English-speaking Research Articles

The Pronunciation Problems Encounter EFL Learners in Spoken English at University

This research examines the pronunciation difficulties of EFL undergraduate learners at universities when pronouncing English phonemes. It collects data using recorded speech samples, pronunciation tests and questionnaires as part of a research method for collecting data. The instruments used for this study are collecting data and analyzing them. The test materials are prepared in speech levels. Therefore, the observations of these were based on auditory impressions. The results suggest that the participants had a pronunciation challenge with the phonemes in English. This research gives insights and supports ESL teachers in developing teaching techniques that will lessen or eliminate future issues with Arabic speakers' pronunciation of English phonemes.

Examining the Respondability of the English Course Curriculum (2nd, 3rd and 4th Grade) to the Needs of the Digitalized Age, According to the Opinions of English Teachers

In this research, the responsiveness of the English course curriculum (2nd, 3rd and 4th grade) to the needs of the digital age was examined, according to the opinions of English teachers. The research was conducted using the phenomenology design, which is one of the descriptive research designs. The study group of the research consisted of English teachers teaching English in primary schools in Sakarya province, affiliated with the Ministry of National Education. In the research, a semi-structured interview form was applied to determine teachers' opinions on the responsiveness of the English Language Teaching Program to the needs of the digital age. Content analysis was used to analyze the data in the research. As a result of the analysis, teachers' opinions about the responsiveness of the primary school English course curriculum to the needs of the digital age, how often digital education tools are used, whether the program improves students' English speaking, listening, reading and writing skills, and whether it provides the skills needed in the digital age; opinions have been reached. According to the opinions of the teachers, it was learned that the English language teaching program has improved compared to the previous programs, but it is not yet sufficient for the current era. In addition, it is among the information obtained that the treatment of the subjects has become easier with the inclusion of developing technology in the program

Supplementing provider counseling with an educational video prior to scheduled induction of labor

BackgroundInduction of labor (IOL) is common with one in four labors being induced in the United States (US). IOL has been associated with lower birth satisfaction. Video education can address gaps in education and promote anticipatory guidance. Prior studies in obstetrics have focused on randomized designs in English-speaking patients, leaving opportunities to explore how these tools perform in a pragmatic fashion with diverse patient populations. Our objective was to evaluate the effects of a video education tool on patient satisfaction and knowledge of IOL experience in English and Spanish-speaking patients scheduled for IOL at a tertiary care hospital.MethodsThis was a single site pragmatic implementation of a quality improvement measure at an academic hospital. A bilingual survey was developed to evaluate the impact of an educational video on birth satisfaction and knowledge of IOL procedures. The video is freely available in English and Spanish. Baseline postpartum surveys were collected from June to July 2021. The video was subsequently recommended by providers when scheduling IOLs. Post-intervention surveys were collected from September to November 2021 after an implementation period. Groups were compared using t-tests for satisfaction scores and chi-square analyses for categorical variables.ResultsThirty-two participants completed the baseline survey and 72 completed the post-implementation survey with response rates of 88.9% and 91.1%, respectively. There were no statistically significant changes between mean total satisfaction scores (26.9 vs 28.0 out of 40.0, p = 0.290). 61 participants were English speaking (58%) and 43 Spanish (42%). Thirty (42%) patients reported watching the video.Correct identification of amniotomy use improved in the post-intervention group (p = 0.002). No changes were seen in anticipated duration of labor nor in whether patients would choose to be induced again.ConclusionsRecommendation of video education before scheduled IOL was associated with little improvement in knowledge about IOL, but no significant improvement in patient satisfaction. While video education has improved these measures in randomized trials, our study demonstrated that real-world implementation and patient uptake may be initially difficult. This study may help providers emphasize direct education and counseling and promote optimal implementation of innovative educational media.

Linguistic Diversity and Inclusion: Exploring International Students Attitudes Towards Their Own Accents and Those of Native English Speakers

International students studying in English-speaking countries represent a diverse linguistic background and may exhibit varying degrees of accent, which can influence their self-perception and their perception of others. Accordingly, the paper examines the attitudes of international students toward their own accents and those of native English speakers, with particular emphasis on their adaptation processes in academic and social contexts. In this paper, semi-structured interviews were conducted with undergraduate and postgraduate students from China, with varying levels of English proficiency and length of residence in the UK, which aims to elucidate the nuanced attitudes of international students towards accents and their adaptation strategies. The results show that while many students initially perceived British and American accents as prestigious and attempted to imitate them, as they progressed through the language environment they were more inclined to prioritize effective communication and intelligibility over achieving a perfect native accent. This shift is consistent with existing literature, which emphasizes the importance of prioritizing clarity and mutual understanding. Inclusive language policies that prioritize linguistic diversity and communicative effectiveness, thereby fostering learning environments that are conducive to language acquisition.

Bridging the Language Gap in Healthcare: Implementing a Qualified Medical Interpreter Program for Lesser-Spoken Languages

Linguistic inequity drives systemic disparities in healthcare for non-native English speakers. This study evaluates a project to train and provide qualified medical interpreters (QMI) to assist volunteer and safety-net clinics and community-based organizations in supporting healthcare for immigrants and refugees. We provided scholarships to bilingual community members to take a medical interpreter training course and developed a workforce for those who passed the training course. We focused on lesser-spoken foreign languages such as Arabic, Amharic, Pashto, Dari, and Burmese. Those who passed the course participated in a semi-structured interview to learn about their experiences in the training program, as well as barriers and facilitators to becoming a QMI. To date, 23 people have passed the training and are part of the QMI workforce program that has provided 94 h of interpreter services over four months, serving 66 individual patients. The evaluation showed that community members have interest in becoming QMIs and many have the required language proficiency to enroll and pass training. Finding full-time employment for less spoken languages has proven to be challenging.

Effects of Task Instructions on Predictive Eye Movements and Word Recognition During Second Language Sentence Comprehension

AbstractThis study tested whether encouraging prediction enhances prediction in second language (L2) speakers. L2 English speakers listened to English sentences like The woman … will read/buy one of the newspapers while viewing the target (a newspaper) and distractor objects (a rose, a bowl, and a mango) on a screen and clicked on the target as quickly as possible. The target was predictable (read) or unpredictable (buy) from the verb meaning. Participants looked at the target longer and were quicker to move the mouse to it when instructed to predict sentence continuation than when they were merely instructed to comprehend sentences. This result held true both when the target was predictable and unpredictable. Furthermore, only when instructed to predict did the participants make more clicking errors when the target was unpredictable than predictable, which suggested that encouraging prediction can interfere with word recognition accuracy in unpredictable contexts due to reduced cognitive resources or failed predictions.

The Variations in the Use of Sentence Connectors in Timed and Untimed Student Writing: A Comparative Corpus Study of British Students

This study investigates the use of sentence connectors in British students' timed and untimed writings, utilizing data from the British component of the International Corpus of English (ICE-GB). By comparing the frequency and patterns of 54 selected connectors between these two writing conditions, the research reveals that students tend to overuse certain basic connectors like and and or, particularly in timed examinations. The analysis also highlights the impact of time pressure on linguistic choices, showing a preference for simpler connectors in timed settings. The findings contribute to understanding native English speakers' connector usage and suggest implications for academic writing and teaching strategies.

Cross-Linguistic Analysis of Speech Markers: Insights from English, Chinese, and Italian Speakers.

Cross-linguistic studies with healthy individuals are vital, as they can reveal typologically common and different patterns while providing tailored benchmarks for patient studies. Nevertheless, cross-linguistic differences in narrative speech production, particularly among speakers of languages belonging to distinct language families, have been inadequately investigated. Using a picture description task, we analyze cross-linguistic variations in connected speech production across three linguistically diverse groups of cognitively normal participants-English, Chinese (Mandarin and Cantonese), and Italian speakers. We extracted 28 linguistic features, encompassing phonological, lexico-semantic, morpho-syntactic, and discourse/pragmatic domains. We utilized a semi-automated approach with Computerized Language ANalysis (CLAN) to compare the frequency of production of various linguistic features across the three language groups. Our findings revealed distinct proportional differences in linguistic feature usage among English, Chinese, and Italian speakers. Specifically, we found a reduced production of prepositions, conjunctions, and pronouns, and increased adverb use in the Chinese-speakers compared to the other two languages. Furthermore, English participants produced a higher proportion of prepositions, while Italian speakers produced significantly more conjunctions and empty pauses than the other groups. These findings demonstrate that the frequency of specific linguistic phenomena varies across languages, even when using the same harmonized task. This underscores the critical need to develop linguistically tailored language assessment tools and to identify speech markers that are appropriate for aphasia patients across different languages.

SOCIODEMOGRAPHIC DISPARITIES IN CORONARY ARTERY CALCIUM SCREENING

ObjectivesThis study aimed to compare the demographic features and socioeconomic status of patients who underwent coronary artery calcium screening to that of their local population. BackgroundCoronary artery calcium scores provide important evidence of subclinical atherosclerosis. However, insurance often does not cover coronary artery calcium testing, which could exclude people of lower socioeconomic status. MethodsDemographic and occupational data were obtained for all patients referred for coronary artery calcium in a metropolitan area between October 2010 and August 2023. Household income and population reference information were taken from US Census Data and matched to zip code and regional metropolitan area. ResultsCoronary artery calcium tests were performed on 627 patients with a median age of 63 years and equal gender representation (52% female, 48% male). Patients were predominately White (77%) and English-speaking (98%), which is incongruent with local demographic data (p<0.001). Healthcare workers were the largest workforce (22%), followed by people involved in education (12%), which is higher than the local healthcare workforce of 10% (p<0.001). Those with graduate/professional degrees accounted for 32% of patients, significantly more than the local population (p<0.001). The average median annual income ($94,116) of patients who underwent CAC testing was greater than that of the metropolitan median income of $81,264 (p <0.001). ConclusionThe disproportionate distribution of coronary artery calcium screening favoring educated, affluent, White English speakers indicates that higher-income and healthcare personnel are more likely to receive testing. Disparities in coronary artery calcium testing, especially in minorities and non-English speaking individuals, should be further explored.

Comparative Analysis of Azerbaijani and English Phonetic Systems

This article provides a comparative analysis of the Azerbaijani and English phonetic systems, focusing on key differences and similarities between the two languages. The study examines the vowel and consonant systems, as well as intonation and stress patterns, to highlight the challenges faced by Azerbaijani speakers learning English and English speakers learning Azerbaijani. Through phonetic data collection and analysis, common pronunciation errors and their impact on language acquisition are identified. The findings offer insights into how these phonetic differences influence second language learning and propose strategies for mitigating phonetic interference through targeted teaching methods and pronunciation exercises.

The Role of Kinesics in the Formation of Idiomatic Expressions in Russian and English

The article explores the influence of kinesic phenomena, such as gestures and body movements, on the development of idiomatic expressions in both languages. It examines how culturally specific gestures and physical actions are verbalized and incorporated into idiomatic phrases, reflecting the unique cultural perceptions and communicative practices of Russian and English speakers. By conducting a comparative linguistic analysis, the study identifies similarities and differences in the way kinesics is integrated into idiomatic expressions, highlighting the role of nonverbal communication in language formation and its impact on the semantic richness of idioms. The findings of this research underscore the importance of understanding the cultural and linguistic contexts in which idiomatic expressions are used, offering insights for translators, linguists, and intercultural communication specialists.

Implementation of a Technology-Enabled Diabetes Self-Management Peer Coaching Intervention for Patients With Poorly Controlled Diabetes: Quasi-Experimental Case Study.

Patients with diabetes experience worse health outcomes and greater health care expenditure. Improving diabetes outcomes requires involved self-management. Peer coaching programs can help patients engage in self-management while addressing individual and structural barriers. These peer coaching programs can be scaled with digital platforms to efficiently connect patients with peer supporters who can help with diabetes self-management. This study aimed to evaluate the implementation of a technology-enabled peer coaching intervention to support diabetes self-management among patients with uncontrolled diabetes. MetroPlusHealth, a predominant Medicaid health maintenance organization based in New York City, partnered with Pyx Health to enroll 300 Medicaid patients with uncontrolled diabetes into its 6-month peer coaching intervention. Pyx Health peer coaches conduct at least 2 evidence-based and goal-oriented coaching sessions per month with their assigned patients. These sessions are focused on addressing both behavioral and social determinants of health (SDoH) with the goal of helping patients increase their diabetes self-management literacy, implement self-management behaviors, and reduce barriers to ongoing self-care. Data analyzed in this study included patient demographic data, clinical data (patient's hemoglobin A1c [HbA1c]), and program implementation data including types of behavioral determinants of health and SDoH reported by patients and types of interventions used by peer coaches. A total of 330 patients enrolled in the peer mentoring program and 2118 patients were considered to be on a waitlist group and used as a comparator. Patients who enrolled in the peer coaching program were older; more likely to be English speakers, female, and African American; and less likely to be White or Asian American or Pacific Islander than those in the waitlist condition, and had similar HbA1c laboratory results at baseline (intervention group 10.59 vs waitlist condition 10.62) Patients in the enrolled group had on average a -1.37 point reduction in the HbA1c score (n=70; pre: 10.99, post 9.62; P<.001), whereas patients in the waitlist group had a -0.16 reduction in the HbA1c score (n=207; pre 9.75, post 9.49; P<.001). Among a subsample of participants enrolled in the program with at least 2 HbA1c scores, we found that endorsement of emotional health issues (β=1.344; P=.04) and medication issues (β=1.36; P=.04) were significantly related to increases in HbA1c. This analysis of a technology-enabled 1-on-1 peer coaching program showed improved HbA1c levels for program participants relative to nonprogram participants. Results suggested participants with emotional stressors and medication management issues had worse outcomes and many preferred to connect through phone calls versus an app. These findings support the effectiveness of digital programs with multimodal approaches that include human support for improving diabetes self-management in a typically marginalized population with significant SDoH barriers.

Resilience and distress among adolescents and young adults receiving hematopoietic cell transplantation: The Promoting Resilience in Stress Management randomized trial.

Adolescents and young adults (AYAs) receiving hematopoietic cell transplantation (HCT) are at high risk of poor psychosocial health. This study aimed to determine whether the Promoting Resilience in Stress Management (PRISM) intervention mitigated these risks during the first 6 months posttransplant. This multisite, parallel, randomized trial was conducted from April 2019 to March 2023. Eligible AYAs were aged 12-24 years, English speaking, and within 1 month of HCT for cancer or cancer predisposition syndrome. They were assigned 1:1 to PRISM (a brief, skills-based intervention targeting "resilience resources" [stress management, goal setting, cognitive reframing, and meaning making]) or usual care (UC). Outcomes included total symptoms of depression and anxiety (Hospital Anxiety and Depression Scale; primary outcome), hope (Snyder Hope Scale), resilience (10-item Connor-Davidson Resilience Scale), and health-related quality of life (HRQOL; Pediatric Quality of Life Inventory Cancer Module). Analyses leveraged multivariable linear regressions; exploratory analyses assessed the influence of baseline depression or anxiety. Of 94 enrolled and randomized AYAs, the mean age was 16.7 years (SD,4.2); 43 (46%) were female, 56 (60%) were non-Hispanic White, 22 (23%) were Hispanic, and nine (10%) were Black. Most (77%) had leukemia. Of n=50 randomized to PRISM and n=44 to UC, 37 (74%) and 33 (73%) completed all study procedures, respectively. In intention-to-treat analyses, PRISM did not affect 6-month depression and anxiety (β=-1.1; 95% CI, -3.7 to 1.5), hope (β=0.83; 95% CI, -3.3 to 4.9), resilience (β=-0.01; 95% CI, -3.0 to 3.0), or HRQOL (β=1.5; 95% CI, -4.7 to 7.9). Among AYAs with preexisting anxiety or depression, PRISM recipients reported greater 6-month improvements in hope (score change, +3.71; SD,6.9) versus UC recipients (score change, -2.76; SD,6.5) (p=.04). Resilience coaching did not influence outcomes in this sample. Exploratory findings suggest it may be more effective when directed toward those with concurrent distress.

Trend Analysis of Fluency-Related Research Articles: Using Data Mining

This research seeks to identify recent research trends in analysing fluency in English language studies since 2010. The importance of studying corpora that compile registered research in linguistics is growing; thus, it is time to consider the significance of data mining analysis on the corpora. Considering this emerging research topic, this analysis intends to generate and compare word clouds and word metric charts from speaking and writing abstract corpora in linguistics research centred on the keyword ‘Fluency’. This comparison is minimally addressed in extant research; hence, this investigation aims to fill this gap. The corpus contains 50 speaking and 15 writing abstracts from linguistics journals. To create the word cloud, AntConc4.1.4 software was used to analyse the corpora, while TF-IDF and matrix analysis were conducted using R. As a result, in spoken English, ‘fluency’ studies were largely related to 'teaching' and tended to be dominated by studies focusing on ‘fluency’ alone. In contrast, writing studies were mostly related to learner proficiency and assessment, and many studies analysed the relationship between linguistic abilities by expanding the scope of ‘fluency’ to include ‘accuracy’ and ‘complexity’. This study will benefit researchers in deciding on topics as it provides research directions and trends in analysing fluency in the two interconnected but differently expressed fields (i.e., speaking and writing).

&lt;span&gt;&lt;strong&gt;Diverse groupings in teaching English-speaking skills&lt;/strong&gt;&lt;/span&gt;

This study aims to investigate the effects of diverse groupings on learners' English-speaking skills. Accordingly, diverse groupings as an intervention procedure were implemented over an English-speaking course. This course lasted 15 weeks and 48 EFL students from a university in Vietnam enrolled in the course. On the completion of the course, quantitative data were collected via a questionnaire surveying the involved students' evaluations of the effects of the intervention procedure. Meanwhile, participants' reflections on the course recorded in audio files served as qualitative data for the study. The obtained results from both quantitative and qualitative data reveal that participants highly valued the course because it facilitated their English speaking skills as well as cognitive and social skills. These positive effects were derived from practicing English speaking with various partners. In addition, qualitative data recorded their perspectives on different preferences for partners in group work. These patterns include partners’ English proficiency levels, sex, partnership selection, and working duration. On these results, pedagogical implications are addressed. Further expanded research in this regard within Vietnam and beyond is also suggested to overcome the present study’s limitations.

Expansion of Medicaid Coverage of Continuous Glucose Monitor Reduces Health Disparity in Children and Young Adults With Type 1 Diabetes.

Continuous glucose monitor (CGM) usage improves glycemia in people with type 1 diabetes (PWD) and is accepted as the standard of care. The CGM utilization is lower in patients with public insurance and minorized ethnicities. In 2022, California Medicaid reduced its barriers to obtaining CGM coverage for PWD. It is unknown whether this policy change is sufficient to increase CGM usage. We hypothesize that the change in Medicaid coverage improved CGM uptake in children and young adults with T1D. Data were extracted from electronic medical record of a large urban children's hospital in 2021 and 2022. The CGM usage was determined based on clinician documentation or the presence of CGM downloads. Kruskal-Wallis tests, Wald tests, and χ2 tests were used to test hypothesis (P < .05). Mixed effects logistical regression analyses were performed. We included 878 and 892 PWD (age ≤ 21 years) in 2021 and 2022, respectively. In 2022, Medicaid insured 59.3% of patients. Between 2021 and 2022, CGM usage did not change for privately insured patients (84%) but increased from 41% to 58% for patients receiving Medicaid. In our mixed effects logistic regression model, CGM usage was higher in 2022 and in English speakers. Public insurance, black race, and patients' age were negatively associated with CGM usage. Our results suggest that Medicaid expansion of CGM coverage increases its utilization for pediatric PWD but did not eliminate the disparity. Future studies are needed to identify barriers that preclude equity in technology uptake.

Alternative Teaching Strategies in Learning Filipino Language among Dominant English Speakers

Alternative teaching strategies employed by grade school teachers were important in enhancing motivation in learning the Filipino language among students with dominant English language use at home. This qualitative research study explored these alternative strategies and their effects on the language learning motivation of the target student population. The study aimed to achieve two key objectives: (1) to identify the specific alternative teaching strategies utilized by Filipino teachers to enhance the motivation of English-dominant students in learning the Filipino language, and (2) to determine the effects of these alternative teaching strategies on the language learning motivation of the target student population. The findings of the study highlighted several effective alternative teaching strategies, including: the emphasis on the “Filipino word of the day” to enhance vocabulary acquisition and language proficiency; the incorporation of language games that integrated communication skills with learning, fostering more engaging and practical language experiences; the implementation of role-play activities to allow students to immerse themselves in real-life scenarios, enhancing their understanding and retention of language concepts; and the promotion of continuous exposure to the Filipino language in various contexts to solidify learning and improve practical application. The study also examined the effects of these alternative teaching strategies on the language learning motivation of English-dominant students. The results indicated that strategies such as encouraging language use outside the classroom, promoting engagement in reading activities, and incorporating student self-assessment and feedback had significantly improved students’ motivation, engagement, and overall language proficiency. The findings contributed to the existing body of knowledge on language education and offered recommendations for teachers to effectively motivate English-dominant students through the implementation of alternative teaching strategies.

An Analysis Of Project-Based Learning With The Hilokal Application On Enhancing 8th Grade Student Speaking Skills At Smpn 2 Tulangan In Academic Year 2023/2024

Challenge of understanding the effectiveness of PjBL with the Hilokal Application in enhancing speaking skills. The implementation of the Hilokal Application supports and facilitates project-based learning to improve speaking proficiency among 8th-grade students at SMPN 2 Tulangan.The student''s perceptions of the implementation of the Hilokal Application in supporting and facilitating project-based learning to improve speaking proficiency. the research employs a descriptive qualitative approach to analyze the implementation of PjBL with the Hilokal App and its effectiveness in enhancing speaking skills among 8th-grade students at SMPN 2 Tulangan The descriptive qualitative method allows for a comprehensive understanding of the phenomena through detailed observation, interviews, and document analysis providing rich, narrative data that describe the implementation and its outcomesThe findings from this study suggest that the use of PjBL with the Hilokal app is an effective strategy for enhancing English speaking skills among students. The improvements observed in class VIII-D demonstrate the potential of this approach to address common challenges in language learning, lack of confidence, and limited vocabulary.This study aims to explore the implementation of Project-Based Learning (PjBL) with the Hilokal application in enhancing the speaking skills of 8th-grade students. A qualitative descriptive method is used in this study, with data obtained through observation and analysis of conversation video projects created by the students.

Distinct roles of SNR, speech Intelligibility, and attentional effort on neural speech tracking in noise.

Robust neural encoding of speech in noise is influenced by several factors, including signal-to-noise ratio (SNR), speech intelligibility (SI), and attentional effort (AE). Yet, the interaction and distinct role of these factors remain unclear. In this study, fourteen native English speakers performed selective speech listening tasks at various SNR levels while EEG responses were recorded. Attentional performance was assessed using a repeated word detection task, and attentional effort was inferred from subjects' gaze velocity. Results indicate that both SNR and SI enhance neural tracking of target speech, with distinct effects influenced by the previously overlooked role of attentional effort. Specifically, at high levels of SI, increasing SNR leads to reduced attentional effort, which in turn decreases neural speech tracking. Our findings highlight the importance of differentiating the roles of SNR, SI, and AE in neural speech processing and advance our understanding of how noisy speech is processed in the auditory pathway.

Analysis of Teaching Methods and Student Perceptions in Learning English Speaking Skills

This study aims to identify and analyze the teaching methods employed by lecturers to enhance speaking skills among university students in Karawang. Mastery of speaking skills in a foreign language is crucial for students, not only for academic success but also for professional development in the future. Despite its importance, teaching speaking skills often faces challenges, such as determining the most effective methods to improve students' speaking abilities. This research adopts a qualitative approach using narrative inquiry to explore various teaching methods utilized by lecturers and the perceptions of students towards these methods. Data were collected through interviews and classroom observations involving five randomly selected students who have participated in speaking courses. The findings indicate that teaching methods incorporating active interaction, constructive feedback, and the use of technology significantly enhance students' speaking skills. Students responded positively to more interactive and technology-based methods, which allowed them to practice speaking in contexts closer to real-life situations. The study also revealed that students' confidence in public speaking increased when supported by a positive learning environment and inclusive teaching methods. This research provides valuable insights for educators in developing more effective teaching strategies to improve students' speaking abilities. Therefore, the findings from this study are expected to contribute to the development of better curricula and more innovative teaching programs in higher education.