English Training Research Articles

English communication strategies among Thai logistics professionals

Proficiency in English as a foreign language (EFL) holds significant importance in various professional domains, including the field of logistics. However, not all individuals proficient in EFL possess effective English communication skills. Hence, the objective of this research is to investigate the English communication strategies employed by Thai professionals working in the logistics industry. To receive participants' perspectives, a comprehensive approach involving questionnaires and focus-group interviews was employed. The survey results revealed that the most frequently utilized strategies encompassed rechecking, revising, identifying key concepts, and employing dictionaries, while the least commonly used strategies were self-development, guessing, word coinage, and the use of all-purpose words, respectively. Furthermore, the in-depth insights derived from the interviews revealed that participants employed English communication for diverse purposes, including email correspondence, meetings, ordering processes, and purchasing, thereby necessitating the utilization of distinct strategies for each of the four language skills. Remarkably, website translation tools emerged as vital resources for Thai logistics professionals, forming an integral component of their digital strategy. Ultimately, the findings of this study bear relevance to both pedagogical practices and business English training programs, with specific implications for the logistics industry.

Main Causes and Corresponding Strategies of “Dumb English” Phenomenon among Secondary School Students in Mainland China: A Review of Relevant Research Findings

This paper reviews selected literature published since 2000 to explore the increasing concern among scholars and educators in Mainland China, regarding the phenomenon of “dumb English” among secondary school students. Existing research primarily analyses the main causes of “dumb English” from the perspectives of deficiencies in English teaching in rural areas, the absence of native language culture in English instruction, deviations in students’ focus during oral English training, and psychological factors, etc. Corresponding strategies have been proposed to address these issues. Future research could focus on adjusting and optimizing the traditional English teaching models and evaluation systems in secondary school classrooms.

The Digital Transformation of College English Classroom: Application of Artificial Intelligence and Data Science

A major step forward in educational technology is the application of Data Science additionally Artificial Intelligence (AI) into undergraduate English courses. Improving teaching approaches and student involvement in the context of English language acquisition is an important issue that this study seeks to address. Even though there have been great strides in educational technology, conventional English classes still have a hard time meeting the demands of their different student bodies and offering individualized lessons. This is a major problem that prevents English language training from being effective, according to the material that is already available. In this study, we provide an approach to this issue called English Smart Classroom Teaching with the Internet of Things (ESCT-IoT). Utilizing data science techniques, artificial intelligence (AI) algorithms, and Internet of Things (IoT) sensors, ESCT-IoT intends to provide a personalized learning environment that is both immersive and adaptable. The fuzzy hierarchical evaluation technique is used to determine the assessment's final result, which measures the smart classroom's instructional impact. To overcome the limitations of conventional education, ESCT-IoT gathers and analyses data in real time to give adaptive material, individualized feedback, and learning suggestions. There are noticeable benefits as compared to traditional methods of instruction when it comes to evaluation metrics like student engagement, learning outcomes, and teacher satisfaction. Furthermore, ESCT-IoT is excellent in encouraging active learning, improving language fluency, and boosting overall academic achievement, according to qualitative comments from both students and teachers.

Public Speaking Training In An English Community Pilot Program In Metro City, Lampung

Everyone who is capable and able to communicate, however, is not necessarily skilled at speaking in public. This limitation occasionally leads to communication misunderstandings. The IAIN Metro Community Service Team studied the English Training and Gathering (Estage) Language Education Institute, which implements the English system in a Metro City - Lampung area as a forum for improving the speaking skills and quality of members from elementary to advanced classes, supported by gathering activities that encourage students to dare to speak in public. The service training activities were given to helpg students at the English Village Estage understanding the elements and processes of public speaking. Participant skills in public speaking, such as the ability to think on the go, develop vocals to have a microphonic voice, and get used to speaking without primarily relying on text, some participants were found need ongoing preparation and adaptation to public speaking. The main ways of becoming prepared for public speaking were to help the participants develop courage and self-confidence, as well as to increase their knowledge and comprehension by continually practicing. Keywords: english; estage; community service; public speaking

Examining the Impact of Gamification on English Language Instruction: A Literature Review

This literature review explores the influence of gamification on the teaching of English language, providing insights into its effectiveness, difficulties, and potential future developments. The review explores the possibilities of using gamified techniques in language acquisition by analyzing a wide range of scholarly papers, empirical investigations, and theoretical frameworks. The study emphasizes the advantages of gamification in improving student engagement, motivation, and competency. It highlights how gamification promotes dynamic and interactive learning environments. Nevertheless, despite the potential benefits of gamification, there are significant obstacles that need to be addressed, including the integration of technology and alignment with educational principles. These issues require considerable thought and well-informed planning. The review emphasizes the need for more research to investigate the many intricacies of gamified language learning settings and facilitate their ongoing development and improvement. In summary, the review supports the idea of incorporating gamification into English language training as a strategic approach, which will enable learners to succeed in a constantly changing linguistic environment.

Online Task-Based Language Learning to Enhance Thai Monks’ Speaking Performance

This research aimed to achieve two main objectives: (1) to assess the learning achievements in online task-based language learning, and (2) to evaluate satisfaction with the utilization of the online task-based language learning model. The study’s population comprised Buddhist monk students from four provinces in Thailand: Chiang Rai, Phrae, Phayao, and Nan. A total of 80 participants took part in a 30-hour English language training program that focused on task-based language teaching (TBLT) implemented through online technology to enhance Thai monks’ speaking performance. Zoom and free online tools such as Pronunciation Checker App were integrated into the TBL learning cycle to deliver this online training. The research process can be summarized four stages consisting of orientation stage, pre-practicing stage, practicing stage, and post-practicing stage. The comparison of learning outcomes before and after the implementation of the instructional model for monks revealed a significant difference in the average scores. The overall score before training was 38.78 (S.D. = 5.85), while the post-training learning outcomes had a higher average score of 47.34 (S.D. = 4.99). The assessment of satisfaction was divided into four dimensions: (1) content and language usage; (2) English instructional activities for monks; (3) teaching and learning process; and (4) development of English-speaking skills. Overall, participants expressed high levels of satisfaction across all four dimensions of the instructional design approach, with a mean rating of 4.49 and a standard deviation of 0.56.

‘Call Me by My Name’: inclusive actor training for second language users

Among efforts to decolonise and decenter the actor training studio, practitioners and scholars consider the barriers for students who speak English as a Second Language (ESL) and undertake text-based actor training in English. This essay draws on Pierre Bourdieu’s concepts of linguistic capital and habitus to examine the agency of ESL student actors in developing their acting skills in distinct ways, often against their embodied linguistic structures. Through a phenomenological assessment of how the linguistic habitus and capital of the student work in tandem with their training habitus and capital, the essay highlights the inevitable anxiety involved. A participatory action research model invites ESL acting students to embrace and lead the development of their acting skills alongside their language skills. Actionable interventions, such as the icebreaker exercise ‘Call Me by My Name’, prompt actor training institutions to develop pedagogies and curricula that acknowledge the individualised needs of ESL students and celebrate their contribution to English-speaking training. Giving the agency to ESL students to shape English-language actor training creates standards for what might be inclusive actor training for ESL student actors.

A systematic evidence synthesis of disability and inclusive pedagogy in initial teacher training in English as a Foreign Language

This systematic review considers recent evidence of the preparation of inclusive education implementation in the context of English as a Foreign Language (EFL) education across different countries. The study comprised of a comprehensive search of multiple databases which are accessible for scholars with visual impairments working with an open-source screen reader application: British Education Index, Education Source, ERIC subscription, Scopus, and Web of Science Core Collection. The searches generated 508 studies from January 1 2002, to December 31 2022,. 73 duplicated studies were removed, leaving 435 records to be screened for inclusion. 430 of these were rejected for not meeting the selection criteria, leaving five studies for inclusion. One additional relevant study from author's personal collection of references was also included in the review. The review discovered that the issue of disability and inclusive pedagogy in initial EFL teacher education scholarship is extremely under-studied. Only four relevant studies were conducted in the Global North, two in the Middle East, and none in the Global South, where an expanding population of pupils learning English are located. The findings of this study provide insights and recommendations for policy and practices of initial EFL teacher education.

A Model to Train English Language Teachers at Mexican Universities

This work evaluates the preparation of English language teachers at Mexican universities. In order to develop a model for training future English language teachers, curricular, operational, and contextual factors are analysed. Extensive professional teaching of English in Mexican universities is necessary given the extensive social, economic and cultural exchanges within North America that require workers to speak English with a certain level of proficiency. The preparation of English language teachers in Mexico has not been adequately researched and there is little objective data on its status. Therefore, there is a need for systematic empirical information to fully understand the status quo of English teacher training in Mexican universities. A case study of a typical university English teacher training programme provides curricular considerations and information from faculty, students and administrators. As a result, this work proposes a model for English teacher training at the university level and discusses its implications for curriculum development.

The Construction and Implementation of a Cross border E-commerce Talent Training Mechanism for Business English Empowered by Digital Intelligence

The Construction and Implementation of a Cross border E-commerce Talent Training Mechanism for Business English Empowered by Digital Intelligence Abstract: The business English application-oriented talent training mode under the digital intelligence empowerment is to train business English talents with language+cross-border e-commerce practice+cross-cultural communication skills, which is in line with the national development strategy of "new liberal arts", "interdisciplinary" and "the Belt and Road". Through the linkage between schools and enterprises, the training mechanism adopts a cross integration approach of virtual context+ thinking activities +application activities by collaborating with enterprises to build a small seed studio. The course mechanism can deeply integrate experimental courses with other related courses, organically combine project-based learning with personalized training, explore students' comparative advantages, and create a full process and multi-stop teaching practice center. The course mechanism can cultivate the talent with national confidence, innovative concepts and risk awareness by promoting efficient collaboration between business English language courses and professional courses in terms of instrumental, humanistic, and business aspects.

Investigating EFL teacher candidates’ acceptance and self-perceived self-efficacy of augmented reality

The mixed-methods sequential explanatory design study presented here sought to investigate the acceptance and self-perceived self-efficacy of Augmented Reality technology among English as a Foreign Language teacher candidates. This study’s contribution to the field of AR as an instructional technology lies in that research on the using AR technology in language teacher education are particularly limited. To bridge this research gap, one-group pre-test-post-test design was used in this study, in which ten weeks of AR-enhanced English language teacher training treatment was carried out. To answer the research questions, quantitative data were gathered from 50 volunteers by using the Technology Acceptance Model survey and Self-Efficacy Scale. Qualitative data were received via semi-structured interviews carried out with 12 pre-service teachers. Findings revealed that there was a significant increase in EFL teacher candidates’ levels of AR technology acceptance whereas no significant difference was identified in their self-perceived self-efficacy. The interviewees proposed interpersonal, intrapersonal, technological, and technical factors to explain their low self-efficacy levels. Based on the findings, the paper offers implications and suggestions for researchers, teacher educators, and policymakers. The solutions to increase the level of acceptance and self-perceived self-efficacy levels to use AR among EFL Teacher Candidates include courses on Emergent Technologies (ICT, MALL, CALL, AR), training via seminars, workshops, input sessions through (inter)nationally funded projects, real-life examples, field-specific samples, and hands-on experiences.

Pelatihan Bahasa Inggris bagi Mahasiswa Universitas Muhammadiyah Jambi

The importance of mastering English for students is something that needs to be considered, both by teaching staff and students themselves. This is because the ever-growing advances in science and technology require individuals to be able to master English language skills. This Community Service activity aims to provide training so that students can increase learning motivation, self-confidence, hone skills, increase knowledge and improve integrated abilities in English. Activities were carried out at the Muhammadiyah University of Jambi. This activity is aimed at students who are interested and want to improve their English language skills as many as 23 students. This English training received a positive response from students. It can also be concluded that this activity was successful and successful. This can be seen from changes in students' behavior and attitudes in dealing with English. Students begin to be confident and attractive in communicating using English.

A Study on Adult Learners of English as A Foreign Language in Vietnam: Motivations, Advantages, and Challenges

English has become highly popular in Vietnam, emerging as the preferred language for diverse purposes. The increasing attendance at English Training Centers and schools shows a surge in adult learners seeking language refinement. Motivated by career progression, job prerequisites, learning objectives, and communication needs, these learners encounter many difficulties. This article explores the obstacles Vietnamese English as a Foreign Language (EFL) learners face, providing practical solutions for both learners and educators. A comprehensive study involving 70 adult learners studying EFL at the University of Danang - University of Foreign Language Studies (UD-UFLS) utilized questionnaires and interviews, employing qualitative and quantitative analyses. The research revealed that despite high motivation driven by job and career goals, learners struggle due to time constraints, limited English literacy skills, and financial burdens, diminishing the effectiveness of their learning. In response to these difficulties, constructive recommendations are offered to enhance the learning experience and address the prevalent issues.

PELATIHAN ENGLISH DEBATE PARLIAMENTARY SYSTEM BAGI GURU MGMP BAHASA INGGRIS SMK SE-KOTA BATAM

Community service is one of the mandatory duties of lecturers as part of the realization of the Tri Dharma of Higher Education activities. In line with this, Tri Dharma activities are focused on important activities in contributing to improving the quality of life of the community, especially in developing skills that can be used in a wider range of society. One of the activities carried out was English Debate Parliamentary System Training for Vocational High School English MGMP Teachers throughout Batam City at the Batam Tourism Polytechnic. This training aims to provide information to Gugus Cahaya Jingga PAUD teachers regarding the English Debate Parliamentary System. The specific target to be achieved is to make GUGUS CAHAYA JINGGA PAUD teachers skilled in implementing the English Parliamentary Debate System in learning.

Pelatihan Bahasa Inggris Melalui Metode Silent Way Untuk Meningkatkan Kosa Kata Perawat Dalam Kemampuan Berbicara Bahasa Inggris Di Rumah Sakit

The silent way English language training was carried out at the Nurul Hasanah Kutacane Hospital. This silent way English language training aims to improve basic English skills for hospital employees. This English training method uses the silent way method. English language training using the silent method is used so that hospital employees can practice English language skills in medical sciences that will be used in the world of work. This English language training using the silent method was carried out thanks to collaboration between Nurul Hasanah Kutacane University and Nurul Hasanah Kutacane Hospital. This English language training is to assess evaluation using Quasy-Experiment (pre-experimental designs) with a design using one group pretest-posttest, where in this design there is no comparison group (control), but the first observation (pretest) has been carried out which allows the team to examine changes that occur after an experiment or posttest. The results obtained by the community service team showed significant changes in English language training through the silent way method to increase nurses' vocabulary in speaking English in hospitals.

English Language Training Assistance to Improve English Language Knowledge and Skills for Atv Ozzy Bali Adventure Employees

In order to improve the ability of Human Resources (HR) in the field of tourism, especially in MSMEs ATV Ozzy Bali Adventure, a community service program was initiated with the main focus on providing assistance and English language training. The aim is to improve employees' knowledge and skills in utilizing English, thereby facilitating improved communication and improving the quality of service for foreign tourists. The two-day service initiative uses a variety of methods, including the delivery of Basic English content through lectures, discussions, Q&A sessions, and on-site mentoring. The results of this training can be seen from the increase in English language competence which can be seen from a significant increase in Post-Test scores compared to Pre-Test results. In addition, there was visible improvement in both verbal and non-verbal English usage skills among the four ATV Ozzy Bali Adventure employees involved in the program.

Underprepared Overachievers: A Study of Latin American Graduate Students Studying Abroad in the United States

ABSTRACT Given recent study abroad trends, Latin America (LATAM) offers untapped potential to contribute to U.S. campus internationalization. To diversify student populations and increase enrollment from LATAM, stakeholders should consider the language, academic, and cultural experiences of LATAM students admitted to U.S. graduate schools. This study bridges the gap between higher education institutions and potential students. To do so, mixed methods were employed to analyze the following: (1) responses to a 67-question survey completed by LATAM graduate students (n = 126) studying abroad at a large public R1 university in the Midwest, (2) TOEFL scores, and (3) transcripts of 13 follow-up interviews about academic, cultural, and socioeconomic backgrounds. Results underscore the importance of effective English language instruction during college years to help students meet graduate school admission scores, especially in cases where K-12 English language training was inadequate. The study considers the extent to which participants became part of a community of practice, characterized by attributes such as language proficiency, high levels of achievement, and personal investment in education.

Assessment of Bukavu Finalist Pupils' English Active Vocabulary Knowledge

The Congolese national program of English instructs that secondary school pupils be equipped with 2,000 active words in the four years of English training (based on 500 active words per year), so that they can be able to communicate effectively in English. However, the Congolese State Exams do not evaluate finalist pupils’ level of English active vocabulary knowledge to check whether this objective is reached or not. Consequently, the finalist pupils’ actual level of English active vocabulary knowledge at the end of their secondary school education remains unknown. To have an idea on the level, this study aimed at assessing Bukavu finalist pupils’ English active vocabulary knowledge. After a random sampling of 35 (10%) Bukavu secondary schools with the final year, the data were collected from 1506 Bukavu finalist pupils of the scholar year 2021/2022 through a test of English active vocabulary knowledge, which comprised multiple choice and traditional questions. The data, compiled in Excel for easy handling, showed the following English proficiency levels among Bukavu finalist pupils: below elementary 4.1%, elementary 69.9%, pre-intermediate 22.8%, intermediate 2.8%, upper-intermediate 0.4%, and advanced 0.0%. In summary, most pupils in Bukavu secondary schools end their English training with an "elementary level," possessing an average of 594 (29.7%) active words instead of the expected 2,000. Finally, relevant recommendations were made to the Congolese legislator, teachers of English and Bukavu secondary school pupils for the increase of the level.

Chat GPT for Professional English Course Development

Digitalization of all life spheres is the reality of modern world development. The global digitization creates a powerful information environment. Its navigation requires serious tools for structuring, systematizing and processing information. Digital processes, as the most progressive, are in constant development. Artificial Intelligence (AI) is gaining popularity. The latest product that has created a lot of discussion is СhatGPT (Generative Pre-trained Transformer) from OpenAI, which is an artificial intelligence chatbot that demonstrates the ability of digital devices to perform the tasks inherent to intelligent beings. The paper shows some issues of using ChatGPT for making a new course of Law English, a curriculum, a syllabus at the tertiary level removing concerns related to its application and utilization. The purpose of the manuscript is to describe a real case of working out a professional English course for university students applying ChatGPT. The methods of analysis, synthesis, case study, expert assessment were used. The results are as follows: a new course for Law English training, a curriculum, a syllabus and a textbook using content created by ChatGPT were readied. The conclusion is that, nowadays, everything can be taught by a teacher partly with an AI. ChatGPT can be used for a wide variety of educational purposes, including providing information, generating necessary texts, tasks, tests, and answering many questions. Most of the mentioned ChatGPT services are important educational elements in language teaching and learning, they can be used for professional English course development.

The Role of English Speaking- Skills in Career Progression: A Case Study among Sudanese Undergraduate EFL Students

The present study is to shed light on the nature and extent of the impact of English language proficiency on career advancement across a range of professional contexts by compiling and critically analyzing scientific research on the subject. The research shows on the connections between language proficiency, professional mobility, and socioeconomic circumstances by drawing on the ideas of linguistic capital, socio-linguistic adaptation, and globalized labour markets. Moreover, the English language has a significant influence on our workplaces and businesses. Regardless of differences in geography, society, politics, or religion, English has emerged as the dominant language in the global business community. Fieldwork was carried out at Vignan's Foundation for Science, Technology & Research, Andhra Pradesh. For this, Sudanese graduating EFL students were chosen from various courses of the institute.The findings show a significant relationship between job success and English language competency, particularly in fields where English is the predominant language of exchange. The extent of this advantage, however, it varies depending on the industry, the cultural setting, and the specific organizational policies. The findings highlight the importance of English education and training in workforce development plans, particularly in locations with a low native English-speaking population. Businesses may benefit from investing in language training as a means of retaining and developing talent. Policymakers may take these findings into account when creating educational curriculum and social interventions to address linguistic gaps on a larger scale. The investigation reveals a favorable correlation between professional advancement and proficiency in the English language.