Use Of English Language Research Articles

Literacy skills, language use, and online health information seeking among Hispanic adults in the United States

ObjectiveOnline health information is underutilized among Hispanics with low English proficiency in the U.S. This study examines the association between a unique measure of general English literacy, language use, and online health information seeking among Hispanic adults. MethodsData for Hispanics ages 25–65 (N = 700) come from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Binary logistic regression models were used to predict online health information seeking as a function of literacy skill scores (0–500 points) and primary language use (Spanish vs. other). ResultsLiteracy (Odds-Ratio = 1.012, p < 0.001) was a positive predictor, while speaking Spanish at home (Odds-Ratio = 0.352, p < 0.01) was a negative predictor of online health information seeking. ConclusionLiteracy skills and language use appear to be separate contributors of online health information seeking among Hispanic adults. Practice implicationsOnline health information providers should be aware of literacy skills and Spanish language use as barriers to online health information seeking among Hispanics, particularly those who have both limited literacy skills and predominantly Spanish language use.

Social Media Content Regulation in China: Analysis of English Language Wechat Accounts

This study analyzed “social media content regulation in China: through an analysis of English Language Wechat accounts”. The research study used quantitative and qualitative methods to analyze English language Wechat channels, with the datasets of the use of English language in China as well as all legislative and legal frameworks for the media sector including all the practical obstacles for content in local and foreign languages including access, content creation and channels of content distribution and delivery. The study had three objectives. Those were: to study the content of Wechat subscription Channels in English language, to study the censorship role of social media in China and to study the role of English Language in Chinese society. Accordingly, the study had three research problems: 1. Was there a difference between China related news and international news in Wechat Channels? 2. What are the regulations in English Language Wechat Channels in China? 3. Which Wechat Channel published more English language content? Study looked through 27 Wechat pages and chose 9 most popular English Wechat channels in order to categorize their content into 4 categories as international news, China related content, promotional content and entertainment, & contentious material. According to the findings there were a total of 774 English articles published in Wechat channels. China Wire has also published English articles and there were 456 China related content in Wechat channels. The study showed that foreigners in China are disadvantaged in terms of content creation and distribution regardless of the language used. At the same time English language seems to provide at least some alternativeness in case of web-based content.

Competences in English

This article discusses kinds of English competences. In this article also discusses about the English language skills and components of English language use as the indicator of the student’s competence. The competences of language learning is in the means of communicative competence. To reach those competences, the students must be taught and trained English language in written and oral language skill. Acquiring English as international language is the main indicator of English learning success for students. This article uses qualitative research with a literature study. The data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. The objective of this studies that the result can develop the learner’s understanding about the competences in English language as the basic for the learner in learning and studying English language as the second or the foreign language in Indonesia. The finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of English competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative.

How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom

This study investigates the impact of social support and foreign language anxiety (FLA) on learners&amp;rsquo; willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father&amp;rsquo;s support, teachers&amp;rsquo; support, best friends&amp;rsquo; support, and other friends&amp;rsquo; support exerted impact on learners&amp;rsquo; L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

Restructuring the African Identity through Language-An Analysis of Achebe's Linguistic Tools in Things Fall Apart

The article discusses Achebe's intentions while writing his novel Things Fall Apart, his choice of language and vocabulary in the novel and essentially, the linguistic choices he makes while writing his African narrative in the English language. Growing up in pre and post-colonial Africa, Achebe had a first-hand experience of the turmoil that his people went through at the hands of the Europeans and how there was a gradual but continuous subjugation of the native at the hands of the colonizer. This experience shaped his African narrative and gave him a better insight into the mind-set of the African individual. He recognised the growing importance of English in his Nigerian community and saw the changes that it brought about in Africa; and wanted to use it as a realistic concept for his novel. Achebe's use of English language is refashioned by a blending with the indigenous languages. He brought in a wide range of Igbo vocabulary and loan words to his writing style as well as a third person narrative voice to give his readers a realistic perception of Nigerian life. The plot construction of Achebe is the extrinsic structure by which he showcases the different responses to the influence of English and European colonialism in Africa.

Social Media Content Regulation in China: Analysis of English Language Wechat Accounts

This study analyzed “social media content regulation in China: through an analysis of English Language Wechat accounts”. The research study used quantitative and qualitative methods to analyze English language Wechat channels, with the datasets of the use of English language in China as well as all legislative and legal frameworks for the media sector including all the practical obstacles for content in local and foreign languages including access, content creation and channels of content distribution and delivery. The study had three objectives. Those were: to study the content of Wechat subscription Channels in English language, to study the censorship role of social media in China and to study the role of English Language in Chinese society. Accordingly, the study had three research problems: 1. Was there a difference between China related news and international news in Wechat Channels? 2. What are the regulations in English Language Wechat Channels in China? 3. Which Wechat Channel published more English language content? Study looked through 27 Wechat pages and chose 9 most popular English Wechat channels in order to categorize their content into 4 categories as international news, China related content, promotional content and entertainment, &amp; contentious material. According to the findings there were a total of 774 English articles published in Wechat channels. China Wire has also published English articles and there were 456 China related content in Wechat channels. The study showed that foreigners in China are disadvantaged in terms of content creation and distribution regardless of the language used. At the same time English language seems to provide at least some alternativeness in case of web-based contentDOI: http://doi.org/10.31357/fhss/vjhss.v05i01.04

Advances in pharmacovigilance in India: Role of mobile application

India is the fourth largest manufacturer and the second largest consumer of pharmaceuticals in the world. Hospitalizations due to adverse drug reactions (ADRs) lead to a considerable burden on the health-care system and economy of the country. Pharmacovigilance in India faces considerable hurdles due to overburdened hospitals, underreporting of ADRs, variations in reporting formats, etc. To augment ADR reporting, many countries are exploring the option of mobile- and web-based solutions. The National Coordination Centre for Pharmacovigilance Program of India, Indian Pharmacopoeia Commission has released a mobile application (app) called “ADR PvPI” to mitigate some of these issues and both standardize and enhance the reporting of ADRs. This is in line with global focus on patient-reported outcomes and real-world data in pharmacovigilance. However, this approach has many implementation challenges including lack of awareness about mobile app, the use of English language in app, low smartphone adoption among the elderly, and in rural areas.

Phonetic Spelling Algorithm Implementations for R

The phonics package provides several functions for indexing words by their English language pronunciation. Over nearly one hundred years, many different algorithms have been developed to support word and name indexing. From Soundex, developed in the early 20th century and predating the digital computer, through to modern digital phonetic algorithms like Phonex, the phonics package provides support for more than a dozen methods. Together, these provide phonetic algorithms appropriate for use in name indexing and name matching across a variety of English language use cases.

Exploring characteristics of quality in language teaching & learning: The Mother Tongue Adapted Coding Scheme (MACS)

Teacher–child interactions are an integral factor influencing the quality of early childhood education, and multilingualism is increasingly prevalent in many contexts. In the multilingual society of Singapore this is particularly relevant because early childhood classrooms follow a bilingual policy and include the teaching and learning of Mother Tongue languages. To evaluate what constitutes quality for preschool language teaching in this multilingual context, the Mother Tongue Adapted Coding Scheme (MACS) was developed to examine teacher–child interactions during blocks of Mother Tongue language lessons. The comprehensive observational rating scheme for language learning included four domains: language input, language output, varied teaching strategies, and English use for teaching Mother Tongue language. This rating scheme was applied to fifty-one classrooms where teachers were videotaped while they conducted Chinese, Malay, or Tamil language lessons. Within the observed classrooms, four hundred and ninety-one children were assessed on their Mother Tongue language learning over three years for receptive vocabulary, reading, and morphological awareness. Overall interrater reliability on the MACS was high across language classrooms (K > 0.72). Correlation and exploratory factor analyses indicated a main factor for the language input and output domains, and separate factors for English language use. Teachers’ factor scores were found unrelated to their scores on the CLASS. Higher factor scores on input/output quality were correlated with having more high progress learners (compared to peers) for receptive vocabulary, but less high progress learners for reading. Implications for future applications and adaptations of the MACS are discussed in light of the use of rating tools to examine and better understand the constituents of ECE quality within multilingual contexts.

LANGUAGE AND DISCOURSE IN NIGERIAN EDUCATION: HISTORIC IMPLICATION OF GENDER ISSUES

Abstract&#x0D; This paper examines the influence and power of language in education in Nigeria from the precolonial to colonial and post-colonial times. This is with regards to the effect of language on gender issues within the country. Nigeria, a country on the west coast of Africa is multi-ethnic with over 150 (one hundred and fifty) ethnic groups with their different indigenous languages and cultures. As a colony of the British, the Christian missionaries who first introduced western form of education in Nigeria used the British English language as a medium of communication and subsequently with the establishment of colonial administration in the country, English language was made the official language of the country. This paper contains a critical analysis of the use of English Language in the country and its implications on communication in social and economic interactions of individuals within the various communities across the country. It argues that the proliferation of the English language was through education of which the male gender benefitted more than their female counterparts due to the patriarchal dominance in the country. The data for the study was collated from random interviews and other written sources. The research discovered that the knowledge and ability to speak fluently and write the English language had a direct influence on the socio-political and economic status of individuals within the country. The women who benefitted from this were comparatively fewer than the men due to some prevailing conditions of what could be called in the present the subjugation of women the society. Critical discourse analysis is adopted for this study. It argues that English language dependency by Nigerians shows that forms of the colonial experience is still evident and these were all initiated during the past interactions with west through the transatlantic slave trade and colonial rule. This is because discourse as a social construct is created and perpetuated by the persons who have the language power and means of communication. The Nigerian family being of a conservative orientation derives its power directly from the father who is the patriarch of the family as obtained in the traditional set up of communities and the Nigerian society in general. This has grave effect on the opposite gender

Perceptions of Thai Undergraduate Students toward the Asian English Accents on Listening Comprehension

Perceptions in English accents are of paramount importance to understand the use of English language in communication nowadays. Asian English accents recently become a trend of real communicative environment that Thai learners are getting more acquainted for work and socialize. Thus, this study aimed to investigate 152 first-year Thai undergraduate students’ perceptions toward the three Asian English accents on listening comprehension, namely Filipino, Singaporean, and Indian. The instruments were a set of questionnaires and a listening comprehension test to reveal the compatibility between the participants’ listening comprehension and their perceptions toward the three Asian accents. It was found that the Thai students initially had more positive perception toward Indian accent on account of its clarity and comprehension than the other two accents. However, regardless of familiarity, the test scores of better comprehensions belonged to the Filipino and Singaporean accents respectively. This shows the contradiction of their perceptions and their listening comprehension. This study could help to raise teachers’ awareness in highlighting the importance of accent variations among learners of English and preparing for a new instructional paradigm.

The Problem of Teaching of English Pronominal Pronouns in Genderless Society as Applied Linguistic Domain

The paper demonstrates one of the most recent problems in research of grammatical and natural genders in language. The targets of the article are to research gender representations in English from the perspectives of speakers in genderless society and the ways EFL professionals identify the existence of gender-related problems of teaching and learning of English pronominal usage in EFL settings. Literature review discusses how the field of language and gender is becoming re-conceptualized under the influence of theory of language of signs in society construction. The purpose of this paper is to explore how the generic pronoun and he/man approach have been used to perpetuate negative attitudes towards women, exclude them or relegate them from stereotypical roles. The objectives of this paper are to identify the use of gender-insensitive English language use and to suggest ways of making the gender-exclusive language a gender-inclusive one. In order to figure out the awareness and convention of generic pronouns among Georgian speakers of English, a questionnaire was conducted and distributed among EFL professionals working at higher educational institutions in Tbilisi, Georgia.&#x0D; According to the research findings, genderless languages are sexist to a specific degree and representatives of genderless languages might apply biased forms of discourse.

ENGLISH LANGUAGE RECEPTIVE VOCABULARY PROFILE: A CASE OF NOVICE BUSINESS UNDERGRADUATE STUDENTS

One of the challenges for undergraduate students is coping with the demand for English language use at universities. Generally, vocabulary knowledge of learners affects how well learners can function in the language, whereby better vocabulary attainment enables more effective use of the language. Thus, it is vital to understand the vocabulary ability of university students to ensure that their overall English language proficiency could be enhanced. This study explores the receptive vocabulary profile of 35 novice business undergraduates at a public university in Malaysia. The profile was explored in terms of size and level. Two tests were administered -- the Vocabulary Size Test (Nation &amp; Beglar, 2007) and Vocabulary Levels Test (Schmitt, Schmitt, &amp; Clapham, 2001). In terms of size, the results indicate the average was 2971 word families (the maximum known was 3800). This is in line with their vocabulary level which reveals 97% of the students did not reach the mastery level of 3000 word family level i.e. have not acquired adequate vocabulary to be able to use the language. The study offers insights into the profile of receptive vocabulary of novice undergraduate students which could be used to enhance vocabulary teaching and learning at universities.&#x0D; &#x0D; Keywords: Business undergraduates, receptive vocabulary profile, vocabulary level, vocabulary size, word families&#x0D; &#x0D; Cite as: Lateh, N. H. M., Shamsudin, S., &amp; Abdul Raof, A. H. (2019). English language receptive vocabulary profile: A case of novice business undergraduate students. Journal of Nusantara Studies, 4(2), 29-44. http://dx.doi.org/10.24200/jonus.vol4iss2pp29-44

Foreign and multilingual language play on social sites as an identity marker

ABSTRACT Not being subject to various restrictions common to more formal contexts and thus establishing complete control, users are ready for a considerable investment in the target language use, in this case the English language use, on social sites. Their investment here is motivated by the desire to assume the identity of a global citizen, the identity of unique individuals deserving the attention of the target social group. In that attempt they start playing with language, foreign and multilingual language play presenting appropriate means of creating the desired identity positions. The present study, exploring the use of English by young adult Bosnian speakers on Facebook and Instagram and the reasons underlying it, aimed at investigating the aforementioned claims. Using English the participants tried to show they possess the attributes associated with English as the global language, such as modern, trendy, omnipresent, etc. Moreover, they seemed to find being both local and international, traditional and modern, and above all unique and creative more important than being correct following native-like norms. The study is expected to broaden the understanding of the interrelation between the language use and identity negotiation, and contribute to awakening a stronger interest into the potential of language play.

Thai School Teachers’ Preparedness and Perceptions of More-English-in-schools (MEIS) Policy

As far as English language ability is concerned, Thailand has a lot of room for improvement. Efforts to boost Thailand’s language skills abound. In this study, Thai school teachers in two primary schools were asked to answer questionnaires on their English language use in their schools, their preparedness, and their perceptions of the policy to add more English into the schools. Twenty-three school teachers from two schools participated in the study. The data collection was done in March 2018. Those school teachers participated in the English Plus Program (EPP) workshops, aiming to equip them with concepts and techniques to add more English elements in their classes and their schools. The teachers underwent six hours of training. At the end of the workshops, they were asked to reflect on the lessons and answer the questionnaires. It was found that the majority of the school teachers perceived themselves to be moderately prepared for the MEIS policy. They believed it was a useful policy and recognized the role of support from the students’ parents, the community, as well as the school administrators.

Sacred language acquisition in superdiverse contexts

This article presents and discusses data which reveal the multilingual contexts of contemporary UK mosque schools offering Muslim children liturgical (Qur’anic) literacy acquisition. It contrasts significantly with data collected twenty years earlier from broadly similar contexts. That data, gathered in the years 1998–2001, suggested relatively stable but complex patterns of language use including codeswitching, reading as decoding, memorisation and localised di/triglossia involving both prestigious and vernacular community languages, a sacred language (Classical Arabic) and a majority language, English. Nearly two decades later, findings from similar UK contexts present quite different linguistic profiles with less stable and much greater linguistic diversity, the more widespread—in some cases, the dominant—use of English, and the ever-increasing publication and use of English language and bilingual teaching resources and practices. This article attempts to bring research into liturgical literacy practices in such settings up to date by sharing data drawn from a range of sources gathered recently across a range of mosque schools in a northern city in England.

The Privileging of English Language Use in Academia: Critical Reflections from an International Doctoral Seminar

In this article, we, a Canadian team of doctoral researchers, reflected on our journey during an International Doctoral Research Seminar held in Beijing in 2015. As five doctoral students and two academics, we met with our doctoral colleagues from academic institutions in Brisbane (Australia) and Beijing (China). Although we did not discuss or negotiate which language we would be using in China, we were confronted with our assumption that English would be used, and that some the participants had a lower level of English competency than expected. It was apparent that this assumption of English language use privileged some (i.e., Canadian and Australian teams) while disadvantaging others (i.e., Chinese team). This confrontation brought up questions and concerns about equity in participation. As a result, this article chronicles the Canadian team reflecting on the International Doctoral Research Seminar including our privilege of using English, and coming to the position of wanting to create a more inclusive space for all participants to engage equitably in this international collaboration. As such, our reflections in this article focused on the domination of English as a lingua franca in academic spaces, in addition to how we decided to facilitate a transcultural space for all participants to be included.

Factors Contribute to Speaking Performance Development: Kurdish EFL Summer Course Learners’ Perspectives

Development of English language speaking performance in the EFL classrooms can be shaped by various factors. To explore this, the present study enquired 70 university level Kurdish EFL summer course learners (70 college learners who participated in English language development summer courses). The findings revealed that the learners‟ perspectives vary. The respondents consider speaking as an important skill and although it is difficult and they don‟t have enough mastery over. And they are also eager to speak fluently and are willing to participate in various speaking activities. Regardless of having opportunities for improving their speaking, they believe that the time for speaking in conversation classes need to be extended and the use of English language should be more intensive in speaking and non-speaking lectures. Additionally, more than half of the study participants feel satisfied with speaking materials, activities,and facilities. Further, from their point of view, participants are not afraid of teachers‟ corrections and they are comfortable with talking toteachers. However, their main obstacle is being unable to use English with classmates and teachers in all English sessions. Besides, they feel shy to speak in front of the friends. Therefore, the study suggests that the participants‟ perspectives to be taken into account to know how to apply all factors to create an atmosphere that aid EFL students in Kurdistan to develop their English speaking performance.

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ENGLISH SPEAKING ANXIETY: SOURCES, COPING MECHANISMS, AND TEACHER MANAGEMENT

This undertaking determined the anxieties of students towards spoken English - its sources, coping mechanisms and teacher management. Being qualitative, audio-recorded interview was utilized to gather data. Participants were thirteen teachers and students of speech classes in a state university located in the northern region of the Philippines. Data elicited were transcribed in verbatim, confirmed by the participants, coded and categorized, and themed accordingly. Triangulation through video-recorded observation of the teachers and focus-group discussion of the students’ companions established stronger validity of the data. Findings confirmed teachers’ and students’ awareness of existence of English Speaking Anxiety (ESA). Both teacher and student participants concur that students’ ESA mainly manifests in difficulty reciting competent ideas using English, hesitance to speak due to grammar and diction inaccuracies, and being perturbed by attention from the class. Sources of ESA progress from strong influence of students’ first language at home, to limited use of English language at school, and personal conclusions that the language is impractical and unnecessary in their future professions. Students cope with the anxiety by either appreciating the language’s relevance and applying it in all levels of communication or remaining unconcerned. Teachers reduce ESA phenomenon within the classroom by demonstrating strict correction and guidance, encouragements, translations, and eliminated criticisms. Conclusions revolve on ASE serving both positive and negative influences to English speaking skills of students but contributing more debilitating effects; reduction of ESA through teachers’ provision of more English speaking opportunities, students’ initiative of personal training, introduction and practice of English at an earlier age, and the inevitability of ESA in the affective domain which encourages teachers to enforce psychological positivism.