General English Research Articles

БИРМАНСКИЙ (МЬЯНМАНСКИЙ) ВАРИАНТ АНГЛИЙСКОГО ЯЗЫКА: КРАТКИЙ ОБЗОР СУЩЕСТВУЮЩИХ ИССЛЕДОВАНИЙ

. The aim of the article is to summarize the existing studies of the Burmese variety of English. The author analyzes research papers including classifications of World Englishes recognized by the linguistic community, which contain the Burmese variety of English (or Burmese English), studies describing historical prerequisites which explain why Burmese English is considered to be in the Kachruvian Expanding Circle, articles and books describing Asian Englishes with reference to Burmese English and some of its features, as well as some classical and recent works on Burmese studies. The article concludes with the unique historical path of the Burmese variety of English, which, being an Expanding Circle variety and having some regional characteristics of South Asian and Eastern Asian Englishes, contains characteristics which allow linguists to single it out as an independent variety of English. Burmese English requires deep and comprehensive analysis in comparison with other varieties of Outer and Expanding Circles.

ЛОКАЛЬНЫЕ ВАРИАНТЫ И ГЛОБАЛЬНЫЕ ТЕНДЕНЦИИ АНГЛИЙСКОГО ЯЗЫКА

The article discusses the flexibility of norms in modern English represented by a number of varieties. Some of world Englishes reveal unique distinctive features even in the conservative grammatical level. Other varieties have close features, which makes it possible to unite them in a regional cluster of world Englishes. When borrowed as exonorms, common features can demonstrate the general global trend that manifests the direction for the development of English as an International Language.

Error Analysis of Verb Tenses: A Case Study of International English Language Testing System Preparation Courses

Error Analysis of Verb Tenses: A Case Study of International English Language Testing System Preparation Courses

Pandemic Perspectives: International English Learners’ Issues with Online Instruction

Pandemic Perspectives: International English Learners’ Issues with Online Instruction

Establishment of a Chinese Paremiological Minimum Based on International English Media

Paremiological Minimum (PM) is defined as a set of proverbs that all members of a particular speech community know or an average adult is expected to know (Ďurčo, 2015b). Acquiring such frequently used proverbs will lead to meaningful and effective communication by native speakers or foreign speakers (Mieder, 1993). The study of creating PM has been conducted in many countries globally for at least 50 years, but no researcher has engaged in PM for Chinese language. Classic Chinese proverbs are discourse symbols that embody Chinese values and represent traditional Chinese culture, and are frequently quoted by dignitaries from various countries and overseas media. This study proposes to build a Chinese Paremiological Minimum (CPM) by investigating Chinese proverbs in FACTIVA (2012-2021), from the media of English-language speaking communities with a view to identity the frequently quoted Chinese proverbs. Meantime, four selection criteria are placed emphases on the process of creating CPM: Currency, Internationality, Frequency and Authenticity, namely CIFA frame, different from the previous research approaches which merely focused on the frequency or familiarity for the PM creation. The establishment of CPM is bond to promote a further insight into the Chinese mind, language and culture, resulting in long-term benefits to speakers of other languages and English language learning and teaching in China, for the mastery of PM is an effective way to enhance language proficiency and understanding in intercultural communication.

Investigating English Language Difficulties Faced by EFL University Students among Fourth-Year BA English Major

This study investigated the current difficulty levels encountered by EFL university students among fourth-year BA English majors in fundamental areas of English language skills: reading, writing, listening, and speaking. A quantitative research design was employed, and the study utilized a purposive sampling method to select participants among fourth-year BA English majors from the Faculty of Liberal Arts. A self-made questionnaire was administered to assess students’ perceived challenges, scoring average difficulty ratings of 3.32 for general English skills, with specific averages of 3.16 for writing, 3.20 for listening, 3.22 for speaking, and 3.18 for reading. The results indicated that students experience concerning difficulties, particularly in writing and speaking, where a significant number reported anxiety and a lack of confidence in their communicative abilities. Additionally, challenges in listening comprehension, especially concerning diverse accents, were highlighted, emphasizing the need for targeted pedagogical interventions in these areas. Furthermore, grammar and vocabulary were identified as critical domains requiring additional instructional emphasis. To address these challenges, the study proposes several essential steps within the English as a Foreign Language (EFL) framework. It aims to expand further enhancement of the curriculum through the integration of practical courses that emphasize real-world communication, such as business communication and public speaking. In addition, it suggests increasing interactive classroom activities to mitigate anxiety and uplift student confidence, while recommending the incorporation of new opportunities to facilitate the application of language skills in authentic and even more realistic contexts.

Critical Literature Review of Contemporary Research on Attitudes Towards World Englishes

Locally and globally, the position of English is uncontested, making it the most sought-after languages to be learnt today. While there is little disagreement about the need to learn English, language teaching and learning efforts are often beset by questions of which variety of English is most suitable for the classroom. This is complicated by attitudes towards varieties of English. This paper is a literature review to inform a study of attitudes towards World Englishes among Sri Lankan English teachers. It presents a critical review of existing literature that combines elements of a systematic review. Based on 50 recent studies, the paper first presents key findings in an overview of the main trends in contemporary research on attitudes towards World Englishes (AWE). It next presents a selection of findings based on a critical analysis of these studies. These findings include the proliferation of AWE studies in countries that formerly considered English a foreign language, a preference for survey methods and AWE studies in pedagogical contexts, recurring findings across studies from different parts of the world, and the researchers' engagement with the concept of attitudes. The critical analysis of the studies uncovered conceptual and methodological shortcomings that also reflect the limitations previously identified in WEs research and language attitudes research. This paper concludes with the recommendation to consider moving beyond positivist, quantitative approaches such as surveys in the study of AWEs that consider language attitudes to be fixed and measurable in order to produce generalisations. Instead, this paper advocates more inductive, qualitative approaches that focus on the individual and the subjective and consider language attitudes as unfixed, volatile, and evolving in context, which might provide new insights into the field.

Machine Translation Use as Translanguaging in Content and Language Integrated Learning: A Case Study in a General English Course for Global Citizenship

Machine Translation Use as Translanguaging in Content and Language Integrated Learning: A Case Study in a General English Course for Global Citizenship

Trends of Academic Publications: A Case Study of Malaysian Research Universities

The Ministry of Higher Education Malaysia granted five universities with Research University (RU) status, which are Universiti Malaya (UM), Universiti Putra Malaysia (UPM), Universiti Kebangsaan Malaysia (UKM), Universiti Sains Malaysia (USM), and Universiti Teknologi Malaysia (UTM). These RUs are expected to focus on research and innovation and become a model of Malaysian universities for research activities aimed at knowledge advancement. Publications are one of the performance indicators for RUs. Thus, this paper confined its scope to the publications produced from 2016 to 2020 by the five RUs. The study aimed to analyse the patterns related to the number of publications, subject areas, type of publications, international joint publications, and the language of the publications. The findings show that the number of publications increased for UPM, UKM, and USM over five years, while UTM champions four subjects: Engineering, Materials Science, Computer Science, and Environmental Science. Journal articles are the most prominent scholarly output for all RUs. All RUs actively collaborate with international scholars and use English as the primary language for publications.

유튜브 플랫폼을 활용한 교양영어 수업에 대한 학습자 인식 연구

This study examines the effects of using YouTube for general English classes on learner perceptions. The study was to find out if using YouTube contents could assist both in learning English and achieving the objectives of general education. Specifically, the research aimed to examine the effects on English proficiency, critical thinking skills, and understanding of other cultures. In this study, 107 university students were taught in general English classes using YouTube videos selected by the researcher. Their perceptions were investigated using online questionnaire. The result showed using YouTube had positive impacts on learners' satisfaction, interest, concentration, understanding, participation, and confidence in English learning. These were due to characteristics of YouTube as a medium and the diversity of content. Additionally, this study found using YouTube had a positive effect on English proficiency, especially on listening and speaking skills. This was attributed to exposure to real conversations and colloquial language. Finally, the study found positive effects on achieving the goals of general education. This was confirmed by the diversity of contents. Also, it was found that the effect could be enhanced when instructors select appropriate contents. According to the results, this study suggests using YouTube helps general English class in many aspects.

What is up with English: A Needs Analysis for Music Students

The use of English throughout the whole world as an international language and English as a lingua franca (ELF) make it a necessity to learn English at a level competent enough to build an effective and appropriate communication. In this respect, this research aims to investigate the needs of Turkish music students in English courses at a state university in Turkey. The study was designed as a descriptive study and the participants were chosen by using convenience sampling. Needs analysis questionnaire was administered to the students and focus group interviews were conducted with both the students and the instructor. The qualitative data from the questionnaire and interview were analyzed by using constant-comparative method derived from grounded theory with coding procedures. The quantitative data in the questionnaires were presented with the frequencies. The findings indicate that the learners seem eager to learn English and need English for communication and academic purposes. Nevertheless, they may not have the necessary qualifications and strategies as a language learner. Some pedagogical suggestions will be presented for language instructors and policy makers.

Fostering Learner Autonomy in English as Foreign Language Classroom: Indonesian Context

The study explores current independent learning and how it has evolved in Indonesian English teaching practice. Considering students' versatility in choosing their method of study, autonomous learning may prove to be a promising technique in the practice of teaching English. Learners' motivational tendencies were influenced by a variety of factors, including extrinsic and intrinsic factors. A mixed method was employed in this study. A five-Likert scale questionnaire was distributed to obtain the perspectives of university students and English lecturers in Indonesia concerning the matter of learner autonomy. A group interview with English teachers elicited the perspective on learner autonomy. The result illustrated that most students believed that independent learning would help them become more autonomous, responsible, and aware of what they need to study English. Their motivation to learn English, whether internally or externally, was also increased by autonomous learning. English teachers in Indonesia were positive about fostering independent learners in the EFL classroom, and they believed autonomous learning benefited students making them more confident, active, critical, self-aware, and supportive of the teaching and learning process. Teachers were crucial in directing, monitoring, evaluating, and providing feedback. Several problems must be overcome from actual teaching practices, such as students’ and instructor readiness, variation in students’ knowledge backgrounds, cultural backgrounds, and various student personalities

Malaysian ESL Teachers’ Perspectives on Curriculum Shift to Global Englishes Language Teaching

The Global EnglishesLanguage Teaching (GELT) curriculum proposal aims to ensure students are equipped with the skills to communicate in global contexts but for curriculum innovation to take place, many related areas must be explored to fully comprehend the practicability of the proposed curriculum. Therefore, as key stakeholders and main recipients of the innovative ELT proposal, the aim of this qualitative study is to examine Malaysian ESL teachers’ perspective on the feasibility and practicability of a GELT curriculum shiftin Malaysia through focus group discussions (n=12). The findings of this study demonstrated that the teachers’ overall perception towards GELT was mixed due to severalfactors, including attachment to Standard English and desire for clearer guidelines. Additionally, various barriers to the implementation of a GELT-inspired curriculum in Malaysian schools were identified, such as the lack of suitable teaching materials, along with suggestions to overcome the barriers. Practical implications from the study include the need to initiate change in teacher education as well as the immediate need to develop an example of the GELT curriculum that must also be tried and tested via a pilot study.

HOW READY ‘INDONESIAN ENGLISH’ IS TO LAUNCH: AN EMIC PERSPECTIVE

This is a qualitative study investigating the strength of the proposition of Indonesian English (Indolish) as a potentially emerging English variety from the outer/expanding circle from an emic perspective. This proposed variety does not yet exist even as a de facto English variety spoken in Indonesia or elsewhere. Nonetheless, the growing spread of English used by Indonesians has frequently prompted the idea of promoting the establishment of Indolish as a new English variety in the World Englishes areas for Indonesians. To clarify this early signal, an exploratory study was conducted to investigate the perspective of Indonesian postgraduate students who pursued their higher degrees in some Australian universities and whose overseas learning and language contact experience should bring them into a direct contact with a wide range of English varieties and thereby allowing them to better reflect on the significance of creating a special type of English for Indonesians. Seven participants responded to the three open-questioned survey questionnaire sent to two mailing list groups of Indonesian Postgraduate students. Two participants prefer to have Indolish while five others disagree with the idea. Majority of the participants show a strong nationalistic identity indicating a stagnant foundation process in Schneider’s Dynamic Model in Indonesian context. Nevertheless, the participants demonstrate a strong dependence on English NS norms which confirm Kachru’s proposition and indicate their rejection of Norton’s notion of ownership of English language. In conclusion, these participants view that Indonesian English does not seem ready to launch yet.

Sociocultural Values and Pragmatics of Caste Address Form in Multilingual Pakistani Student and Teacher Discourse

Introduction. Pakistani universities’ multilingual and multicultural classrooms can create communication difficulties when trying to understand the attitude and meanings conveyed by caste address forms in student and teacher discourse. Address forms are influenced by sociocultural values, they reflect speakers’ linguistic reality and convey the social structure of the society. Among the variety of address forms in Pakistani English speakers’ caste as a category of address form represents their cultural identity and norms. This article aims to present the findings of the study regarding the use of caste as a category of forms of address among multilingual Pakistani English speakers in a university setting. Materials and Methods. The author shares the results based on data collected from a vast range of tools such as discourse completion task questionnaires, open-ended interviews, official letters issued by the universities, and validated by ethnographic observation. A total number of n = 447 responses were received from public sector universities of Pakistan. The analysis of data was based on a mixed method of both quantitative and qualitative approaches and draws on an interdisciplinary theoretical framework based on cultural linguistics, cross- and intercultural pragmatics, cultural studies, theory of address forms, World Englishes, and sociolinguistics. Results. The results reveal that caste address form usage in Pakistani English has socio-pragmatic dynamics. The students and teachers used caste as an address form in a variety of ways that adhere to sociocultural values to achieve their communicative needs. The caste usage showed closeness/intimacy, respect, and informality among both students and teachers. These results suggest that caste as the category of address forms is interpreted as an instrument that interlocutors use to discursively construct appropriate, situation-based aspects of their lingua-cultural identities. The results have implications for language learning and teaching, sociolinguistics, and academic discourse. Discussion and Conclusion. In the multilingual academic setting, this study’s results suggest the influence of social and cultural values on the communication etiquettes of interlocutors. Pakistani English speakers adhere to their communication norms acknowledging varieties of sociopragmatic knowledge to achieve communicative needs. To sum up, results reveal variance in the use of caste as a category of address form showing multilingual Pakistani English speakers’ cultural and bi-multilingual identity. Their use and choice of address form express respect, intimacy/closeness, and informality at the same time, however, European addressing styles indicate either respect or intimacy.

Translanguaging Pedagogies in an ESP Course: A Case in Indonesia

This study investigates into the implementation of translanguaging pedagogy within Indonesian English for Specific Purposes (ESP) classrooms. In Indonesia, where multilingualism is prevalent, there is a growing trend to integrate local languages, such as Indonesian and Javanese, into educational contexts. This approach, which values and purposefully employs students' first languages (L1s), has been increasingly adopted by teachers. The research aims to explore Indonesian ESP teachers' perspectives on translanguaging and its application in their teaching practices. Through a qualitative case study, this paper examines how translanguaging facilitates communication, enhances teacher-student relationships, and aids in the processing of educational material. It also investigates potential resistance to monolingual pedagogies and the constructive use of translanguaging to further educational objectives. Data were gathered via semi-structured interviews with five ESP teachers and through classroom observations. The findings highlight the positive role of translanguaging in education. Teachers reported that translanguaging aids in knowledge construction, boosts vocabulary comprehension, strengthens interactions between teachers and students, and fosters a comfortable and engaging learning environment. These insights underline the importance of developing translingual strategies, encouraging teachers to incorporate students’ complete linguistic repertoire in their teaching. This approach not only facilitates English language learning but also acknowledges and leverages the linguistic diversity in Indonesian classrooms.

Social stratifying Kazakhstan: A Bourdieusian social reproduction analysis of higher education internationalisation

This study addresses educational disparities faced by socioeconomically disadvantaged students, particularly in accessing international higher education in the post-Soviet region, focusing on Kazakhstan. While studies of social class formation in developing countries are inconclusive, the literature overwhelmingly shows that high socioeconomic groups dominate access to international education. In this qualitative study, we conducted semi-structured interviews and open-ended questionnaires with 98 undergraduate and graduate students who accessed English language degrees at home and abroad. We used Bourdieu’s conceptual tool of embodied, objectified, and institutionalised cultural capital to demonstrate how (1) educational resources in the home country, (2) English language proficiency, and (3) access to international English higher education function as pillars of social class reproduction. We argue that the process is skewed in favour of students from privileged classes and that the pursuit of meritocratic policies only reinforces elites’ capital accumulation and promotes social stratification.

Role of English Language as a Global and Economical Language Around the Globe: A Case of Kachru's Model

This paper attempts to examine 'World Englishes' (WE) with connectivity to English as an International Language (EIL), Applied Linguistics and socio-linguistics. In the light of Kachru's model of English Language in the late 20th century. This model has three circles, inner circle, where English is used as native language, Outer Circle, mostly former colonies of British Empire, such as Singapore, India, Kenya, Ghana, Malaysia, Pakistan and others, and 3rd is Expanding Circle, include countries in which English is known as Foreign Language in schools and universities, mostly for communication and business or economic purposes as well with Inner and Outer circles. The term "English language" refers to various interesting and notable features, patterns, or aspects of the English language. These phenomena can encompass a wide range of linguistic phenomena, including grammar, vocabulary, pronunciation, syntax, idioms, and more. English holds significant importance around the world because English is the most widely spoken language globally. It serves as a common language of communication among people from different linguistic backgrounds. Proficiency in English enables individuals to connect with a broader range of people, both in personal and professional contexts. English is the language of international business and economics as well. It facilitates global trade, negotiations, and collaboration between companies and individuals from different countries. Proficiency in English enhances employability and career opportunities, particularly in multinational corporations and industries with international reach. It recognizes the importance of both native and non-native varieties of English and acknowledges that each circle has its own linguistic norms, purposes, and language development. The study informs us that Kachru was an original thinker not in the field of English Language including applied linguistics, multilingualism, bilingualism, language policy, language creativity, code mixing, code switching, cross-cultural communication, sociolinguistics but also in the domain of politics of language and so many other issues including cross-cultural awareness.

What's in the Syllabus? Deconstructing Global Englishes Course Syllabi

AbstractDespite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large‐scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory content analysis of Global Englishes course syllabi (n = 104) offered within English, TESOL, or applied linguistics programs situated in diverse geographical settings. Positioning course syllabi as a primary data source and deconstructing them with a critical interpretative lens offer powerful insights into teacher educators' positionality of Global Englishes and the pedagogical parameters that shape their instructional decisions. Research results indicated that the courses within the dataset predominantly positioned Global Englishes in terms of its globalinguistic status, geospatial variation, and the heterogeneity characterizing its uses and users. Furthermore, the pedagogical goals of these courses primarily gravitated toward the cultivation of lower‐order thinking skills mainly through scholarship emanating from the Global North and were assessed by written assignments, examinations, and oral presentations. The apparent gap in pedagogical content, practices, and experiences needed to cultivate a robust professional knowledge base centered on Global Englishes suggests that these courses, as currently structured, run the risk of being perceived merely as “politically correct”, tokenistic and trivialized additions “about” and not “for” Global Englishes.

Seeking Remedy for Improving International College Students’ Reading Comprehension

This report reflects on the findings of one of the projects within a series of research studies in the field of multimodality conducted by the author of the current paper with different samples of participants in the US university settings. The principal investigator (PI) designed this qualitative case study and had it approved by the IRB committee. Vygotsky’s socio-cultural constructivism theory has been found most appropriate to lay the ground for this research as the sample was purposefully assembled of 14 International English language learning (ELL) students newly arrived in the United States from their significantly diverging social and academic backgrounds. The PI’s practical teaching experiences and the results of her previously conducted studies with the other groups of participants urged this researcher to further search for some efficient strategies and means of learning, which might help these specific student populations with their deeper reading comprehension of complicated academic texts they were otherwise struggling to comprehend. As claimed by this investigator, usage of multimodality might have a strong potential to assist the International ELL college students with their reading comprehension. Within this current project, data were collected via participant and site observations, surveys, artifacts in the form of the comprehension tests, and individual interviews with participants. All the data were coded, analyzed, and triangulated aiming to find recurring themes. This research found that participants recognized the visual mode of multimodality most helpful to them, followed by the auditory, and print-based ones. In the surveys and interviews, the participating students outlined a range of multimodal reading comprehension strategies, which they perceived as most efficient while their working on this project tasks. The comprehension test results served as the evidence in support of the interview- and survey-based data. High significance of the findings of this research is in their applicability to the wide populations of the International ELL college students in the US colleges and world-wide.