English Skills Research Articles

Determinants of Students’ Mastery of English Language as the Medium of Instruction in Rwandan Universities

This study sought to investigate the determinants of students’ mastery of the English language as the medium of instruction in Rwandan universities. The study adopted a convergent parallel design (mixed approach). This allowed the researcher to get an in-depth insight into the factors that influence students’ success with English as the language of instruction in universities in Rwanda. This research was anchored on Lee Shulman’s Pedagogical Content Knowledge (PCK) theory and Brian Tomlinson’s Language Material Development (LMD) theory. Five chosen universities from various districts of Rwanda, including Karongi, Rubavu, and Nyamasheke, participated in the study. The study involved 8121 participants, but a smaller group of 381, including 354 students and 27 lecturers, was chosen for in-depth analysis. The researcher used a combination of purposive and random sampling techniques to select this representative group, following Yamane’s formula to determine the appropriate sample size. Data collection relied on a structured questionnaire with Likert-scale options, one-on-one interviews, and document analysis. Statistical methods were used in the data analysis for the quantitative research. The numerical data was presented and summarized using descriptive statistics, and conclusions and population-wide generalizations could be made using inferential statistics. The study also explored how different factors (variables) might influence each other. A computer program called IBM SPSS Statistics 2022 helped analyze the numerical data (percentage, averages, etc.) and identify potential connections between these factors. It was found that Rwandan university students who benefit from qualified teachers, high-quality learning materials, a supportive social and linguistic environment, their age when learning the language, and a strong foundation in English from pre-university education achieve significantly higher levels of English language mastery. All these factors were shown to have a positive and statistically significant impact (p-value 0.05), suggesting that they play a crucial role in successful language learning at the university level. The study calls for a two-pronged approach to improve English language skills among students. First, it recommends the Ministry of Education implement comprehensive language programs that nurture a language-rich environment. This environment should encourage students to develop all their language skills, such as reading, writing, speaking, and listening. Second, the study emphasizes the role of teachers in creating a similar English-rich environment in their classrooms. By incorporating authentic English-language materials, teachers can further boost students’ English proficiency.

English Reading Skills and their Influence on German Reading Proficiency: A Case Study of Moroccan Middle School Students

This study investigated the relationship between English and German reading comprehension among Moroccan middle school students. The primary objective was to examine whether proficiency in one language influenced performance in the other. A correlational design was employed, with data collected from 92 students at Ibn Rochd Middle School in Sidi Kacem. Participants completed standardized reading tests in both languages, assessing a range of comprehension skills. Correlation and regression analyses were conducted to explore the relationship between the two variables. Results indicated a lack of significant correlation between English and German reading scores, suggesting that shared alphabetic features do not necessarily translate into direct transferability of reading skills. These findings challenge the notion of automatic language transfer and emphasize the complex nature of bilingual reading development. The study highlights the need for further research to investigate factors influencing language transfer in the Moroccan context, such as instructional practices, curriculum design, and individual differences. Implications for teachers, syllabus designers, and educational stakeholders are discussed.

The Effectiveness Of Rosetta Stone On Vocabulary Mastery Through Seventh Grade At Smp Islam Al Azhaar Tulungagung In Academic Year 2023/2024

English language proficiency has an important role in communication, daily life, and academic pursuits. English language proficiency opens up future opportunities such as employment and higher education, which often require proficiency standards such as TOEFL or IELTS. Even though it is a compulsory subject in school, many have difficulty learning English. The four main skills to be developed are reading, writing, listening, and speaking, all of which are essential for communicative competence and vocabulary mastery. In response to these challenges, educators are increasingly using technology such as the Rosetta Stone app. This app is known for its Dynamic Immersion and TruAccent features that make learning interactive and effective. This study aims to determine the effectiveness of the use of the Rosetta Stone application on the vocabulary mastery of grade VII students at Al Azhar Islamic Junior High School Tulungagung. The experimental research method was used by dividing the research subjects into two groups, namely the experimental group that used the Rosetta Stone application and the control group that did not use it. The results showed that students' vocabulary scores increased significantly from 73.20 to 90.80 after using this application. Statistical analysis with paired sample t-test confirmed the effectiveness of the application in improving students' vocabulary mastery and interest in learning English. The study confirms the positive impact of technological interventions such as Rosetta Stone in improving English language skills, validating their efficacy through rigorous statistical analysis and practical results.

The Application of Genre-Based Teaching Methods in Expository Reading Instruction for High School English

Expository writing is a crucial component of English learning, particularly prominent in the English tests taken by high school students, where this genre carries significant weight. Given its importance, teachers should enhance their guidance on reading expository texts in the classroom, employing genre-based teaching methods to enable students to master the characteristics of expository writing. Through detailed instruction, ensure that students can thoroughly comprehend the information conveyed in expository texts, thereby elevating their overall English reading skills and analytical abilities.

Exploring Students’ Perception of EFL on the Use of ChatGPT to Complete the English Writing Task

Like other AI technologies, ChatGPT is built to process questions with natural, human-like answers. Since its inception, ChatGPT has drawn a lot of pros and cons because it is widely used in the field of education and is considered to reduce the credibility of higher education. This study will describe and explore the perceptions of the use of ChatGPT by students in a descriptive quantitative manner. The participants in this study were students who attended English classes. They came from three different universities with a total of 150 respondents and a sample of 36 students. The instrument used was a questionnaire using a Likert scale. In addition, there are two additional questions to explore the reasons and suggestions of students on the use of ChatGPT. Questions are divided into three components. The first is whether ChatGPT increases students' learning motivation, the second is whether ChatGPT has features that are easy to access, and the last is whether ChatGPT can improve student performance and learning outcomes. The results of this study show that 62% of students agree that ChatGPT can increase student learning motivation because it provides insight into English Writing Skill classes. A total of 76% of students think that ChatGPT has features that are easy to use. Finally, 60% of students were able to improve student learning outcomes and performance in the English Writing Skill class.

Leveraging chatbot applications to enhance English language learning in Nigerian secondary schools

This study explores the potential of chatbot applications to enhance English language learning in Nigerian secondary schools, motivated by the ongoing challenges in achieving high English proficiency using traditional methods. The purpose of the study was to assess the current level of English proficiency among students, evaluate the effectiveness of chatbot applications, understand user perceptions, and identify implementation challenges. A quantitative research design was employed, involving 150 students from three international schools, selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics, along with thematic analysis for qualitative insights. The study revealed varied levels of English proficiency among students’ general positive perceptions of chatbot applications as effective tools for learning English; significant technical and accessibility challenges, such as poor internet connectivity and limited device availability; and the necessity of comprehensive training for both students and teachers to maximize the benefits of chatbot applications. The study concludes that while chatbot applications have considerable potential to improve English language skills, addressing the identified challenges is crucial. Recommendations included enhancing infrastructure, providing comprehensive training, and improving the software and user interface of chatbot applications to maximize their educational benefits. These insights aim to inform educators, policymakers, and technology developers on optimizing the use of chatbot applications in language education.

Picture Cards Game: The Strategy to Facilitate Differentiated Learning in Teaching English Writing Skills for Young Learners

Developing strong writing skills is essential for young students. This research investigates the implementation of picture card games as a tool to facilitate differentiated learning in writing instruction. This study explored how picture card games can be adapted to meet the diverse needs and abilities of young students. It examines the effectiveness of this approach in improving writing skills, including vocabulary and sentence structure. It also explored the impact of picture card games on students' engagement and motivation in writing activities. This study explored the potential of picture card games as a learning tool in middle school located in Dlingo, Yogyakarta. This study investigated the use of mixed methods to understand students' experiences with the use of picture card games. This study used a mixed methods approach, which combined quantitative and qualitative data collection techniques. In the quantitative aspect, this study used questionnaires to collect data from a group of seventh grade students consisting of 32 students. These questionnaires tended to ask closed questions with pre-determined answer options, which allowed this study to collect numerical data on students' perceptions. The findings showed a moderately successful implementation (76%) of picture card games, suggesting a positive student response and contribute to the understanding of different learning strategies and their potential to improve students' writing skills in a fun and engaging way. Additionally, with a moderate rating of 77.3%, the study confirmed the benefits associated with using picture card games for English vocabulary learning. The findings suggest that there are still possibilities for improvement to maximize the potential of the picture card game.

Project-Based Learning Using Podcast-Assisted Media in the Teaching of English Speaking Skill

Developing speaking skill is difficult for foreign language teachers and learners since they rarely use the target language outside the classroom. However, students need more opportunities and confidence to use it outside the classroom. Thus, teachers must adopt various teaching methods to strengthen the students’ speaking skill in English. Nowadays, students must possess competencies relevant to the 21st century, such as analysis and problem-solving, creativity and invention, communication, teamwork, life skills, and efficient use of technology. Therefore, Project-Based Learning (PjBL) provides opportunities to learn deep content knowledge and 21st-century skills. One of the methods used is using Podcast. A podcast is an up-to-date technology for improving students’ listening and speaking abilities. This qualitative study intends to determine the implementation of project-based learning using podcast-assisted media in teaching English speaking skill at one of the schools in Mojokerto, East Java, and the student’s perspective on it. The research participants were grade XI Science students. The data collection techniques were tests, observations, interview sheets, and audio and video material. The data were analyzed using an analysis flow by Miles and Huberman, which included data reduction, displaying the data, and a conclusion. This study showed that implementing project-based learning using podcast-assisted media in teaching English speaking skill ran smoothly. Students responded enthusiastically. At last, the students’ perspectives are also positive since Podcast-assisted media is able to enrich not only their speaking skill but also develop other language skills.

Experimental study: leveraging active english communication skills through speech training

Experimental study: leveraging active english communication skills through speech training

Student’s Perceptions and Challenges on English Club Extracurricular Activity at SMAN 8 Lubuklinggau

This research aimed to identify and describe students’ perceptions and challenges on English Club Extracurricular Activity at SMAN 8 Lubuklinggau. The researcher used mixed method to conduct this research, the subjects of this research were all members of English club at SMAN 8 Lubuklinggau that consist of 28 members. The researcher used questionnaire to find out students’ perception and interview to find out students’ challenges. The results showed that most of students have positive perception toward English club activity at SMAN 8 Lubuklinggau. Since joined English Club, Students pronunciation is better and students add their English vocabularies step by step, students also more confident and more interested in learning English, English club also motivate the students to improve English skill. Aside from that, English club is one of a comfortable, fun and a better place that suitable for students to speak English, students also have more time to practice English through English Club. Besides that, the researcher also found there are several students' challenges in learning English on English Club extracurricular activity at SMAN 8 Lubuklinggau. These challenges categorized by two factors namely linguistics: lack of vocabulary, poor pronunciation, lack of grammar knowledge and not fluency. Non-linguistics: not confidence, feel afraid, less supported, nervous and less motivation.

Movie Discussion Club: A Teaching Model to Improve Integrated Skills in English

This research aimed to design and develop a teaching model following the need analysis which showed that the learners needed a set of instructional system to improve their integrated skills in English. Eighteen freshmen of English Literature Department (S1) and English Department (D3) from academic year 2019/2020 were participated as subjects in developing the teaching model. In conducting this research, there are seven steps in the procedure of research and development including: 1) need analysis and reference study, 2) developing product, 3) preliminary field testing, 4) first revision, 5) expert validation, 6) second revision, and 7) final product (first version). The instruments used to collect data are interview, observation, and questionnaire. The model was designed referring to six fundamental elements of teaching model namely focus, syntax, principle of reaction, social system, support system, and application context then implemented in Movie Discussion Club. The data of the field testing showed that the learners’ integrated skills improved. Later on, the researcher used the note from this stage to revise the product. Moreover, expert validators checked the product and gave suggestions to make last adjustment. The final product of the research is a revised design of teaching model applied in Movie Discussion Club.

IMPLEMENTASI WALL STORY “FOUR MAGIC WORDS: THANKS, EXCUSE ME, HELP AND SORRY” DI KELAS V UPT SDN 3 PRINGSEWU SELATAN

This Community Service Activity (CSA) implements Wall Story to improve English speaking skills and develop the character of students at UPT SDN 3 Pringsewu Selatan, Pringsewu Regency, Lampung. This program begins by providing material about the Four Magic Words, namely thank you, please, sorry, and excuse me. Then, students will be divided into groups to work together to compose the story wall. The activity method used is in the form of teaching and assistance in preparing wall stories and presenting the results of lectures in groups. The process of Community Service activities will be carried out at UPT SDN 3 Pringsewu Selatan for three weeks, which will be held on 13 – 31 May 2024. With this PKM program, it is expected that students will be able to improve their speaking skills in English in an active and enjoyable way and be able to develop good character through the four magic words (thank you, please, sorry, and permission).

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1

AbstractWe examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.

Enhancing English Writing Skills Among University of Rwanda Students Through Morning Pages: Case of Gikondo College of Business and Economics, Rwanda

In recent decades, English has become a global lingua franca and has been adopted as the language of education in a number of countries all over the world. Rwanda, a country in Eastern Africa, followed this trend and declared English as the medium of instruction from primary school onwards in 2008. Despite this language-in-education policy, most university graduates in Rwanda have for years displayed limited proficiency in English, specifically low writing skills, which may have been enhanced by the country's linguistic landscape with a long French tradition and the use of Kinyarwanda by the majority of Rwandan citizens. This lack of students’ communication skills in English, the target language, has for long been a real concern for the researchers who are lecturers of English at the University of Rwanda. Therefore, they decided to embark on the current study to investigate whether morning pages would contribute to improving their students' English writing skills. The research was carried out at the College of Business and Economics, Gikondo Campus. It involved third-year students enrolled in the academic year 2023-2024, and it made use of quantitative and qualitative research paradigms. Purposive sampling allowed the researchers to select a sample size of 87 students out of 869. The data were collected through observations, a questionnaire, interviews, and document analysis for the sake of triangulation. For data analysis, quantitative data were processed using the Statistical Package for the Social Sciences (SPSS), whereas qualitative data were grouped into typologies and analysed inductively. The findings revealed that the use of morning pages motivated the students and helped to develop their English writing skills. Hence, the researchers recommended that morning pages be given due consideration and, thus, be introduced in students’ lives at all levels of education in Rwanda.

English language skills and their influence on the academic performance of high school students in the public schools of Cereté – Córdoba

This paper highlights the crucial role of English in today's global communication and the need to integrate information and communication technologies (ICT) in language teaching. The research was carried out in Cereté, Córdoba, with a population of 560 students and a sample of 229 tenth and eleventh grade students from official schools. The survey technique was used to evaluate language skills and a checklist was used to measure academic performance. The objective was to analyze how the development of linguistic skills in English impacts academic performance and to propose improvements in the teaching-learning processes. The hypothesis stated was that there is a significant relationship between the development of English language skills and the academic performance of academic average students. The results of internal and external tests were examined, as well as the educational context in Latin America, highlighting the importance of modernizing curricula and adopting new methodologies. After applying the data collection instruments and analyzing the results, the hypothesis was corroborated, finding a significant positive correlation between all the linguistic skills evaluated. The paper discusses the contextualization of the problem, theoretical and methodological bases, data analysis and conclusions. It is hoped that this research will contribute to the improvement of educational processes in secondary schools in Colombia

Growing up bilingual through a pandemic: Children’s language exposure, proficiency, social identities, and competences pre- and post-lockdowns

Aims and objectives: There were already calls for more longitudinal research on younger bilinguals before the COVID-19 pandemic, which added another layer of complexity to their development. This study followed the language and social-developmental outcomes of primary-school pupils before and after the pandemic lockdowns, specifically examining changes in language exposure and proficiency and social identities and competences. Design and methodology: Eighty-eight mostly British-born English-dominant pupils (initial ages 4–9), including a subset ( N = 19) who attended heritage language (HL) complementary schools (CS), were assessed in 2019 (Time1), and reassessed in 2021 (Time2) after a 2020 time point was interrupted by school closures. Data and analysis: Individual interviews, at each time point, used measures for perceived language proficiency and exposure, ethnic/heritage and British/national identities, social competences and family affluence (FA), for exploring changes over the pandemic. At Time2, measures on pandemic-period learning engagement were included to explore their possible effects. Findings and conclusions: Controlling for age and FA, children reported lower social competences at Time2 compared with Time1. At both time points, CS-attendees reported higher HL proficiency than did non-attendees, who reported a larger Time1–Time2 decline in HL exposure. Pandemic-period HL learning hours were associated with change in cognitive competence. Hierarchical regression models showed that Time1–Time2 change in heritage identification was individually explained by change in HL proficiency, and change in British identification by change in English proficiency, which also contributed to changes across all social competences. Originality: There has been little systematic research on how the pandemic impacted HL, with most studies focusing on English skills or family language practice. This research indicates the longitudinal trajectories of bilingual children’s social development over a period of unprecedented education and homelife disruptions. Significance and implications: While the pandemic variables did not directly contribute to outcomes, findings implicate challenges in maintaining HL exposure, which supports proficiency and identity formation. Recommendations for school-based practice with educators and communities are discussed.

The Students’ Perception of YouTube in Learning English to Improve Speaking Skills on Senior High School in Eleven Grade

This study explores the perceptions of 11th-grade students at SMAIT Annur Bekasi regarding the use of YouTube in learning English to improve speaking skills. This research employs a descriptive qualitative method with a narrative approach to collect data from 10 purposively selected students. Data were gathered through semi-structured interviews in the participants' natural environment. The findings indicate that YouTube can be an effective tool for enhancing students' English speaking skills through diverse and engaging content, providing opportunities for practice and feedback. Students reported that watching YouTube videos helped them understand more natural pronunciation, intonation, and expressions in English. Additionally, the use of subtitles and participation in discussions in the comment sections also contributed to their skill improvement. This study highlights the importance of integrating digital platforms like YouTube in language learning to create a more enjoyable and effective learning experience for students?.

Teaching Speaking Through Communicative Games: Indonesian English Teacher Best Practice

The researcher found fears of students making mistake are among the challenges the researcher has identified while working with students' English language skills. The students of SMK Wikrama 1 are generally energetic and like doing fun activities. Because of that, the researcher decided to use communicative games as a means of enhancing students' oral communication skills in the eleventh grade at Smk Wikrama 1 in Banjarmasin. Experimental designs such as one-group pre-test-post-test or pre-experimental designs will be employed in this study. A total of fourteen students from SMK Wikrama 1, who were in the eleventh grade, participated in this study. The data was derived from the students' scores on both the pretest and posttest. The researcher will utilize SPPS and the dependent T-test formula to assess the data. The results of the t-test for one-sample paired indicate that students' speaking skills were lower before and after the use of communicative games, with the former having a mean score of 62.86% and the latter of 71.07%. Treatment improved students' speaking skills compared to pre-treatment scores. The results show that eleventh graders at SMK Wikrama 1 Banjarmasin are improving their speaking abilities via the use of communicative games. Keywords: Communicative games; Speaking skill

English speaking activities for raising entrepreneurship awareness: EFL students’ view

Speaking is as the part of English skills. Speaking English is important for communication. English is learned in the university level. Entrepreneurship study program students learn English to increase their English related to entrepreneurship. English is needed when they become an entrepreneur for communication. Speaking English well is also needed so that it can convey appropriate meaning. This study aims to discover students’ views on entrepreneurship awareness through speaking English. The method used was survey research. The respondents were students of entrepreneurship study program. The questionnaire consisted of closed-ended questions and open-ended questions. The finding of this research was students’ awareness of entrepreneurship increased in the process of speaking English. The students were motivated to start their businesses. They had mindset and attitude to be an entrepreneur. It was needed as the foundation to start business. Then, they became aware of SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis in starting their businesses. By analyzing SWOT, they became aware of the processes on how to start their businesses. Their speaking skill also increased along with the increase of their vocabulary, grammar, and pronunciation. Their vocabularies in entrepreneurship had increased. They could also use appropriate grammar in context and appropriate pronunciation. Their self-confident in speaking English also increased.

Students’ Silence in EFL Classroom: Contributing Factors and Identities

Investigating the issue of students' silence is essential since it is considered to discourage students from actively participating in the teaching and learning process. Students’ silence has been investigated from a variety of angles. Nonetheless, there has not been any discussion of EFL students' silence regarding their identities in the Indonesian context yet. Therefore, this study aimed to investigate the factors that influenced the students’ silence in the EFL classroom and the identities that they constructed during the period of silence. To reach the objectives, a qualitative approach was employed. Five students studying English in an English skill class at a university in Aceh participated in this study. The data were collected through classroom observations and semi-structured interviews. The results of this study show that four factors influenced the students’ silence, including being threatened with the presence of classmates or lecturers, being in a too silent class, a lack of comprehension of the studied material, and a lack of confidence. Furthermore, the findings also reveal that the students formed multiple identities during the period of their silence in their EFL classes. The identities underwent development, shaping, and reshaping. This study provides a new insight that, beyond their silence, the students actually actively constructed their multiple identities.