General English Research Articles

Multi-step Transfer Learning in Natural Language Processing for the Health Domain

The restricted access to data in healthcare facilities due to patient privacy and confidentiality policies has led to the application of general natural language processing (NLP) techniques advancing relatively slowly in the health domain. Additionally, because clinical data is unique to various institutions and laboratories, there are not enough standards and conventions for data annotation. In places without robust death registration systems, the cause of death (COD) is determined through a verbal autopsy (VA) report. A non-clinician field agent completes a VA report using a set of standardized questions as guide to identify the symptoms of a COD. The narrative text of the VA report is used as a case study to examine the difficulties of applying NLP techniques to the healthcare domain. This paper presents a framework that leverages knowledge across multiple domains via two domain adaptation techniques: feature extraction and fine-tuning. These techniques aim to improve VA text representations for COD classification tasks in the health domain. The framework is motivated by multi-step learning, where a final learning task is realized via a sequence of intermediate learning tasks. The framework builds upon the strengths of the Bidirectional Encoder Representations from Transformers (BERT) and Embeddings from Language Models (ELMo) models pretrained on the general English and biomedical domains. These models are employed to extract features from the VA narratives. Our results demonstrate improved performance when initializing the learning of BERT embeddings with ELMo embeddings. The benefit of incorporating character-level information for learning word embeddings in the English domain, coupled with word-level information for learning word embeddings in the biomedical domain, is also evident.

Decoding IELTS writing performance: Grammatical Clauses mastery by Universitas Ahmad Dahlan students

Indonesian learners of English produced ungrammaticalities in their writing for the International English Language Testing System (IELTS) and faced complicated writing score descriptors for self-evaluations and improvements. These problems were observed among students at Universitas Ahmad Dahlan during their preparatory course for IELT. To address this issue, this study focused on identifying some rules in grammar, the grammatical and ungrammatical clauses based on subject-verb (S + V) structures in their writing performances and measuring the proportions of the two clause types in accordance with the performance’s score variation. Both qualitative and quantitative methods were employed. To do so, the study conducted archival research by retrieving data from the teacher's course documents. The archived handwritten writing performances were transcribed manually into digital texts. It employed syntactic analysis to classify the clauses as either grammatical or ungrammatical. It converted the numbers of each clause type per performance into percentages for comparison, and grouped them according to the different scores as the variable. The results showed that the participants produced predominantly simple grammatical clauses to minimize failures when generating more complex structures. To achieve the minimum score of 6 in the writing section, the proportion of grammatically correct and incorrect clauses should be above 47% and below 53%, respectively. These findings offer valuable insights into predicting scores, especially concerning the dimension of 'grammatical range and accuracy in the writing assessment, which benefit both learners and educators.

Extracting Pulmonary Nodules and Nodule Characteristics from Radiology Reports of Lung Cancer Screening Patients Using Transformer Models

Pulmonary nodules and nodule characteristics are important indicators of lung nodule malignancy. However, nodule information is often documented as free text in clinical narratives such as radiology reports in electronic health record systems. Natural language processing (NLP) is the key technology to extract and standardize patient information from radiology reports into structured data elements. This study aimed to develop an NLP system using state-of-the-art transformer models to extract pulmonary nodules and associated nodule characteristics from radiology reports. We identified a cohort of 3080 patients who underwent LDCT at the University of Florida health system and collected their radiology reports. We manually annotated 394 reports as the gold standard. We explored eight pretrained transformer models from three transformer architectures including bidirectional encoder representations from transformers (BERT), robustly optimized BERT approach (RoBERTa), and A Lite BERT (ALBERT), for clinical concept extraction, relation identification, and negation detection. We examined general transformer models pretrained using general English corpora, transformer models fine-tuned using a clinical corpus, and a large clinical transformer model, GatorTron, which was trained from scratch using 90 billion words of clinical text. We compared transformer models with two baseline models including a recurrent neural network implemented using bidirectional long short-term memory with a conditional random fields layer and support vector machines. RoBERTa-mimic achieved the best F1-score of 0.9279 for nodule concept and nodule characteristics extraction. ALBERT-base and GatorTron achieved the best F1-score of 0.9737 in linking nodule characteristics to pulmonary nodules. Seven out of eight transformers achieved the best F1-score of 1.0000 for negation detection. Our end-to-end system achieved an overall F1-score of 0.8869. This study demonstrated the advantage of state-of-the-art transformer models for pulmonary nodule information extraction from radiology reports.

Exploring Diverse Teaching Models for Enhancing Nursing Students' English Language Proficiency: A Blended Learning Perspective

The present study examines the efficacy of blended learning models in enhancing nursing students’ proficiency in the English language. It is challenging to come across comparative studies that assess the effectiveness of blended learning models in advancing the English language skills of nurses. However, the experimental study includes five groups, and each group has gone through five different instructional models of teaching. The first experimental group received instruction through the rotation model; the second experimental group received instruction through the flex model; the third experimental group received instruction through the self-blend model; the fourth experimental group received instruction through the enriched-virtual model; and the fifth group which served as control group received instruction through the communicative language teaching approach. A total of one hundred and fifty participants were selected through random sampling from Aligarh Muslim University, India. The data were gathered using pre- and post-tests administered before and after the intervention of these models using the standardized general English test (TOFEL). The repeated measure ANOVA revealed that each group manifested significant advancement in nurses' English language skills. Nevertheless, the rotation model demonstrated superior performance in enhancing nurses' English language skills in comparison to the other groups. The findings of the study hold pedagogical significance for those who are responsible for designing curricula, developing training programs for future nurses, producing materials, and all other persons who are involved in nursing education.

Cultural variation in New Zealand English stories about place

AbstractThis study is set in the context of Aotearoa New Zealand and investigates the influence of cultural knowledge on the type of topics that speakers of New Zealand Englishes (NZEs) associate to in their narrations. A storytelling task based on picture prompts of New Zealand landscapes shows a major difference between the cultural associations of Māori and Pākehā (New Zealand European) participants. The difference can be captured in two cultural frames that underlie the preferred topics chosen by the two groups. The findings are discussed in terms of their implications for defining NZEs, and they also bear ramifications for theory development in Cultural Linguistics, highlighting the nested and flexibly construable nature of cultural conceptualisations. For research on world Englishes, the study is an example of how cultural‐linguistic analyses can be extended towards larger cultural framings to explain cultural variation among speakers of Englishes.

Attitudes, communicative functions, and lexicogrammatical features of anti-vaccine discourse on Telegram

This paper reports the process of collecting a corpus with examples of anti-vaccine discourse and the results of its linguistic analysis. The overall aim of the project is to help public health authorities to improve their communication campaigns by better understanding the conditions for misinformation spreading via social media. More specifically, this paper analyses linguistic properties of a corpus of prominent misinformation channels in Telegram as compared against a more general COVID corpus as well as against a general purpose English corpus. For this paper, the quantitative analysis relies on corpus querying to identify the most recurrent discourse patterns related to COVID vaccines. We use the appraisal framework to analyse the patterns with respect to the attitudes conveyed in the messages. We have also applied an automatic AI classifier to predict communicative functions of these texts. This allows us to examine them more closely through the use of simple lexicogrammatical features following Biber, as well as their ideational processes following Halliday. The findings show that common collocations in the Telegram corpus containing misinformation draw on three attitudes: fear, insecurity, and mistrust in COVID vaccines which are discursively constructed to promote vaccine hesitancy among social media users. Furthermore, the misinformation messages tend to occur more often in such communicative functions as promotional texts, news reporting, and text expressed as presenting reference information.

Evaluating the International and Intercultural Orientation of an ELT Textbook in Cambodia through the Lens of Global Englishes Language Teaching

AbstractThe plurality of the use, users, and forms of English has prompted Global Englishes scholars to advocate the need for English language curricula to more accurately reflect the current sociolinguistic landscape of English and the intercultural nature of contemporary communicative exchanges. However, the scarcity of teaching materials has been identified as one of the key barriers to achieving meaningful change, leading to observations that the impact of Global Englishes on English language teaching (ELT) textbook design has been minimal. This paper challenges this perception via presentation of preliminary findings of a qualitative research project investigating a Cambodian secondary school ELT textbook. Analyses of textbook features reveal concrete instances of efforts undertaken by the textbook editors to steer the book away from privileging native speakers' lingua‐cultural norms. Findings reveal a non‐deficit portrayal of a diverse range of English speakers, exposure to more than a single variety of the English accent, minimal involvement of inner circle English speakers in the interactions between textbook characters, and a reduced reliance on Anglo‐centric cultural references. The voices of the editors are amplified in this study to further help justify the rationale behind the inclusions as well as exclusions, which are often missing in ELT textbook research.

Enacting a Global Englishes and Critical Pedagogy Integrated Curriculum in Korean High School English as a Foreign Language Classrooms

AbstractThis study examines the enactment of Global Englishes (GE) curriculum in public high school English as a foreign language classrooms in South Korea. Data collection involved pre‐ and post‐course surveys (N = 217, nine classrooms), students' written responses, and their oral presentations. The findings highlight the necessity of adopting a critical perspective as the initial step to incorporate GE in these classrooms. They also recommend integrating GE curriculum within the existing assessment framework. After curriculum enactment based on critical pedagogy and GE took place over the course of a year, the results from the post‐course survey indicated positive changes in students' receptiveness to GE, their perceptions of Outer Circle varieties, and their confidence in engaging in intercultural communication. Students' written responses also demonstrated an enhanced critical awareness of GE‐related issues. However, there was no significant change in their perceptions regarding the exclusion of GE in listening tests, their low preference for Expanding Circle varieties, and their limited multicultural communication skills. The pedagogical implications of this study are relevant not only for GE educators but also for those who enact locally driven curriculum innovations within test‐oriented contexts.

Challenges and opportunities of English as the medium of instruction in diploma midwifery programs in Bangladesh: a mixed-methods study

BackgroundEnglish is generally recognized as the international language of science and most research on evidence-based medicine is produced in English. While Bangla is the dominant language in Bangladesh, public midwifery degree programs use English as the medium of instruction (EMI). This enables faculty and student access to the latest evidence-based midwifery content, which is essential for provision of quality care later. Yet, it also poses a barrier, as limited English mastery among students and faculty limits both teaching and learning.MethodsThis mixed-methods study investigates the challenges and opportunities associated with the implementation of EMI in the context of diploma midwifery education in Bangladesh. Surveys were sent to principals at 38 public midwifery education institutions, and 14 English instructors at those schools. Additionally, ten key informant interviews were held with select knowledgeable stakeholders with key themes identified.ResultsSurveys found that English instructors are primarily guest lecturers, trained in general or business English, without a standardized curriculum or functional English language laboratories. Three themes were identified in the key informant interviews. First, in addition to students’ challenges with English, faculty mastery of English presented challenges as well. Second, language labs were poorly maintained, often non-functional, and lacked faculty. Third, an alternative education model, such as the English for Specific Purposes (ESP) curriculum, has potential to strengthen English competencies within midwifery schools.ConclusionsESP, which teaches English for application in a specific discipline, is one option available in Bangladesh for midwifery education. Native language instruction and the middle ground of multilingualism are also useful options. Although a major undertaking, investing in an ESP model and translation of technical midwifery content into relevant mother tongues may provide faster and more complete learning. In addition, a tiered system of requirements for English competencies tied to higher levels of midwifery education could build bridges to students to help them access global evidence-based care resources. Higher levels might emphasize English more heavily, while the diploma level would follow a multilingualism approach, teach using an ESP curriculum, and have complementary emphasis on the mother tongue.

The Effectiveness of a Role-Play Activity in Practicing EFL Learner’s Communicative Skills

With the officially publication of General Senior High School Curricular Standards (2017 Edition) and English Curricular Standards for Compulsive Education (2022 Edition), Chinese English education formally steps into the "key competence era". The new standards put forward new ideas, new methods and new theories for English language teaching, and give higher requirements for teachers' "teaching" and students' "learning". Besides, since last century, scholars at home and abroad have carried out studies on “role-playing method” and “communicative skills” respectively, and later results confirmed the positive promotion of role-play activities to the cultivation of communicative skills. Therefore, role-playing method was originally used for theatrical performances and trainings, and then later introduced and widely used in foreign language teaching. The new standards clearly stipulates that it is necessary to "develop language ability, cultivate cultural awareness, improve thinking quality and learning ability". In order to develop learners’ communicative ability, cultivate their key competences and promote all-round development, the effectiveness of a role-play activity in practical EFL learners' communicative skills is worth exploring.

Harmonious learning: songs in English for ESP

Abstract The ubiquitous nature and diffusion of songs sung in English has meant that a great number of EFL and ESP students are listening to English and acquiring some notions about the language almost subconsciously. Such songs have also been incorporated into English as an L2 practice for, probably, almost as long as English has been taught as a foreign language. However, sometimes they are used as filler exercises or only as an exercise to keep the students happy. Slowly, songs have been gaining more acceptance as a valid didactic tool to be used in various moments of the general English L2 lesson and for various functions (Tegg 2018). This article reports on a project to use songs in English for Specific purposes lessons at an Italian university with students of two Master degree courses (Social Work and Social Policy; Sociology and Social Research). During the English modules, songs from various artists were specifically chosen and language-learning exercises devised around them to be used in almost every lesson for different learning objectives: these included introducing a new subject, presenting and revising grammar, learning individual words or short phrases including idiomatic expressions, as lead-ins to discussions. At the end of the course, the students completed a questionnaire aimed at eliciting their opinions about the use of songs in ESP lessons. The results indicate that the use of popular songs is an effective tool in an ESP lesson and that their inclusion can help motivate students as well as help them learn.

Introduction: World Englishes and Cultural Linguistics special issue

AbstractThis special issue brings together contributions from leading researchers from Europe, the Middle East, Africa and Asia active in the field of Cultural Linguistics, with particular reference to English worldwide. The special issue comprises nine substantive research articles together with a comprehensive bibliography dealing with Cultural Linguistics and world Englishes. It is anticipated that the special issue will provide a very useful reference and starting point for future research in this area.

Linguistic variation, Philippine English and mental health issues

AbstractThis article is a study of how Filipinos talk about their depression and recovery in Philippine English, as compared to how users from other Englishes talk about their experiences with the same illness. As such, this is an attempt at examining what contextual factors give rise to variations in Englishes. World Englishes research has posited that different geographical and cultural contexts engender ‘new’ Englishes; hence, different Englishes are named via country or culture and are considered to be distinct from each other. This article is concerned with the issue of how contexts of use, such as depression, can lead to systemic changes in the English that different individuals use. This study extends research on how particular discursive features may characterize one variety of English as compared to another by examing how ideational and interpersonal meanings relate to construe a ‘world’ of depression in Philippine English and Inner Circle Englishes.

Revisiting English attitudes of Japanese students in residential English schools in the Philippines after COVID-19

ABSTRACT This study examines Japanese students’ attitudes toward English learning in residential schools in the Philippines during the COVID-19 pandemic and its impact on their language learning experiences. The study conducted in-depth interviews with eight Japanese students studying in the Philippines in December 2022. Despite the pandemic, the students remained motivated to pursue their studies in the Philippines. Their responses were consistent with pre-pandemic times, as they had chosen the Philippines for its affordability, good-quality education, and diverse range of accents and cultures, allowing them to experience English as a lingua franca and World Englishes. Moreover, this trend was accelerated by the pandemic and the depreciation of the yen in 2022, increasing their cost consciousness. Personal motivations, such as utilitarian reasons and cultural exchange, played a vital role in driving students to study in the Philippines, emphasizing the importance of considering personal motivations and cultural exchange in designing effective language programs.

Materials Development for Teaching English using Quizizz to the 10th Graders of Modeling Design and Building Information Department in Vocational High School 3 Mataram

General English is not considered adequate for vocational students. They need a curriculum built around "English for Specific Purposes" (ESP) to develop the targeted language skills required for their chosen field especially in Modeling Design and Building Information Department. This study examines the development of ESP-Based English material using Quizizz for vocational schools, along with student opinions on the material with Quizizz. Using R&D (Research and Development) methodology with ADDIE model, the study progressed through data collection, analyzing data, designing new materials, expert validation, developing the materials, implementing the ESP-based English material using Quizizz, and giving the final questionnaire students to find out student’s opinions. The research involved 30 participants who were X DPIB A at SMKN 3 Mataram. The data were analyzed qualitatively and quantitatively. The result of this research are; 1) The design of ESP-Based English material is developed into 4 distinc thematic topics (The introduction of the material, Professional Profiles, Object Identification, and Describing Places) by inserting vocabulary appropriate to the major and the materials were delivered to students via the interactive learning platform Quizizz. Interactive features such as; multiple choice, fill-in-the-blanks, polls, picture-matching, open-ended questions, and drag-and-drop activities enriched the exercise design. 2) The total score of 79.083% in the student’s opinions questionnaire suggests that students are highly interested and engaged with the English ESP materials developed using Quizizz.

Exploring variation in English as a lingua franca: Multivariate analysis of modal verbs of obligation and necessity in the VOICE corpus

Abstract The modal verbs of necessity and obligation, a testing ground of grammatical change, have been shown to exhibit change and variation in world Englishes. Previous studies have primarily concentrated on English as a native language (ENL) and English as a second language (ESL) varieties. The present study extends this line of research and explores variation in modal verbs of necessity and obligation in English use as a Lingua Franca (ELF). Descriptive statistics indicate that ELF resembles American English and also shares similarities with ESL varieties. In addition, ELF further exhibits divergence from both ENL and ESL varieties that arises in multilingual interactions. The multivariate analysis of this study employs mixed-effects logistic regression on the use of must and have to. Integrating social and linguistic factors, this analysis exploits metadata gathered from the VOICE corpus, which has thus far been underused. The results of the inferential statistics indicate that the same sociolinguistic factors that influence the variation in ENL and ESL varieties also shape ELF grammar. These findings not only bring ELF closer to other English varieties but also demonstrate the advantage of studying ELF from a variationist sociolinguistic perspective.

Thai School Directors’ Lived Experiences and Attitudes Towards Global Englishes: Do They Impact Hiring Foreign National Teachers?

Research on language attitudes towards Global Englishes in many contexts has focused on teachers and learners. However, limited research has paid attention to school directors even though they are in a vital position to make changes at the school. This study explored the school director’s lived experiences, attitudes toward Global Englishes, and how their attitudes impact hiring foreign national teachers. Utilizing a narrative inquiry design, three school directors from different school sizes, levels, and types were interviewed multiple times per person to ensure data saturation. The findings showed that all school directors demonstrated standard language and native speakerism ideologies formed earlier in their schooling experiences, especially in English classes. Regardless of positive or negative English learning experiences, they developed an entrenched belief that English should be taught by ‘native speakers.’ Yet, the decision to hire foreign national teachers was not simply influenced by their lived experiences and attitudes toward Global Englishes. Instead, it was affected by the school budget, the level of students, and parents’ expectations. Above all, one troubled concern materialized – hiring someone who looked ‘native.’ Implications were discussed moving forward when considering implementing the Global Englishes paradigm.

Incorporating Global Englishes Varieties into EFL Classrooms: Development of Listening Comprehension and Pronunciation

AbstractWith the rise of different English varieties, scholars argued for reconceptualizing teaching pedagogies to acknowledge and incorporate diverse Global English (GE) varieties into the classroom (Rose & Galloway, 2019). However, very few studies explored the effectiveness of such innovative pedagogy on language skills. This study investigated the effect of an 8‐week GE‐oriented English intervention on the development of learners' listening comprehension and pronunciation. Two intact classes of undergraduate English learners in China were sampled over one semester. The intervention group (n = 29) received (a) awareness‐raising activities about different GE varieties and (b) explicit teaching of and exposure to different spoken varieties of English and their linguistic features. The control group (n = 21) received instruction modeled on American English. The intervention lasted 8 weeks (one session of 45 minutes/week). A pretest, an immediate posttest, and a delayed posttest (3 weeks after) were administered. Results from mixed effect models suggested (a) positive, yet unsustained effects on listening comprehension of GE varieties and (b) no effect on pronunciation development. Findings provide preliminary evidence for the practicality and effectiveness of GE‐oriented language classrooms.

Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking

This study delves into the complex interplay between foreign language (L2) speaking growth mindset, self-efficacy, self-regulation, and speaking performance of 251 English as a Foreign Language (EFL) learners enrolled in International English Language Testing System (IELTS) speaking courses. The study utilized adapted scales for growth mindset, self-efficacy, and self-regulation, coupled with IELTS speaking assessments. Initial measurement models underwent adjustments, ensuring satisfactory convergent and divergent validity. Structural Equation Modeling (SEM) uncovered significant direct and indirect effects, with the hypothesized model outperforming alternative pathways. The discussion highlights key findings, emphasizing the direct positive influence of growth mindset and self-efficacy on L2 speaking performance. Additionally, self-regulation emerged as a crucial mediator, facilitating the translation of a growth mindset and self-efficacy into enhanced speaking proficiency. These insights underscore the importance of cultivating a growth mindset, self-efficacy, and self-regulation in language learning contexts to optimize L2 speaking outcomes.

Learners’ Perceptions of Self-directed Learning Using Self-reading and a Reading Journal in College General English Classes

his study aims to examine learners’ perceptions of self-directed learning for self-reading and reading journal writing in college general English classes. 105 first-year students from the Design College and Art College freely selected and read their texts according to their major and interests over the course of 12 weeks, and participated in the survey in the 15th week. The results showed that 76.93% of the students recognized that self-reading helped them learn English greatly or at least to some extent. The biggest difficulty in self-reading was that it was hard for students to interpret English by themselves. 77% answered that writing a reading journal was helpful in learning English, and students had the most difficulty writing English on their own. Such activities were found to be the most helpful in improving students' reading ability. 85% preferred self-directed learning consisting of self-reading and reading journal writing, and the main reason stated was that they were able to freely choose what they wanted to read, thus making the reading more interesting for them. Such a class might increase students' motivation and confidence by encouraging their active and interested participation in the class and further it can serve as the basis for students to continue independent and self-directed English learning after class. In the educational situation where learner-centered instruction is emphasized, this study suggests that self-directed learning for self-reading and reading journal writing can be combined properly with the conventional method using textbooks depending on learners’ proficiency levels in college general English classes.