Search

BackgroundPatients find technology tools to be more approachable for seeking sensitive health-related information, such as reproductive health information. The inventive conversational ability of artificial intelligence (AI) chatbots, such as ChatGPT (OpenAI Inc), offers a potential means for patients to effectively locate answers to their health-related questions digitally.ObjectiveA pilot study was conducted to compare the novel ChatGPT with the existing Google Search technology for their ability to offer accurate, effective, and current information regarding proceeding action after missing a dose of oral contraceptive pill.MethodsA sequence of 11 questions, mimicking a patient inquiring about the action to take after missing a dose of an oral contraceptive pill, were input into ChatGPT as a cascade, given the conversational ability of ChatGPT. The questions were input into 4 different ChatGPT accounts, with the account holders being of various demographics, to evaluate potential differences and biases in the responses given to different account holders. The leading question, "what should I do if I missed a day of my oral contraception birth control?" alone was then input into Google Search, given its nonconversational nature. The results from the ChatGPT questions and the Google Search results for the leading question were evaluated on their readability, accuracy, and effective delivery of information.ResultsThe ChatGPT results were determined to be at an overall higher-grade reading level, with a longer reading duration, less accurate, less current, and with a less effective delivery of information. In contrast, the Google Search resulting answer box and snippets were at a lower-grade reading level, shorter reading duration, more current, able to reference the origin of the information (transparent), and provided the information in various formats in addition to text.ConclusionsChatGPT has room for improvement in accuracy, transparency, recency, and reliability before it can equitably be implemented into health care information delivery and provide the potential benefits it poses. However, AI may be used as a tool for providers to educate their patients in preferred, creative, and efficient ways, such as using AI to generate accessible short educational videos from health care provider-vetted information. Larger studies representing a diverse group of users are needed.

BACKGROUND: There are an increasing number of English Learners (EL) served in schools, including children with Autism Spectrum Disorder (ASD). However, little is known about students who receive school-based services as EL and under autism eligibility. PURPOSE & METHODS: The present study aimed to examine the sociodemographic characteristics, time to English Language Proficient status by survival analysis, and predictors of English fluency utilizing a logistic regression for dually identified EL and autism eligible students in a large urban school district during the 2011-2019 academic school years. RESULTS: Overall, dually identified students (N = 849) educated in segregated settings (N = 372) became English proficient at lower rates and at older ages than students included in general education (N = 477). CONCLUSION: Students placed in segregated special education classrooms were significantly less likely to achieve English Language Proficient classification. The present study begins to illustrate the time to English proficiency of dually identified students and the potential impact it has on their educational opportunities.

This study examines the crucial role of English proficiency in engineering careers, specifically within multinational corporations, addressing disparities between industry expectations and graduates' language skills in non-native English-speaking countries. It aims to bridge this gap by aligning engineering English courses with international job market demands. Focusing on leading Thai companies with global headquarters, the investigation employs various techniques, including interviews, the index of item-objective congruence, the analytic hierarchy process, the analysis of variance, the Wilcoxon signed-ranks test, and a matrix plot. The comprehensive gap analysis highlights verbal communication skills as highly valued by engineering firms, emphasising adjustments in English curricula towards listening and speaking skills, with reading and writing skills constituting a smaller portion. Cross-regional consistency in skill importance is confirmed, facilitating generalisable conclusions. The research underlines the necessity for universities to improve students' abilities in technical conversations, presentations, and negotiations through tailored lesson plans aligned with industry requirements. [ABSTRACT FROM AUTHOR]

This study aimed to determine the level of English proficiency as predictor of academic performance of Grade 1 learners in East Maitum District. This study employed quantitative research design utilizing descriptive survey. The respondents of this study were the 194 Grade 1 learners from the 6 different elementary schools in East Maitum District. The following conclusions were established and formulated based on the results of the study: First, the level of English proficiency of learners was high in terms of spelling skills and writing skills, while moderately high in terms of grammar skills. Second, the majority of the learners obtained a very satisfactory academic performance. Lastly, the domains that predict the academic performance of Grade 1 learners were the spelling and writing skills. Nevertheless, English proficiency enabled learners to comprehend and effectively engage with course materials, participate in class discussions, and produce written assignments with clarity and precision, thus fostering success in their academic endeavors. [ABSTRACT FROM AUTHOR]

English proficiency as the content knowledge for English as a Foreign Language (EFL) teachers determines their instructional quality. However, previous studies have not focused on the significance of this knowledge in support of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on technology adoption in teaching. Therefore, this study aims at finding out the correlation between TPACK and technology applications, and how technology applications link to teachers’ English proficiency levels. The study adopted a quantitative method, and the data were collected using two questionnaires in Likert scale, one for TPACK and another for technology application. Teachers’ English proficiency levels are determined using the content knowledge dimension of TPACK. The questionnaires were completed online by 74 English pre-service teacher graduates who had participated in a national teacher certification program involving real teaching practice. The data were analyzed using the Spearman correlation coefficient to determine the correlation between TPACK dimensions and technology adoption and ordinal logistic regression analysis to find out the effect of teachers’ English proficiency levels on technology applications. The results show that most TPACK dimensions correlate to technology applications with the level of correlations between 0.26 (weak) and 0.47 (moderate). English proficiency has been found to affect technology applications only among teachers who regularly used technology in teaching. Teachers with high English proficiency used technology in teaching 3.06 times more frequently than those whose English proficiency was low. Therefore, it is recommended that English proficiency development be inscluded in teacher professional development to ensure that teachers use technology in teaching. [ABSTRACT FROM AUTHOR]

Since the earliest studies on multilingual advantages, it has proved difficult to disentangle language development from general cognition. It remains unclear whether language interdependence is an independent variable or whether observable effects are mediated by cognitive ability. Measurable effects of one language on another typically go hand in hand with differences in cognitive ability. We hypothesise that high cognitive ability produces stronger language interdependence effects than low cognitive ability. We consider this problem in the context of heritage bilingualism in Germany comparing a linguistically mixed cohort of bilingual students (n = 557; i.e. Russian-German, n = 237; Turkish-German, n = 320) with a monolingual German control (n = 852) regarding their proficiencies in the foreign language English. We ask whether the bilingual students manifest an English development that is different from their monolingually socialised peers. We place the students in three different groups depending on their performance in a visual-spatial cognitive ability test. We fit structural equation models to test whether heritage language and German proficiency impact English proficiency differently across these groups while additionally controlling for language background and socio-economic status. Results reveal differences between the high cognitive ability groups, here interpreted as a conditioned bilingualism effect. [ABSTRACT FROM AUTHOR]

This study examines the influence of English proficiency on performance in the office sector in the context of globalization. The ability to communicate in English is essential in an office environment that frequently interacts with business partners from different cultural backgrounds. English proficiency helps employees understand and use office technology whose instruction is in English, as well as facilitate effective cross-cultural communication. This study uses a descriptive and experimental approach, involving 36 respondents from various institutions. The results of the analysis showed that the use of English significantly improved office performance, with the average score of English use reaching 18.89 out of 25 and office performance of 28.92 out of 40. Regression analysis showed a strong positive relationship between English language use and office performance, with each increase in English language use improving office performance. In conclusion, improving English proficiency in the office environment is very effective in improving individual and organizational performance, so workplace English training programs are an important strategy to face the challenges of globalization and changes in the business world. [ABSTRACT FROM AUTHOR]

Cognitive impairment is pronounced in forcibly displaced populations. This study examined how education and English proficiency are associated with cognitive difficulties between refugee and non-refugee older immigrants. Analyses assessed the moderating effect of refugee status on the association of education and English proficiency with cognitive difficulty. Results revealed that higher educational attainment and English proficiency were significantly associated with decreased odds of reporting cognitive difficulty. Further, refugees who had completed high school and were English proficient exhibited greater cognitive resilience. The implications emphasize the need for policies and focused interventions related to education and English language programs for resettled refugees. [ABSTRACT FROM AUTHOR]

Abstract This study delves into the predictors of English proficiency among middle school students in China, utilizing the rich dataset provided by the China Education Panel Survey (CEPS). By integrating multilevel modeling and Support Vector Regression (SVR), this research scrutinizes a broad spectrum of factors at the individual, family, class, and school levels. Key predictors identified include students’ native language proficiency (Chinese), cognitive aptitude, perceptions of English difficulty, attitudes toward English teachers, and parental involvement. The findings emphasize the significant impact of individual and family-level variables on English proficiency, highlighting the critical role of these modifiable factors (i.e. individual-level factors, such as students’ native language proficiency and perceptions and attitudes towards the English subject). The comparative analysis demonstrates that while both multilevel models and SVR offer valuable insights, their combined application yields a more comprehensive understanding of the predictors and their interactions. This dual-method approach showcases the potential of integrating multilevel modeling with support vector regression to enhance educational research, thereby informing policy and practice. The study’s insights are vital for developing targeted educational strategies and policies to support bilingual learners in China, ultimately improving language proficiency and educational outcomes.

This study delves into the predictors of English proficiency among middle school students in China, utilizing the rich dataset provided by the China Education Panel Survey (CEPS). By integrating multilevel modeling and Support Vector Regression (SVR), this research scrutinizes a broad spectrum of factors at the individual, family, class, and school levels. Key predictors identified include students' native language proficiency (Chinese), cognitive aptitude, perceptions of English difficulty, attitudes toward English teachers, and parental involvement. The findings emphasize the significant impact of individual and family-level variables on English proficiency, highlighting the critical role of these modifiable factors (i.e. individual-level factors, such as students' native language proficiency and perceptions and attitudes towards the English subject). The comparative analysis demonstrates that while both multilevel models and SVR offer valuable insights, their combined application yields a more comprehensive understanding of the predictors and their interactions. This dual-method approach showcases the potential of integrating multilevel modeling with support vector regression to enhance educational research, thereby informing policy and practice. The study's insights are vital for developing targeted educational strategies and policies to support bilingual learners in China, ultimately improving language proficiency and educational outcomes. [ABSTRACT FROM AUTHOR]

English intonation is an integral component of English pronunciation teaching. However, as students' proficiency levels in English pronunciation improve, it remains unclear whether their intonation levels also develop. The present study, based on the second language intonation learning theory, aims to investigate the influence of English proficiency on Chinese EFL learners' production of English pitch accents, edge tones, and intonation patterns from the perspective of phonological representation. Two language groups of participants took part in a reading task: native English speakers (12) and Chinese EFL learners (36). The learners were classified into three groups based on their scores in the Chivox National Spoken English Test, ranked from high to low: the advanced, intermediate, and elementary groups. The reading task comprised 90 dialogue pairs. The participants were required to read part B of each dialogue pair aloud, but afterwards, only the Chinese EFL learners attended the semi-structured interview. The results showed that the native English speakers only demonstrated significant differences from each learner group in four of the ten intonation types involving the three aspects of English intonation, which may indicate regional variations in American English and difficulties distinguishing (H*) and (L+H*). In addition, there were no significant differences between the three learner groups in producing the ten intonation types, which maybe attributed to their similar learning experiences. [ABSTRACT FROM AUTHOR]

This quantitative study investigated the impacts of Learning Management Systems’ (LMS) sociolinguistic and psychometric factors on students' English and translation proficiency and communicative competence. The participants were enrolled at the College of Languages and Translation, Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. The results highlighted the positive experiences students had with the LMS platforms, with a notable frequency of (79.6%). Additionally, a significant percentage (86.2%) affirmed the effectiveness of these platforms in aiding them in achieving academic objectives. However, (52%) indicated that students consistently or often faced challenges when using technology. The findings highlighted improvements in various areas, including linguistic abilities (71.7%), translation skills (73.7%), social skills (62.5%), and psychometric abilities (70.3%), emphasizing the role of online environments in fostering effective communicative skills. The study also revealed the benefits of language and translation technology for students, with (84.1%) using computer-assisted translation, (82.9%) engaging in dubbing and voice translation, and (75.6%) utilizing language audio/video resources. Positive impacts on proficiency and communicative competence were evident, with frequencies of (74.4%) and (69.1%), respectively. These findings underscore the positive influence of technology on language and translation learning, emphasizing communicative approaches that enable students to develop competencies based on language socialization and real-time translation practices. The study recommends ongoing technology training for students and advocates for the use of psychometric tools embedded in LMS to encourage self-assessment and independent learning. The study's significance lies in understanding the intricate relationship between cognition, educational technology, and language and translation learning, particularly in the context of higher education. [ABSTRACT FROM AUTHOR]

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Self‐regulated learning (SRL) is considered a critical competence for lifelong learning that requires explicit instruction and consistent practice, especially for college students. Despite the abundant intervention studies on the role of SRL in students’ academic performance in the Western world, very little is known in China in English as a foreign language (EFL). To address this issue, the current study utilised a mixed‐methods approach to investigating the effectiveness of self‐regulated language learning intervention (devised using Zimmerman's cyclical phase model of SRL) on Chinese EFL learners. One hundred sophomores from two intact classes were recruited to either an experimental or a control group and evaluated at pre‐, mid‐ and post‐tests for motivation, strategic competence and English proficiency. After the post‐test, 30 students were selected to accomplish follow‐up semi‐structured interviews. The quantitative results revealed a significant increase for the experimental group for the three assessed variables in comparison with the control at the post‐test. In addition, the qualitative results were employed to explore the diverse differences between the high and low achievers and the perceived variances after the intervention, which provided comprehensive knowledge of the SRL foreign language acquisition. Meanwhile, the limitations and the theoretical and pedagogical implications were further discussed. [ABSTRACT FROM AUTHOR]

This study investigates the effects of three word-focused exercise conditions on vocabulary learning. The exercises were developed based on the involvement load hypothesis. This study also explores how individual differences (e.g. second-language English proficiency level and working memory) affect vocabulary learning outcomes. A total of 180 Chinese students were equally and randomly assigned to 3 exercise conditions (reading comprehension plus marginal glosses, reading plus gap-fill and reading plus sentence writing). The Vocabulary Knowledge Scale was adapted to measure pre- and post-test vocabulary gains. An n -back task was developed to assess learners' working memory capacity. Results showed that the sentence-writing group yielded the best performance in vocabulary learning, followed by the gap-fill group and finally the reading-comprehension group. General linear model results revealed that learners' English proficiency level and working memory significantly predicted their vocabulary gains. This study expands on prior research by exploring learner-related factors in vocabulary learning. Relevant implications are discussed based on the findings. [ABSTRACT FROM AUTHOR]

This paper presents two empirical studies. Study 1 validated a survey on L2 self-regulated strategies in writing in a multimedia environment. Study 2 examined the relationship of Chinese students' working memory to their L2 English proficiency and self-regulated learning (SRL) strategies in multimedia writing. A total of 400 Chinese university students participated in Study 1, and they responded to a survey on SRL strategy use in multimedia writing. A total of 406 Chinese university students attended Study 2. They completed the survey and an operation span task (a measure of working memory). All the participants' English proficiency was evaluated using the College English Test-4, a standardized test for undergraduate students in China. Results of Study 1 revealed a 5-factor SRL strategy structure consisting of goal setting, strategic planning, elaboration, self-evaluation, and help seeking. Results of Study 2 suggested the predicted effects of self-regulated strategies, working memory, and L2 proficiency on L2 writing performance. Findings also demonstrated the moderation effects of English proficiency on the effects of self-regulated writing strategies. Implications for enhancing writing in multimedia environments are provided. 本文汇报了两项实证研究。第一项研究验证了在多媒体环境中进行二语自主调控写作策略的调查问卷。第二项研究探讨了中国学生的工作记忆, 英语水平以及多媒体写作中的自主调控写作策略之间的关系。共有400名中国大学生参与了第一项研究, 并回答了关于多媒体写作中自主学习策略使用的调查问卷。第二项研究有406名中国大学生参与。他们完成了调查问卷和操作跨度任务(一种工作记忆测量方法)。所有参与者的英语水平都通过一项中国本科生的标准化考试, 即大学英语四级考试, 进行了评估。第一项研究的结果显示, 自主学习策略包括目标设定、战略规划、详细阐述、自我评估和求助, 共五个因素。第二项研究的结果表明, 自主调控策略、工作记忆和英语水平对二语写作表现具有预测效应。研究结果还显示, 英语水平对自主调控写作策略的效果具有调节作用。该研究对于提升多媒体环境下的写作具有重要借鉴意义。 PLAIN LANGUAGE SUMMARY: We reported the findings of two empirical studies. In Study 1, we tested a survey to see how well it measured learners' self-regulated strategies in a multimedia environment. In Study 2, we looked at learners' working memory, proficiency, and learners' self-regulated strategies in a multimedia environment. The results of Study 1 showed that there are five main strategies students use when writing. They include goal setting, strategic planning, elaboration, self-evaluation, and help-seeking. The results of Study 2 showed that learners' working memory, proficiency, and learners' self-regulated strategies are essential to their writing performance. The results also supported the idea that English proficiency plays a moderating role in the relationship between self-regulation and writing. When English proficiency was low, self-regulation had a greater impact on writing performance; conversely, when English proficiency was high, self-regulation had a smaller effect on writing performance. However, the present study did not identify a statistically significant interaction effect between working memory and self-regulation. Working memory may not affect self-regulation in students' writing outcomes. This study, thus, contributes to teachers', teacher educators', policy makers', and practitioners' knowledge in terms of self-regulation, working memory, and proficiency in a multimedia writing environment. [ABSTRACT FROM AUTHOR]

The study addressed the influence of self-regulated learning (SRL) in English language learning. It involved 23 high school students attending a private school in Surabaya. The school implements bilingual language usage, incorporating both English and Indonesian. Therefore, most of the students demonstrated high fluency in English, as evidenced by their effortless communication during class activities. The students completed a scale and open-ended questionnaire regarding self-regulated learning and participated in an English proficiency test. The data were analysed using simple regression analysis. The finding suggests that self-regulated learning did not predict students’ English proficiency. Instead, according to students’ openended responses, the study found that students’ English proficiency was highly influenced by their exposure to the language naturally without structured learning strategies. Future studies should explore a more thorough assessment of students’ self-regulated learning levels and their connection with English proficiency, particularly in similar contexts. [ABSTRACT FROM AUTHOR]

English proficiency is essential for Traditional Chinese Medicine (TCM) majors to maintain strong connections with the international academic community and promote global academic interaction. However, the English instruction effect was not optimal due to large class sizes, limited class time and learning resources, less interaction, or outdated teaching and evaluation methods (Wang, 2016; Ren, 2017; Chen & Liang, 2020; Liu, 2022). This study aimed to investigate the impact of the blended-ESP instructional model (BEIM) on fostering students' English proficiency as well as explore their attitudes and perspectives on the implementation of BEIM. The participants were 73 second-year TCM majors enrolled in the TCM English course at a TCM university in China. The instruments were pre- and post-tests, a questionnaire, and an interview. The data was analyzed using mean, standard deviation, paired t-test, segmented analysis, and thematic analysis. The results demonstrated the effectiveness of BEIM on fostering students' English proficiency for the significant differences between the scores before and after implementing BEIM at 0.000 (P = 0.000). The results of the questionnaire and interview also revealed students' positive attitudes and perspectives on BEIM. Students' selfdisciplinary, English proficiency, and national culture awareness and confidence should be highlighted when conducting blended-ESP instruction. [ABSTRACT FROM AUTHOR]

This research investigates the efficacy of bilingual teachers in English as a second language contexts, with a focus on Sri Lanka's education system. The study addresses the depth of understanding of bilingual education concepts and educators, level of English language proficiency among bilingual educators, and the ability of bilingual teachers to correct language errors in bilingual classrooms. Data were collected through questionnaires and interviews from over 100 bilingual teachers across 20 schools, with findings revealing significant challenges and opportunities in bilingual instruction. Recommendations include targeted professional development, formalizing PD initiatives, integrating glossaries in textbooks, and fostering collaboration among educators. By implementing these recommendations, stakeholders can enhance the quality of bilingual education and promote inclusive learning environments for students. [ABSTRACT FROM AUTHOR]

This research paper examines the role of English language proficiency in the placement outcomes of Master of Management Studies (MMS) students. As globalization and the interconnected nature of modern business environments continue to expand, English has emerged as the dominant language of international business and professional communication. This paper investigates how English proficiency influences the employability and career advancement of MMS graduates, with a focus on the correlation between language skills and placement success. [ABSTRACT FROM AUTHOR]

Telemedicine provided older adults the ability to safely seek care during the coronavirus disease (COVID-19) pandemic. This study aimed to evaluate the potential impact of acculturation factors in telemedicine uptake between ethnic groups. As part of the National Health and Aging Trends Study 2018 survey, 303 participants (≥65 years) were interviewed. We assessed the impact of acculturation on telemedicine readiness by race and ethnicity. Compared to the white non-Hispanic immigrant population, Hispanic and Asian/Pacific Islander (API) populations had significantly lower telemedicine readiness and uptake. Limited English proficiency or older age at the time of migration was associated with telemedicine unreadiness and uptake in the Hispanic and API populations. Our findings suggested that acculturation factors play a substantial role in telemedicine uptake among older adult immigrants in the United States. Therefore, acculturation factors should be considered when promoting and adopting telemedicine technologies in older adults. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Societal expectations regarding language proficiency differ between genders, with a prevailing belief associating assertiveness more strongly with English fluency in females. This highlights a nuanced gender dynamic where language skills play a crucial role in shaping societal perceptions of competency, authority, assertiveness, and independence, particularly for women in Pakistan. Quantitative method has been used in this study to gather data from the students. The research investigates the impact of English on gender-specific language practices, revealing the perceived value of English proficiency for males rooted in gender stereotypes. This notion holds implications for educational and professional opportunities, necessitating cultural shifts to foster a more inclusive understanding of language proficiency. The strategic use of English by females as a tool for empowerment, challenging traditional gender roles is challenging. The study concludes with recommendations for policy reforms, cultural awareness programs, and professional development initiatives to address disparities and foster inclusivity. [ABSTRACT FROM AUTHOR]

This study utilizes Twinkl.com (Twinkl Educational Publishing), an educational platform, to empower teachers and students by providing materials and resources, especially English for your learners (EYL). The methodology follows a service-learning (SL) approach, involving needs assessment, community engagement, curriculum development, teacher training, interactive student sessions, ongoing support, and monitoring. Research findings indicate initial unfamiliarity among teachers with Twinkl.com, but all find it convenient. Successes include increased teacher confidence and student enthusiasm, while challenges involve language English teachers and students' limitations with materials available in English. Overall, these findings show the positive impact of Twinkl.com on early childhood education, promising an enriched and dynamic English learning experience for young learners in preschool and kindergarten. [ABSTRACT FROM AUTHOR]

This meta-analysis examines the efficacy of generative artificial intelligence (GenAI) in second language acquisition within self-directed, out-of-classroom informal contexts. A total of 15 studies meeting the inclusion criteria were identified that examined the impact of GenAI on second-language proficiency, motivation, and self-regulation. GenAI was shown to have significant effects on English proficiency and self-regulation, demonstrating its versatility in enhancing language learning outcomes. However, GenAI failed to show significant effects on learning motivation, and based on this finding we highlight the need to develop measures of motivation that are suitable for GenAI in education. Possible ways to apply GenAI in the informal language learning environment are also discussed based on the included literature.

English proficiency is essential for traditional Chinese medicine (TCM) majors to maintain strong connections with the international academic community and promote global academic interaction. However, the English instruction effect was not optimal due to large class sizes, limited class time and learning resources, less interaction, or outdated teaching and evaluation methods (Wang, 2016; Ren, 2017; Chen & Liang, 2020; Liu, 2022). This study aimed to investigate the impact of the blended-ESP instructional model (BEIM) on fostering students’ English proficiency as well as explore their attitudes and perspectives on the implementation of BEIM. The participants were 73 second-year TCM majors enrolled in the TCM English course at a TCM university in China. The instruments were pre- and post-tests, a questionnaire, and an interview. The data was analyzed using mean, standard deviation, paired t-test, segmented analysis, and thematic analysis. The results demonstrated the effectiveness of BEIM on fostering students’ English proficiency for the significant differences between the scores before and after implementing BEIM at 0.000 (P= 0.000). The results of the questionnaire and interview also revealed students’ positive attitudes and perspectives on BEIM. Students’ self-disciplinary, English proficiency, and national culture awareness and confidence should be highlighted when conducting blended-ESP instruction.

BACKGROUND: Given the rapidly growing Asian populations in the U.S. due to immigration, and the aging demographic of Asian immigrants, it is crucial to understand how acculturation shapes health among older adult Asian immigrants. We study the relationship between acculturation and self-rated health (SRH) and moderating roles of age and Asian subgroup. METHODS: Our cross-sectional study consisted of 200 Chinese and 200 Korean immigrants aged 49-75 living in Baltimore-Washington DC metropolitan area, who were recruited from primary care physicians clinics in Maryland and Northern Virginia. The participants completed the survey either in-person or by phone in their preferred language. Multidimensional proxies were used to measure acculturation: years living in the U.S. (≥23 years,

This study looked at teachers' perceived level of English proficiency among the kindergarten to grade six public school teachers in West II district in the Schools Division of Iligan City in the school year 2022-2023. This study was guided by three theories: learning by doing, scaffolding theory and self-efficacy theory. Descriptive correlational research design was used to describe the association between the teachers' English language exposure and their perceived oral language competence. Simple random sampling was used to select 105 actual respondents out of 125 targeted number of respondents. Adapted questionnaires were used to collect data from the participants. Pearson's correlation, simple linear and multiple regression were used to analyze the data. The findings indicated that there is a strong positive correlation between teachers' English language exposure and their perceived oral language competence. In terms of language exposure English is not the primary language spoken in the homes of the teachers. This is an important factor to consider as it may impact the teachers' level of English proficiency and their ability to effectively teach English language skills to their students. The regression results reveal that English language exposure has a significant positive effect on perceived oral language competence among school teachers. The implication of these findings is that increasing teachers' English language exposure may have a positive impact on their perceived oral language competence, which in turn may improve their teaching effectiveness. The results of the findings of this study were used as a basis in the formulation of an oral language improvement plan. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, China has made strides in adopting studentoriented teaching approaches, particularly in tertiary English education, through the integration of enhanced technology. This study aimed to investigate the impact of flipped classroom on the English proficiency of first-year pre-service teachers at a Chinese normal university. It also sought to determine whether educational background (urban or rural) interacted with the teaching approach (flipped or traditional) in affecting the language proficiency of the learners. Methods: A quasi-experimental design was utilized with two treatments: a flipped classroom approach and a traditional teacher-centered teaching approach. Both approaches were implemented in the Integrated English Course over a 12-week semester. Two randomly selected classes, consisting of 60 preservice teachers in each class, were assigned to either the experimental or control group. Data were collected from pretest and post-test assessments and analyzed using two-way ANOVA. Results: The results revealed a positive impact of the flipped classroom and a significant interaction between educational background and teaching approach on English proficiency. Specifically, urban pre-service teachers achieved higher English proficiency than their rural peers when taught in the flipped classroom, but not in the traditional classroom. Furthermore, urban pre-service teachers in the flipped classroom outperformed their urban peers in the traditional classroom, while rural pre-service teachers did not show any significant difference in their performance between the two classes. Discussion: The findings suggested that the flipped classroom approach was more effective than the traditional approach for Chinese pre-service teachers, particularly those with an urban educational background. However, it is important to ensure that rural learners receive sufficient support to benefit equally from this innovative teaching approach. Accordingly, implications and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

With the rise of English as a global academic lingua franca, the implementation of English medium instruction (EMI) in South Korea's higher education system has grown substantially. This mixed‐methods study contributes to the scholarship on EMI policy and practice by drawing on data from the training experiences and self‐assessment of 327 pre‐service English teachers (PSETs) regarding their preparation to serve as secondary English teachers, the latter being key to high school students' achievement in higher education. We examine teachers' English competencies and explore their challenges and associated needs in implementing EMI for their professional success. Our quantitative analysis shows that, for PSETs, English‐speaking skills are the most challenging aspect of learning and teaching English. Moreover, current opportunities to improve their English proficiency through EMI courses appear to be inadequate. Subsequent analysis shows that English proficiency serves as a significant mediator of the association between EMI satisfaction and self‐efficacy about teaching English through English. Our qualitative analysis further confirms that PSETs have less exposure than expected to language‐related resources in their educational context, and they express a need for greater knowledge of student well‐being and linguistic and cultural diversity. We provide a set of recommendations to enhance the quality of EMI policies and curricula, including offering tailored language modules to develop well‐qualified secondary English teachers. [ABSTRACT FROM AUTHOR]

The EFL (English as a Foreign Language) participation and engagement of third-age learners, whose ages range from 50 up to 70 and above has received global attention. Japanese third-age learners' pursuit of English competence exhibits broader societal trends and personal desires for lifelong learning. Utilizing a descriptive-correlational approach, the study assessed the level of English language proficiency (ELP) of 59 Japanese third-age learners registered in the 2023-2024 EFL program in five cities of Aichi prefecture, Japan, when they were taken as a whole and when they were demographically grouped by sex, age, educational background, and weekly average study time. The results show that on average, third-age learners in Japan achieve an intermediate level of English proficiency or B1, with variances observed attributed to demographic criteria such as sex, age, educational background, and weekly English study time. The study found a significant relationship between ELP and the respondents' demographic, indicating that ELP levels are influenced by sex, age, educational attainment, and the number of hours spent learning English per week, with males showing higher proficiency and older learners generally showing higher levels. The study underscores the need for tailored English language instruction for third-age learners, taking into account their specific demographics. It also considers the policy implications of institutionalizing programs for third-age learners in Japan, aiming to promote active aging, social integration, and overall well-being. Researchers, teachers, and curriculum designers may use this study as one of the bases for developing tailored curricula and instructional materials for third-age learners. [ABSTRACT FROM AUTHOR]

The integration of Contemporary Children’s Literature (CCL) is a promising avenue for elevating English proficiency among upper primary students. Therefore, this study aimed to investigate primary school teachers’ perceptions of the impact of CCL in ESL classrooms. A mixed-method research approach that adopted a case study was employed in this study. The respondents were 72 primary school English teachers from Year 4 to Year 6 teaching in urban schools in Tawau district in Sabah, Malaysia, who were selected using purposive sampling, while interviewees were selected using convenience sampling. Data were collected using a survey questionnaire, and semi-structured interviews were conducted with seven volunteer teachers. Descriptive statistics (frequency and percentage) were used to analyze the quantitative data, and thematic analysis via Atlas.ti was used for qualitative data. The findings revealed that the majority of respondents perceived the effectiveness of using CCL in enhancing English proficiency. The impact of CCL can be observed on student engagement, alignment with curriculum goals, enhancement of multiple language skills, and overall impact of CCL on teaching and learning. This study underscores the potential of CCL to advance ESL education and contributes to actionable insights into the evolution of the English curriculum in Malaysia. [ABSTRACT FROM AUTHOR]

Copyright of Journal of English as a Lingua Franca is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research has focused on how English proficiency influences Chinese people's education and occupational opportunities and choices. However, little is known about how it impacts the matchmaking practice in such context. Drawing on Bourdieu's theory of capital, this study examines the role of English in the biggest matchmaking market in Shanghai, China. Field study was conducted in People's park in Shanghai. Information regarding marriage candidates' English competence as presented on matrimonial posters was collected and subjected to further grounded-theory based thematic analysis. The results reveal that English competence is primarily advertised as a form of institutionalized cultural capital (e.g., the possession of particular jobs, certificates, degrees, or citizenship) to boost candidates' socioeconomic status, and used as a gatekeeper to weed out "disqualified" candidates, meaning that non-English speaking candidates may be rejected as ineligible for matchmaking opportunities. Issues related to the commodification of English competence in the matchmaking context are discussed at the end of the paper. [ABSTRACT FROM AUTHOR]

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined EFL university teachers' perspectives on the influence of social media on students' English proficiency levels in Saudi Arabia. This study is limited to explore instructors' viewpoints on optimizing various social media tools for learners. A quantitative survey was administered to 39 EFL university teachers. Data were collected using a five-point Likert scale. Descriptive statistics analyzed responses. Results showed that Saudi EFL teachers agreed that social media aids vocabulary and listening skills but views were neutral on grammar support. Excessive usage negatively impacts focus while translation reliance poses issues. Teachers require training on integrating platforms effectively. Findings partially align with literature indicating benefits depending on tailored usage. The findings suggest educators have various views on social media's language impact, depending on tailored integration approaches. By exploring perspectives and highlighting potential if implementation, access, and best practice obstacles are mitigated over time via systematic collaborative research, the study provides valuable insight and underscores opportunities if challenges are addressed constructively.

This paper investigates the relationship among students’ mindsets, academic performance, English proficiency, and that of their social networks in the Sultanate of Oman. Two main questions were addressed, namely the relationship among the students’ mindset, their social network’s mindset and their academic performance, and the correlation between the students’ proficiency in English and that of their social networks. Results revealed individual’s mindset significantly influences their academic performance. The mindset within an individual’s social network may also affect their academic achievement. Data also suggested that individual mindset has a more dominant role in the students’ academic performance than their social network. The relationship between participants’ English proficiency and their social network revealed inconclusive findings. Given Oman’s Vision 2040 that places a strong emphasis on knowledge-driven society, this study emphasizes the importance of nurturing a growth-oriented mindset within social networks to achieve national educational objectives.

Abstract This study aims to examine and analyze a research model comprising three latent variables (academic expectation stress, adaptive coping, and academic resilience) to gain insights into the perceived English proficiency of EFL (English as a foreign language) learners. These variables have been overlooked in previous literature despite their importance in understanding learning outcomes. A total of 395 undergraduate students from a Taiwanese university participated in this study. Through the use of structural equation modeling, the hypotheses in the research model were tested. The findings of this research are as follows: (1) Academic expectation stress has a significant and negative impact on EFL learners’ perceived English proficiency; (2) Academic resilience positively predicts EFL learners’ perceived English proficiency; (3) Academic resilience mediates the relationship between academic expectation stress and perceived English proficiency; (4) Adaptive coping mediates the relationship between academic expectation stress and academic resilience. These results add valuable insights to the existing literature in EFL teaching and learning, shedding light on the dynamics of these variables.

This mixed methods study explored the experiences and views of information and communication technology (ICT) students and student development and support (SDS) practitioners who facilitated the English Word Power (EWP) programme, which was used as an intervention to address the students' poor English proficiency skills at a university of technology (UoT) in South Africa. There is current research on the experiences and views of students and lecturers on computer-assisted language learning (CALL) programmes; however, no studies have been published on the experiences of SDS practitioners on similar programmes in South Africa. This study addresses this gap by providing the voices of SDS practitioners regarding their experiences with a CALL programme. A descriptive and interpretive research design was adopted. Self-report questionnaires and in-depth interviews were used to collect data. The findings from the student questionnaires (n = 99) indicated that the students were enthusiastic about the programme and enjoyed it. The SDS practitioners (n = 4), however, found it problematic to integrate the EWP programme into their regular teaching activities. It is recommended that a CALL programme, which teaches listening, speaking, reading, and writing skills, be integrated with regular teaching. Future research should focus on how to integrate CALL programmes into language development interventions that address students' poor English proficiency. [ABSTRACT FROM AUTHOR]

After the onset of the COVID-19 pandemic in 2020, Asian Americans in the United States have experienced a surge in anti-Asian crimes, leading to heightened psychological distress among this community. Consequently, the mental well-being of Asian Americans demands greater attention than ever. Regrettably, Asians tend to underutilize or delayed mental health care treatments. This study examines the conventional and alternative mental health service utilization among Asians in the United States according to their English proficiency. From the 2015–2018 National Survey on Drug Use and Health, this study examined 3,424 self-identified non-Hispanic Asians aged 18–64 with Kessler score of at least 5. Stratified bivariate analysis and multivariable logistic regression analysis were conducted. Regardless of English proficiency, Asians did not utilize alternative mental health service more than conventional mental health service. However, those with limited English proficiency consistently utilize care less than those with English proficiency. Need factors, such as mental distress severity and self-rated health status, were significant factors associated with their mental health service utilization. English proficiency remains a structural factor in preventing Asians from utilizing mental health services regardless of the nature of services. Due to the COVID-19 pandemic, more Asians have been experiencing mental distress. This study demonstrates a particular need for mental health services that are culturally specific and Asian language friendly. [ABSTRACT FROM AUTHOR]

The widely publicized 2015 #FeesMustFall student protests in South Africa (SA) have foregrounded concerns about social justice, epistemic justice, access to higher education, and decolonization of the curriculum, and language. This paper critiques the English as a medium of instruction (EMI) policy and a monolingual English language proficiency (ELP) curriculum in a university and suggests strategies for epistemic decolonization. The article is based on the locus of enunciation of the author, and the analysis of language curriculum documents. It draws on epistemologies of the South and decolonial perspectives to answer two questions: What are the prospects of decolonizing EMI in Higher Education? How can English language proficiency be decolonized? The article argues that English proficiency is anchored by epistemic racism, Anglocentric ideologies and an inequitable policy of EMI, and the continued disregard for multilingualism in higher education. It proposes that decolonization strategies are necessary to enhance epistemic justice, reduce inequality and transform the EMI and ELP in South African higher education. This can be done through English as a multilingua franca and solidarity-based epistemologies, such as Ubuntu- Neplanta. [ABSTRACT FROM AUTHOR]

Income inequality is a persistent phenomenon and fundamental issue of concern, especially in this new digital era, because unequal access to finance has long been recognized as a critical mechanism for generating persistent income inequality. ICT tools and approaches are being used widely today due to their convenience, omnipresence and economy. This study examines the influence of financial development, ICT, and English proficiency on income inequality in Malaysia during the period of 1979-2019. The empirical results based on the ARDL bounds test indicated that financial development and English proficiency support the hypothesis that both factors can reduce the income gap in the long run. While ICT has shown different results, its improvement has only reduced the income gap in the short term. Hence the need for strengthening ICT policy is crucial as it can lead to development. Mastery of English is also considered to foster economic resilience. [ABSTRACT FROM AUTHOR]