English Style Research Articles

Colloquialisation

Abstract Surveying a representative sample of studies of colloquialisation, a tendency for written norms to move closer to spoken usage, the chapter explores: the relationship between colloquialisation, operationalised in exclusively linguistic terms, and informalisation and democratisation, two processes primarily targeting wider sociocultural change, and complications arising when colloquialisation is extended beyond its original domain of application, standard written English of the ENL type. There are two major findings. Colloquialisation works less well in the study of ESL varieties than ENL ones. In addition, recent real-time analyses of change in spoken English suggest that the supposedly homogeneous baseline style of informal conversational English is more internally variable than is assumed in current work on colloquialisation.

An In-depth Analysis of Speech Styles in English language

This study examines the role of speech style in learning English among students. This research is research using a qualitative approach. The population in this study is an X-class student of AT-tawazun Kalijati Subang's MA. Interviews and random sampling techniques are used for sample-taking. The results of the study show that the influence of the student's speaking style in learning English affects the level of English skills of students. Some aspects that affect the student's speech style are the daily activities of the student, such as speaking English in theys spare time. Classes that encourage learning are also effective.

Students’ Learning Styles in Learning English and Religious Subjects: A Study in UiTM Mukah

Students’ Learning Styles in Learning English and Religious Subjects: A Study in UiTM Mukah

Study on Translation of ST English Texts from the Perspective of Text Typology

From the perspective of Text Typology, this paper analyzes and summarizes the language characteristics of English for Science and Technology and combines some translation examples to discuss the translation skills and methods suitable for the style of English for science and technology, in order to provide some reference for the translation of English for science and technology, so as to effectively improve the quality of the translation.

Personalized Learning in English Flipped Classrooms: Exploring ESL Learners’ Decision-Making Styles in Academic Reading

This concept paper attempts to explore how Personalized Learning opportunities within a Flipped Classroom model can be enhanced by understanding the decision-making styles of English as a Second Language students during academic reading activities. Flipped classrooms – where initial content exposure occurs outside of class via recorded lectures and readings have potential to facilitate more tailored, self-paced instruction. However, limited research has examined students’ use of decision-making skills in reading academic materials during asynchronous learning, especially in developing English literacy skills essential for academic success. Utilizing a qualitative case study approach, this study attempts to investigate how ESL undergraduate students who are advanced English readers, make decisions while engaging with reading materials during asynchronous learning for flipped classrooms, including factors influencing choices of texts and materials, and their decision-making styles as proposed by Janis & Mann (1977). Triangulated data from semi-structured interviews and class observation in this study could provide rich insights into ESL students’ in-class engagement and decision-making priorities. Exploring connections between ESL learners’ approaches to self-regulated learning through decision-making skills in academic reading and how they experience flipped classroom instructions have practical implications for designing pre-work class that cultivates autonomy and stronger personalized outcomes. The study provides opportunities to derive key design principles and guidelines for flipped English classroom materials in a way that responds sensitively and systematically to the unique decision-making needs of ESL learners in higher education contexts.

Bleeding Stubs and the Evolution of African Writing: Navigating Standard English and Uncertain Linguistic Futures

Several African novels and short stories have been analysed linguistically. The authors of those analytical articles found that some of the stories employed the linguistic style set by the authors Chinua Achebe and Flora Nwapa. A major characteristic of this writing style is the use of African English or a blend with standard English. Language evolves regionally, so for this article, standard English refers to any English used by the VOA, BBC, British Royal Family, or even Brits in a pub, including UK and US slang relevant to the novel’s setting. It excludes English spoken by learners. The researcher considers this definition broad and lenient. African English refers to varieties of the English language spoken and written across Africa, often influenced by local languages and cultures, resulting in unique expressions and idiomatic usage. It encompasses different forms, including Nigerian English, Kenyan English and South African English, reflecting the diverse linguistic landscape of the continent. African literary researchers often show a strong interest in novels written in African English because these works reflect the linguistic diversity, cultural identity, and lived experiences of African communities. Nevertheless, many African authors write in Standard English. The academic discussion reveals that the debate on language choice in African literature is ongoing. This paper provides an overview of the English styles used by African authors and highlights the uncertainty regarding the future of African literature due to a lack of credible sources on current trends. The paper then analyses the style of African works in standard English alongside African English. For the purposes of this article, the researcher chooses Donald Besong’s Bleeding Stubs, which has not been analysed previously, to represent standard English works. The selection of Bleeding Stubs is based on its brevity, recent publication, and its setting in Cameroon—a country with limited representation in fiction. The paper concludes that the preferred language style for African authors remains fluid. Finally, it recommends fostering improved reading habits on the continent, encouraging greater engagement with the global reading community. This would lead to better career progression in various fields, create more internationally marketable writers, and enable them to use their incomes to support the development of African languages, reducing the reliance on English for expressing African pride.

An Analysis of Errors in English Style of Chinese College English Learners —Based on a Study from the Corpus of Chinese English Learners

An Analysis of Errors in English Style of Chinese College English Learners —Based on a Study from the Corpus of Chinese English Learners

THE INFLUENCE OF THE BRITISH STYLE DEBATE LEARNING MODEL BASED ON LOGICAL INFERENCE IN ENHANCING STUDENTS' SCIENTIFIC THINKING ABILITIES

Science education should be able to help students acquire scientific thinking skills. However, the reality in the field shows that the average value of students' scientific thinking is only 65.35%, which is classified as moderate. to overcome this problem, the implementation of the English Style Debate Learning model based on logical reasoning was introduced to students. The purpose of this study is to determine the impact of the implementation of this model on students at SMPN 1 Sambit, Ponorogo. the research method used is quantitative with experimental type. The research design used was quasi-experimental design. the sampling technique used was cluster random sampling. The one-tailed t-test results showed that students' scientific thinking skills when using the logical inference-based English Style Debate Learning model were superior to their skills when using the Generative Learning model. Overall, students who were treated with the logical inference-based English-style debate learning model obtained an average score of 86.1. The results of this study are expected to be able to elaborate scientific thinking problems and become a reference for the application of innovative and fun learning models.

Exploration of Differences in Style and Manner of English to Urdu Translation of Shafak’s Honour: A Study of Translational Shifts

Exploration of Differences in Style and Manner of English to Urdu Translation of Shafak’s Honour: A Study of Translational Shifts

Analisis Gaya Belajar Siswa Kelas V Pada Pembelajaran Bahasa Inggris di SD Negeri 106156 Klumpang, Kec Hamparan Perak

The aim of this research is to analyze students' learning styles in learning English in class V of SD Negeri 106156 Klumpang, Kec. Silver Overlay 2021/2022 academic year. This research is a descriptive research. The population in this study were all class V students of SD Negeri 106156 Klumpang, Kec. Silver Expanse with a total of 48 students. The technique used in sampling is total sampling, namely the technique of determining the sample when all members of the population are used as samples. The data collection techniques for student learning styles in learning English in class V SD 106156 Klumpang, Kec. Hamparan Perak uses a Likert scale questionnaire consisting of 15 statements that have been validated by expert lecturers. The results showed that the analysis of learning styles on visual learning style indicators was in the very dominant category of students with an average percentage of 75.10% and an average value of 15.02. In the auditory learning style indicator, students are very dominant in the category with an average percentage of 75.93% and an average score of 15.19. In the kinesthetic learning style indicator, students are in the dominant category with an average percentage of 64.89% and an average score of 12.98. So it can be analyzed that students' learning styles in learning English in class V of SD Negeri 106156 Klumpang, Kec. Silver Overlay is the more dominant auditory learning style because it obtains higher average scores and percentages than the visual and kinesthetic learning styles.

Students' Learning Styles (VRAK Model) in Learning English

Many teachers still remain unaware of their students' learning styles, which hinders their ability to consider individual student preferences and optimize instructional methods. This research aims to investigate students' learning styles using VRAK (visual, read-write, audio, and kinesthetic) model by Fleming in English language learning. The study adopted a qualitative research design and utilized the case study method involving 27 students at Senior High School 1 Sungai Penuh, Jambi. Data were collected through interviews and observations. Qualitative thematic analysis was employed, involving three stages: data reduction, data display, and conclusion drawing or verification. The findings reveal that 56% of the students possess a kinesthetic learning style. The remaining 22%, 11%, and 11% of students have visual, auditory, and read-write learning styles, respectively. Understanding students' diverse learning styles in the context of English language learning has significant implications for instructional practices. It enables teachers to optimize their efforts in selecting and implementing differentiated teaching methods tailored to their students' individual needs.Keywords: English learning, Learning styles, VRAK

Students’ Perception Towards Teachers Strategies in Teaching Reading Skill

Students' perceptions towards teachers strategies in teaching reading skills are also important to know by teachers, so that they can be used as reflections to improving their strategies in teaching reading. This research different between some previous study because the focus in the some previous is more generally because analyze about students’ perception towards teachers attitude, teaching style and attitude in learning English. Meanwhile, in this research is more specifically because analyze about students’ perception towards teachers strategies and only focus in reading skill. In previous study use a quantitative method but in this study use a qualitative method. The aim of this study was to find out how students' perceptions towards teachers strategies in teaching reading skills.The participants in this study were eleventh grade students at SMAI MU Jatiurip. This study used interviews, observation and documentation to obtain data.The result showed that students’ perception towards teacher’s strategies in teaching reading at SMAI MU Jatiurip is give had positive percepatan with all of the teaching strategies in teaching reading. They are predicting, question and generating and answering, role plays and think pair share except summarizing strategy because they feel boring about learning reading material when the teacher used summarizing strategy. The most of students prefer to predicting strategy because students understand lessons more quickly when using predicting strategies.

The Correlation Between Teachers’ Teaching Style and Motivation of Natural Science Students in Learning English at Ten Grade

This research aims to determine the relationship between the teaching style of English teachers and the motivation of students majoring in science to learn English and to find out what teaching style is preferred by students in learning English. This research used the correlation method with a quantitative design, and the population is class X SMAN 7 Bengkulu City. The technique used was random sampling, where the researcher chose 33 students as a sample. Data collection was carried out through a questionnaire with total of 20 questions regarding the teaching style of English teachers and 20 more questions related to student’s learning motivation. The scale used for data was analyzed using a Likert Scale. Based on the results of research from data analysis, researchers found that the teacher's teaching style that students were most interested in was the expert style, which received a high score of 17%, choosing to strongly agree. Moreover, the findings show Pearson correlation results that there is a significant correlation between the teacher's teaching style and students' motivation in learning English, as explained the significant value is 0.572. The researcher concluded that there was a significant relationship between the teacher's teaching style and the motivation of students majoring in natural science to learn English in class X SMAN 7 Bengkulu City.

The Directorate-General for Translation’s gender-neutral English guidelines (1998-2022)

Abstract Ten years before the European Parliament adopted the Gender-neutral language in the European Parliament multilingual guidelines (2008), the European Commission’s Directorate-General for Translation had already included a section on this subject in the third edition of its English Style Guide (1998). The original text was later reproduced in other European Union’s style guides, namely the Interinstitutional Style Guide, the European Commission Style Guide and the ephemeral European Commission Guidelines for Inclusive Communication, withdrawn shortly after publication due to political and religious complaints. After a quarter of a century, the guidelines have drifted apart through their respective updates. What are the exact inconsistencies of the current style guides? How do the changes reflect developments in the field of inclusive language? And do the guidelines include gendered terms and expressions relevant for EU linguists? A unified EU policy on linguistic sexism across its languages and institutions expressed in a set of relevant and coherent language guidelines seems vital to enabling and fostering the implementation of non-sexist language as a gender mainstreaming tool in the EU.

An Analysis of Student Learning Style in Learning English in Sekolah Indonesia Kuala Lumpur, Malaysia

Learning style is one way to find out a person's most comfortable way in the learning process being carried out. In the learning process takes place, students have their learning style preferences. Learning styles have four preference models, namely VARK; visual, aural, read/write, and kinesthetic. The VARK can help students' learning style preferences in maximizing their learning style. Thus, the gap in this research is the investigation of learning styles in the English as a Second Language (ESL) context. The purposes of this study were to find out; (1) the learning styles employed by students and (2) the dominant learning style employed by the students in Sekolah Indonesia Kuala Lumpur, Malaysia in learning English. This research used a descriptive quantitative research method that deals with the types of learning styles by VARK Neil Fleming. The total participants of the research were 28 students. The findings showed that (1) it was found that in the ESL context, students prefer to use two learning style preferences, namely; unimodal and bimodal, and (2) students predominantly used the kinesthetic learning style. The current findings implied that ESL teachers should provide English learning activities which is able to trigger students to engage directly in the process of teaching and learning in the classroom so that they can use their learning style maximally. Furthermore, the teaching process should emphasize on students—centered learning in order that students will be easier in reaching the objectives of Learning English in ESL context.

Comparing K-means and OPTICS clustering algorithms for identifying vowel categories

The K-means algorithm is the most commonly used clustering method for phonetic vowel description but has some properties that may be sub-optimal for representing phonetic data. This study compares K-means with an alternative algorithm, OPTICS, in two speech styles (lab vs. conversational) in English to test whether OPTICS is a viable alternative to K-means for characterizing vowel spaces. We find that with noisier data, OPTICS identifies clusters that more accurately represent the underlying data. Our results highlight the importance of choosing an algorithm whose assumptions are in line with the phonetic data being considered.

ON WRITERS` INDIVIDUAL STYLES IN THE USE OF PUNCTUATION IN LITERATURE

This article explores the topic of writers' individual styles in the use of punctuation in English and Uzbek literature; first provides an overview of the role of punctuation in literature and how it can shape the meaning and style of a text. It then examines the unique punctuation styles of prominent English and Uzbek writers, including Virginia Woolf, William Faulkner, Abdullah Qodiriy, and Hamid Ismailov, Erkin Vohidov. The article also delves into how the use of punctuation in literature can be both creative and conventional. Some writers may use more unconventional punctuation to convey emotion and rhythm, while others may use more standard punctuation to convey clarity and precision. Additionally, the ways in which writers' use of punctuation can influence the reader's interpretation of a text, including tone, mood, and pacing are also investigated. Through its analysis of English and Uzbek literary works, it aims to deepen readers' understanding and appreciation of how writers' individual styles in the use of punctuation can shape the meaning and impact of a literary work. By examining the unique punctuation styles of both English and Uzbek writers, readers can gain insights into the broader cultural and linguistic contexts that shape these styles, as well as the creative and technical aspects of writing that contribute to the creation of literary masterpieces.

ON WRITERS` INDIVIDUAL STYLES IN THE USE OF PUNCTUATION IN LITERATURE

This article explores the topic of writers' individual styles in the use of punctuation in English and Uzbek literature; first provides an overview of the role of punctuation in literature and how it can shape the meaning and style of a text. It then examines the unique punctuation styles of prominent English and Uzbek writers, including Virginia Woolf, William Faulkner, Abdullah Qodiriy, and Hamid Ismailov, Erkin Vohidov. The article also delves into how the use of punctuation in literature can be both creative and conventional. Some writers may use more unconventional punctuation to convey emotion and rhythm, while others may use more standard punctuation to convey clarity and precision. Additionally, the ways in which writers' use of punctuation can influence the reader's interpretation of a text, including tone, mood, and pacing are also investigated. Through its analysis of English and Uzbek literary works, it aims to deepen readers' understanding and appreciation of how writers' individual styles in the use of punctuation can shape the meaning and impact of a literary work. By examining the unique punctuation styles of both English and Uzbek writers, readers can gain insights into the broader cultural and linguistic contexts that shape these styles, as well as the creative and technical aspects of writing that contribute to the creation of literary masterpieces.

Recipes and Proximate Composition of Some Traditional African Nightshade Dishes Consumed in the North West Region of Cameroon

Purpose: The objective of this study was to describe the methods of preparation of African nightshade (Solanum scabrum) and to determine the proximate composition of the African nightshade dishes consumed by Cameroonians living in Boyo, Momo, Mezam and Menchum divisions of the North West Region.
 Methodology: The African nightshade used in the preparation of all the 25 recipes was purchased from the same farmer at kedjom ketingoh in Mezam division and the dishes were prepared at the laboratory of the College of Technonolgy – University of Bamenda (COLTECH-UBa).The 25 African nightshade dishes were then transferred to the Nutrition Centre for Research (CRAN) of the Ministry of Scientific Research and Innovation Cameroon for proximate composition determination. The contents in dry matter, ash, crude proteins, total lipids, crude fibres and total sugars were determined by standard AOAC methods.
 Findings: The African nightshade dishes consumed are prepared from leguminous seeds : (egusi seeds and groundnut seeds), fluted pumpkin seeds, tomatoes, Irish potatoes and palm oil. The results obtained are expressed in percentage DW for ash, dry matter, proteins, lipids, crude fibres and Total sugars. The dry matter content ranges from (90.130g/100gDW to 95.626g/100gDW); ash content (9.301g/100g to 18.548g/100g), crude protein (16.7g/100g DW to 22.8g/100g DW), total lipid (7.50g/100g DW to 54.49g/100g DW), crude fibre (6.70g/100g to 20.10g/100g), Total sugars (0.64g/100g to 9.14g/100g). This study also reveals that a higher consumption of dishes made from leguminous seeds: egusi seeds, and groundnuts seeds such as “Scrubbed nightshade leaves boiled in egusi”, “Seasoned Mbas a sekoyn”, “Seasoned Mbas a mtsong mbi” and “English style with groundnuts” and low consumption of their complements will lead to a good nutritional balance. The study further reveals that the African nightshade dishes are good sources of proteins, crude fibres and poor sources of Carbohydrates.
 Unique Contribution to Theory, Policy and Practice: This study provided information on: the nutrient composition of African nightshade dishes consumed in the North West Region of Cameroon; nutritional data of this species of vegetable that will be useful for nutrition education as a means to improve the nutritional status of the population and also made available documented food composition database for reference by consumers, dieticians and researchers.

Internal Factors Hindering the attainment of English Proficiency in ASEAN Common Competency Standard

This study is aimed to investigate internal factors hindering the attainment of English proficiency standards in the Common ASEAN Tourism Curriculum. The study was conducted to tourism students. The study used a descriptive qualitative method and the data were gained through questionnaires for the students in three sub-divisions; Hotel Accommodation, Food and Beverage, and Hotel Engineering. The findings showed that there are several internal factors that hinder the attainment of English proficiency standards. The internal factors include the lack of confidence to use English in interaction in the learning process and outside the class; the minimum ability to reach general English and English proficiency standards; the monotonous learning style in learning English; the lack of self-esteem in case of following the learning process by doing an assignment or practicing; the limited exploration and use of knowledge about English terms based on their subdivision; the lack of intrinsic motivation as the reason to improve their skill in English; the passive attitude by the students toward learning process of English subject.
 
 Keywords: English proficiency standard; Common ASEAN Tourism Curriculum; internal factors