggests avenues for further research and advocates for the development of language learning strategies that are finely tuned to meet real-world communication needs. By doing so, it aims to contribute to more effective teaching methodologies that prepare learners to use English confidently and competently in diverse situations.

ANALYSIS OF TEACHER’S STRATEGY IN TEACHING SPEAKING SKILLS TO STUDENTS AT MA MODERN NURUL-AMIN

English is an imperative skill to understand because it has a dominant part in almost the current field in globalization contexts such as in media, technology, science, business, and education. This study was conducted to know the strategies were used by the teacher in teaching speaking skills to students at MA Modern Nurul-Amin Kubu Padi. The subjects of this research were students and the English teacher at MA Modern Nurul-Amin. In conducting the research, the researcher constructs a descriptive qualitative approach. Then, the data were collected through observation checklist, field note and interviews, as well as by questionnaires. The observation checklist and field note were conducted at MA Modern Nurul-Amin during the learning process. Meanwhile, the interviews were conducted with students and the English teacher. Additionally, the questionnaires were distributed to students and the English teacher as the additional or a proponent data of the research. Then, the data were analyzed qualitatively. The findings showed that there were several strategies used by teacher in teaching English speaking skills, the strategies were debate, speech, English class conversation, role play, and group discussion. Moreover, the mostly strategies used by teacher was debate, speech, English class conversation, and group discussion in different level. Keywords : Teacher’s Strategy, Students’ Speaking Skills, Analysis of Teaching

Improving Word Recognition Skills of Children Learning to Read in a Second Language Through Podcasts

<p style="text-align:justify">Failure in visual word recognition brings about frustration and failure in reading which impinge on the achievement and reading progress of learners. In order to contribute towards assisting every child to achieve minimum proficiency in reading, this investigation examined the impact of podcasts on the abilities of second language learners in sight word recognition. The study which is quasi-experimental, made use of the pre-test post-test nonequivalent groups method. The study participants who were purposively sampled from a privately owned primary school in Enugu urban, South East, Nigeria comprise thirty elementary two learners. Pre-and post-tests were administered to the participants who were grouped into intervention and control groups. The intervention group listened to podcasts in word recognition skills while the control group learned word recognition through the usual method. Statistical tools such as means, standard deviation and analysis of covariance (ANCOVA) were utilized to analyze the data collected. The research question was answered through Standard Deviation and the learners’ mean achievement scores, while the hypothesis, which was set at <0.05 level of significance, was tested with the ANCOVA. The results of the investigation showed that podcasts facilitated improvement in the word recognition skills of English as a second language (ESL) learners. The study concluded that the use of podcast proves to be an efficient instructional media capable of promoting achievement in word recognition skills of learners in an ESL classroom. On the basis of the results, exploring the use of podcasts in the teaching of word recognition skills among ESL learners was recommended.</p>

Interlingual and Intralingual Problems in Translating Short Fiction from Indonesian into English

The primary objective of this study is to find out the Interlingual and Intralingual Problems faced by students in translating Short Fiction. Content analysis was used for both data collection. This study used tests and interviews to determine what errors and problems during the translation process which were then adjusted for applying relevant learning methods. The research sample consisted of 30 students majoring in English Literature. The analysis showed that most of the students needed further understanding of the use of grammar and the meaning of English words. This is due to the influence of their first language and lack of competence in the rules or structures of English. This research highlights the importance of more effective educational strategies and in-depth approaches to improve students' translation skills in English. The implications of these findings for learning methodologies are comprehensively discussed, along with suggestions for future research.

The Effect of Using Spinning Wheel Media on the English Learning Outcomes of Class III Students at SD Inpres Fatukoa, Kupang City

Learning English is an important process to help students develop their English language skills from an early age. The lessons on “things in the classroom” is used as one of the topics researched the KKM score. The third graders of SD Inpres Fatukoa Kota Kupang City were the subjects of this research, which set out to quantify the impact of using revolving sheel media on test scores. This studi used a quasi-experimental methodology resembling a nonequivalent control group design. It was administered 47 students and collected data via observasion, multitiple-choice tests, and image matching as well as using test instruments and observation sheets. Tests of hypotheses and t-tests were used to appraise the data. Based on the t-test findings, there was a 24,9 point difference between the experimental and control classes’ average post-test scores:87,61>62,71. Furthermore, the Independent Samples Test, which is used for hypothesis testing, reveals that a significance level of 0.000 < 0,05 in the 2-tailed t-test for equality of means indicates that the null hypothesis(H0) is rejected and the alternative hypothesis(Ha) is accepted. We may thus infer that third graders at SD Inpres Fatukoa Kupang City benefit greatly from using spinning wheel media to improve their English language ability.

Explainable eBook recommendation for extensive reading in K-12 EFL learning

An automatic recommendation system for learning materials in e-learning addresses the challenge of selecting appropriate materials amid information overload and varying self-directed learning (SDL) skills. Such systems can enhance learning by providing personalized recommendations. In Extensive Reading (ER) for English as a Foreign Language (EFL), recommending materials is crucial due to the paradox that learners with low SDL skills struggle to select suitable ER resources, despite ER’s potential to improve SDL. Additionally, determining the difficulty level of ER materials and assessing learners’ progress remains challenging. The system must also explain its recommendations to foster motivation and trust. This study proposes a mechanism to estimate the difficulty of ER materials, adapted to learner preferences, using information retrieval techniques, and an explainable recommendation system for English materials. An experiment was conducted with 240 Japanese junior high school students in an ER program to assess the accuracy of difficulty estimation and identify learner characteristics receptive to the recommendations. While the recommendations did not significantly impact learners’ English skills or motivation, they were positively received. A strong relationship was found between the use and acceptance of recommendations and learners’ motivation. The study suggests that although the system did not increase overall motivation, it has potential to further enhance the motivation of naturally motivated learners.

Narrative Techniques in English Literature: Enhancing Critical Thinking Skills in EFL (English as a Foreign Language) Classrooms

This article explores the role of narrative techniques in English literature as an effective tool for enhancing critical thinking skills in English as a Foreign Language (EFL) classrooms. With the growing emphasis on developing higher-order thinking skills, literature provides a rich context for fostering students' analytical, interpretative, and evaluative abilities. The study highlights key narrative techniques such as foreshadowing, irony, metaphor, and point of view, demonstrating how these elements encourage deeper engagement with texts. By analyzing narrative structures, students can challenge assumptions, explore different perspectives, and develop the ability to critically assess various situations. The article examines the integration of these literary techniques into EFL curricula, focusing on how they support language development alongside critical thinking. It also addresses potential challenges faced by both teachers and students, such as language proficiency barriers and the need for culturally relevant texts. Through case studies and classroom examples, the research offers practical strategies for EFL instructors to incorporate narrative techniques into their teaching, enhancing both language acquisition and cognitive skills. The findings suggest that teaching English literature through a focus on narrative elements not only improves linguistic competence but also cultivates critical thinking, preparing students to navigate complex real-world issues.

Evaluation of the Adult Migrant English Program for the Australian Government Department of Home Affairs

Objective and ApproachThe Adult Migrant English Program (AMEP) is a free service to help eligible migrants and humanitarian entrants with low English proficiency to improve their English skills and elevate their participation in Australian society. In partnership with AMEP funder, the Australian Government Department of Home Affairs, we have completed a longitudinal research study analysing the effectiveness of AMEP by linking participant information for over 400,000 AMEP clients with administrative data from social services, taxation, and the national census, from 2003 – 2019. This is the first time AMEP participant data has been linked with other data assets and represents the most comprehensive evaluation of AMEP since program inception in 1948. ResultsAMEP participation was associated with improved English proficiency of clients, especially when clients studied for longer periods. Migrants with higher levels of English on-entry had better labour market outcomes, higher income levels (male and female), lower rates of public housing tenancy, and were less likely to receive income support in the years following program exit. ConclusionsWhile the design does not support true causal inference, this evaluation provides good evidence that AMEP is effective at improving English proficiency and suggests AMEP participation can improve a range of economic and social outcomes for eligible migrants with low English proficiency. ImplicationsThe launch of these results coincided with new investment in AMEP and a broadening of eligibility criteria to make AMEP available to a wider range of migrants with low English proficiency.

A Empirical Study on Critical Thinking Ability in College English Reading Teaching under CBI

In the context of the new liberal arts, the ordinary English teaching model is difficult to adapt to the development of college English teaching, and English reading, as a necessary part of cultivating students’ comprehensive language ability and critical thinking ability, has played an important role in college English teaching. As a text-based teaching method, Content-Based Instruction (CBI) is more in line with the learning of English reading. Based on Krashen’s input hypothesis and Swain’s output hypothesis theory, it selected 66 English major seniors from Y University as the research subjects, who subsequently are divided into control classes and experimental classes. Data was collected by survey questionnaires and reading tests. Based on the analysis and discussion of relevant data, it concludes that: firstly, the critical thinking ability of college students is at a moderate level. Secondly, the CBI teaching method is significantly positively correlated with students’ critical thinking ability. Thirdly, the CBI teaching method has a positive impact on students’ critical English reading skills.

When English education isn't what it seems: Outcomes from a pilot study in Japan

Despite the desire of Japanese students to improve their English language skills, a lack of confidence has led to a fear of participating in activities designed to boost that very confidence. What if a program requiring communication in English were advertised as something other than an intercultural exchange program? Could this promotional strategy mitigate the fear of participation? Would it still accomplish the goal of motivating further English education? This paper discusses the results of offering a pilot program, which involved activities with native English speakers and was instead advertised as a non-paid internship focusing on tourism and artificial intelligence. The post-program survey shows that while Japanese students were most attracted to and satisfied with the aspect of working with companies, they found their experience in communicating in English to be the most rewarding and challenging.

Analysis of Interactive Educational Puzzle Media to Improve Elementary School Students' English Language Skills

This study aims to analyze the effectiveness of interactive edugame puzzle media in improving English language skills of primary school students. The method used is a literature study that reviews various literature and previous research results related to using interactive learning media, especially edugame puzzles, in learning English at the primary school level. The results of the analysis show that interactive edugame puzzle media has significant potential to improve students’ English language skills, especially in the aspects of vocabulary, grammar, and reading comprehension. Factors contributing to this media’s effectiveness include interactive elements, immediate feedback, and fun aspects that increase students’ learning motivation. However, effective implementation requires careful design and support from teachers. This study concludes that interactive edugame puzzle media can be a valuable tool in English language learning in primary schools, with recommendations for further research into optimal design and implementation strategies in different learning contexts.

Litteraturens roll i engelska läroböcker för svensk grundskolation

This study, which contributes to research on literature in language education, maps the position of literature in six concurrently available textbook series produced for, or adapted to, English language teaching (ELT) in Swedish upper primary schools. It offers a systematic overview of the number, length and forms of literary texts included in the 33 textbook items studied and investigates how those texts are embedded in them. This comparative textbook study combines a quantitative examination of literature’s presence with a qualitative content analysis that unpacks the meanings attached to that literature. The findings reveal a strong tendency to marginalise literature. Despite robust arguments and empirical support for the value of requiring pupils to read literature in ELT, most of the sampled textbooks provide few literary texts. The common positioning of literature in the textbooks, with one exception, shows a propensity to disregard literature’s contribution to pupils’ education beyond furthering their English language and literacy skills. The main contribution of this study is the provision of detailed insights into the role given to literature in primary ELT textbooks, an educational setting in which textbook use dominates. By considering both the conceptual and practical functions of textbooks, it illuminates the value of literature communicated in ELT textbooks and the support these provide teachers to incorporate literary texts in their everyday teaching.

Developing English Speaking Skills of 4th Year Students by Using the Cooperative Learning Strategy on Team-Pair-Solo Technique A Case Study of Faculty of Education, Souphanouvong University

The purposes of this study were to (1) study the effectiveness of using the cooperative learning strategy on team-pair-solo technique to enhance the students’ English speaking skills, and (2) to investigate the students’ satisfaction with the use of its teaching technique. The target groups consisted of 19 students from the fourth-year majoring in mathematics in the first semester, academic year 2020-2021 at Department of Mathematics, Faculty of Education. The instruments used in this research consisted of 4 five-hour lesson plans, one students’ English speaking skills assessment form, one English speaking skills test, one observation check list, and one questionnaire about students’ satisfaction. The obtained data were analyzed to calculate means, standard deviation and t-test (dependent samples) by SPSS program, version 21.0. The findings were as follows: Overall, the students’ English speaking ability was significantly higher after learning with the use of cooperative learning strategy on team-pair-solo technique, at the 0.05 level, indicating that the teaching strategy was effective in enhancing students’ English-speaking skills, and generally, the students’ were satisfied with their improvement in English speaking through the use of cooperative learning strategy on team-pair-solo technique, which is viewed at a high level.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Application of Comic-Based Learning Media in Elementary School English Subject

This study aims to analyze the effect of comic-based learning media on learning motivation and English comprehension of grade 4 students at SDS Permata Bangsa. The background of this study is the students' low interest in learning English caused by lack of motivation and less interactive learning media. This study used a descriptive qualitative approach with data collection techniques through questionnaires and observation. The research subjects consisted of 12 grade 4 students with the duration of two learning sessions of 30 minutes each. The questionnaire was distributed at the end of session 2. The questionnaire consists of 9 likert scale statements followed by open-ended questions to provide reasons for each statement. The results showed that the use of comic media significantly improved students' motivation and English language skills. Students felt more motivated and enthusiastic in learning, and felt easier to understand the lessons. The comic incorporated two grammar: Simple Past Tense and Comparative along with vocabulary that focuses on names of animals. This study concludes that comic media can be an effective and interesting learning tool to increase students' motivation and understanding in learning English. Further research on the use of comics in inclusive classrooms are also indicated.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.