The literature on using scoring rubrics in writing assessment denotes the significance of rubrics as practical and useful means to assess the quality of writing tasks. This study tries to investigate the agreement among rubrics endorsed and used for assessing the essay writing tasks by the internationally recognized tests of English language proficiency. To carry out this study, two hundred essays (task 2) from the academic IELTS test were randomly selected from about 800 essays from an (...) official IELTS center, a representative of IDP Australia, which was taken between 2015 and 2016. The test takers were 19 to 42 years of age, 120 of them were female and 80 were males. Three raters were provided with four sets of rubrics used for scoring the essay writing task of tests developed by Educational Testing Service (ETS) and Cambridge English Language Assessment (i.e., Independent TOELF iBT, GRE, CPE, and CAE) to score the essays which had been previously scored officially by a certified IELTS examiner. The data analysis through correlation and factor analysis showed a general agreement among raters and scores; however, some deviant scorings were spotted by two of the raters. Follow-up interviews and a questionnaire survey revealed that the source of score deviations could be related to the raters’ interests and (un)familiarity with certain exams and their corresponding rubrics. Specifically, the results indicated that despite the significance which can be attached to rubrics in writing assessment, raters themselves can exceed them in terms of impact on scores. (shrink)

Gaining a high level of proficiency is the ultimate aspiration of all language learners, and the use of apology and politeness strategies is consistently associated with the levels of language proficiency. Owing to the significance of speech acts, politeness strategies, and level of proficiency, this study aimed to investigate the realization of apology speech acts and politeness strategies among Iranian EFL learners to examine and compare the lower-intermediate and advanced learners’ use of apology and politeness (...) strategies. To achieve this goal, 320 learners were selected out of 390 EFL learners who took a test of English language proficiency and were then divided into lower-intermediate and advanced levels. The findings of the study revealed significant differences between lower-intermediate and advanced Iranian EFL learners in the realization of the speech act of apology and politeness strategies. Advanced learners preferred to use more indirect and complicated forms of apology speech acts and tended to apply negative politeness and off-record strategies more than the lower-intermediate learners did. However, lower-intermediate learners preferred to use simple and more direct forms of apology and politeness strategies. It can be concluded that as learners increase their knowledge in the target language, and as their interlanguages get closer to the target language, they tend to apply more complicated and native-like speech acts and strategies . (shrink)

Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition. This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a (...) test of English language proficiency. The participants were then randomly divided into teacher-assisted (n=20) and peer-assisted (n=20) groups. Before the instructional phase, a metacognitive awareness questionnaire was given to the participants. At the instructional phase, the learners in the teacher-assisted group received teacher-assisted mediation. The learners in the peer-assisted group, however, were exposed to mediation provided by their peers. After the instructional phase, the metacognitive awareness questionnaire was given to the participants as the posttest of the study. SPSS was used to analyze the data. The descriptive statistics, the Shapiro-Wilk test of normality, and the Paired Sample T-test for inferential statistics were used to analyze the data. The findings showed that peer-assisted evaluative mediation had positive effects on developing students’ level of metacognitive awareness, whereas teacher-assisted evaluative mediation did not reveal such effects. It could be concluded that peer-assisted evaluative mediation is an effective tool for improving students’ metacognitive awareness. (shrink)

The use of mobile devices has generated a new way of communication by using unique abbreviations and grammatical shortcuts. This method of communicating has been commonly used by teenagers to socialize with other people in their generation. The use of these texts has alarmed parents and teachers. This study was conducted to discover the correlation of this method of communication called “Tech Speak” to a student's English proficiency. The researcher has surveyed grade 10 students, that has a total (...) of 28 students, at Santiago National high school. The researcher used 10 words that are commonly misspelled as a parameter of the spelling test to measure the proficiency of both techspeak and non-techspeak students. The results yield an average of 8 and 7.7, thus making the students using Tech Speak more proficient in spelling than the students that are categorized as non-techspeak. The findings have led the researchers to conclude that the use of techspeak has no negative effects but rather it improves the student’s spelling proficiency. (shrink)

Extant research on home literacy practices such as parental reading socialisation have demonstrated positive impacts on children in terms of academic performance. A particular aspect that sparks pedagogic importance is the scaffolding potential of reading at home to the learning of English language in non-native English Language contexts. This study aimed to examine the effects of mother’s involvement in home- reading sessions on students’ English reading skill performance in Bau, Sarawak. Prior to carrying out the (...) intervention of reading at home with their children, 31 mothers of Bidayuh ethnicity voluntarily attended a one-day workshop to orient them to the intervention and the use of logbooks to record details of their shared readings. However, only 18 mothers conducted reading sessions with their children and submitted a total of 21 logbooks detailing the frequency and material selection for reading. Their children, consisting of primary 1 to 4 students were required to sit for a pre-test and a post-test that measure their English language reading proficiency. The test scores were analysed using the paired-sample T-test. There was a significant increase in the students’ post-test scores following the reading intervention. The results revealed that despite the low frequency of mother-child shared reading sessions, the sessions positively affected the students’ reading performance. This finding suggests that parental reading socialisation can facilitate students’ literacy development. However, the use of materials in Bidayuh as a native language as opposed to Malay or English may increase the rural parents’ participation in home-literacy activities, and encourage early literacy in children. (shrink)

The term native-like proficiency in English refers to possessing the ability to speak the English language like a native speaker. This study was conducted to investigate Afghan English major undergraduate students’ attitudes toward native-like proficiency in the English language at two public universities in Afghanistan. The study specifically investigated the attitudes of Afghan English major undergraduate students toward the characteristics of a native speaker of the English language, native speakers’ (...) linguistic imperialism, and native-like proficiency in the English language. A mixed research design was used for the study. The quantitative data were descriptively analyzed in terms of frequencies using SPSS and presented in tables. The qualitative data were thematically analyzed and presented. A total of 113 fourth-year (senior students) voluntarily participated in the study. The findings revealed that perfect pronunciation, fluency, and grammatical accuracy were the defining attributes of native speakers. Similarly, students believed that only native speakers have the right to decide the rules or to standardize the English language and that only a native speaker has better English language skills. Moreover, the results revealed that Afghan English major students’ attitudes toward native-like proficiency in the English language were highly positive, and they love to speak with a native-like accent. It is hoped that the findings of the current study will help educators and will be a valuable addition to the current mass of data on the subject. (shrink)

This short enquiry investigates the relationships between knowledge of English and attitude towards the English language as held by Japanese university students. The goal of this study was to gain a better understanding of how attitude affects the learning of English and whether gender or geographic location of a student ’s hometown plays a role. A random sample of 85 participants completed a 26 item questionnaire which measured background information, attitude to English and knowledge of (...) English. The difference in English knowledge over several prefectures was tested using ANOVA and the results indicated that there was no statistical difference observed. Difference in attitude to English between male and female students was tested using a t-test and no statistical difference was observed. Pearson Correlation was used to test for any relationship between knowledge and attitude to English, but again no statistical different relationship was found. In addition , Multiple Regression was used to determine if there was a linear relationship between knowledge of English, and the 3 variables attitude to English, gender and prefecture. Again there was no statistically significant linear relationship between these variable. (shrink)

The study examines English as Foreign Language (EFL) students’ attitude towards developing their speaking abilities at KRI University in order to better understand the disparities in speaking competency among undergraduates. The study utilized a quantitative approach and employed a 4-item interview survey to gather data for the study. The survey interview questionnaire was adopted from Wang, Kim, Bong, and Ahan (2013) and administered to 100 students in the departments of English of six universities in Iraq's Kurdistan Region. (...) A semi-structured interview was developed for EFL students. The questionnaire was online and an open-ended one. The data from the participants was analyzed using thematic analysis with (SPSS) software. The finding revealed a perceived failure in EFL students' English-speaking skills and this was reported along with causes of the perceived difficulty. The finding also revealed a poor level of speaking ability among EFL undergraduates as well as little education in the skill at the university level. Apart from these, the study discovered some major challenges for EFL students such as lack of confidence, lack of planning, a demotivating atmosphere, incorrect word choice, poor gestures, and incorrect style which made the students not to be successful in their speaking abilities. The study suggested that EFL learners' competency should be securitized to strengthen their speaking abilities in the light of the results of the study. Speaking is a crucial ability in language acquisition and EFL teachers should help their students acquire it. As a means of improving students' communicative ability, task-based instruction should be utilized in educational institutions and universities. The implication of this paper is that speaking difficulties among EFL students in the Iraqi Kurdistan Region institution can be solved by putting greater focus on this ability. There are several issues to consider, including teachers, instructional methodologies, the curriculum, extracurricular activities, and assessment rules. (shrink)

The University of Tehran English Proficiency Test (UTEPT) is a high-stakes entrance examination taken by more than 10,000 master’s degree holders annually. The examinees’ scores have a significant influence on the final decisions concerning admission to the University of Tehran Ph.D. programs. As a test validation investigation, the present study, which is a bias detection research in nature, utilized multistep logistic regression (LR) procedure to examine the presence of gender differential item functioning (DIF) in the UTEPT with a (...) sample of 6,555 examinees who took the test in November 2006. Specifically, the LR DIF two-degree of freedom Chi-squared test of significance was employed to test the significance of DIF. Following what has been recently suggested in the literature, the test of significance for DIF was accompanied by a measure of magnitude, namely the R-squared effect size for LR DIF, for the interpretation of which the two widely accepted classification schemes were used comparatively. The results reveal that 39 of the 100 items in the test display significant gender differences. However, these group differences are viewed as “negligible” based on both of the schemes. Accordingly, it could be argued that the UTEPT is a gender DIF-free test, though the Reading Comprehension section of the test remains in need of further analysis as it seems that the general trend of DIF indices at the item level may hint at an inclination towards males. (shrink)

Due to the emergence of ICT in ELT sector, seasoned English teachers find it resistant to such a shift despite having a positive attitude towards its use. This quasi-experimental study aimed to examine the extent to which seasoned English language teachers developed their ICT skills through a Service-Learning Activity (SLA). Using a one-group pre- and post-test design, this study collected the data through a modified Needs Assessment Survey (NAS) distributed to fourteen purposively selected participants. It was administered (...) to examine what professional ICT development would greatly benefit them. The data were analyzed using descriptive statistics and themes according to the Service-Learning Activity (SLA) topics. A Post Evaluation Survey (PES) was administered, and its result was compared to the initial test. The results showed that the seasoned teachers gained significant learning gains in terms of (1) sharing of knowledge from other teachers; (2) being encouraged to use ICT tools; (3) training opportunities; (4) working with other colleagues; and 5) attending professional workshops which include SLA. However, this study unveiled that the English teachers had no significant difference in perceptions regarding the roles of computers in teaching before and after the intervention. Limitations and recommendations for future studies were discussed. (shrink)

Digital Literacy (DL) is defined as the ability to use information and communication technology to communicate with cognitive and technical skills. One of the Digital Literacy is Mobile-Assisted Language Learning (MALL) or mobile phones-based language learning. Merits of this study are worthy of helping learners easier understand the language learning materials presented by either guided face to face in the classroom or self-learning out of the school. The study used experimental and control classes to compare the results (...) that the significance of Mobile-Assisted Language Learning in learning language could be prescribed. Refer to the initial students’ ability, this study designed pre and post-test for the experiment. Furthermore, participants were 40 students of second-year students at the English Education Department. Same topics were taught for experiment and control class in alter methods. The results claimed that the using post-test of MALL had merits on improving experimental group more than control group performance. The results declared that using MALL would encourage students learning activities such as self-language learning, enriching vocabulary, promoting teacher’s pedagogic, student’s cognitive, writing skill, reading comprehension, speaking, grammar and listening skill. Lastly, this paper implied MALL as a reference for future curriculum and material development. (shrink)

Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been conducted to investigate the concept in the Vietnamese higher education context, most of them have focused on exploring teachers’ and students’ perceptions and beliefs around the concept of autonomy (T. V. Nguyen, 2011; Dang, 2012; Humphreys & Wyatt, 2013; T. N. Nguyen, 2014), and on the possibility of promoting it in Vietnamese universities (Trinh, 2005; L. (...) T. C. Nguyen, 2009; Q. X. Le, 2013; Phan, 2015). There appear to be no studies on the demonstration of learner autonomy and the potential factors, including factors relating to assessment practice, that support or inhibit its demonstration in the Vietnamese higher education context. Building on a social constructivist paradigm and sociocultural theories of learning, this qualitative case study aims to investigate the demonstration of learner autonomy in the context of assessment in English as a foreign language (EFL) classes in a university in Vietnam, and the (potential) factors in assessment that facilitate or constrain the demonstration of learner autonomy in that context. The data were collected through participant observation of teachers’ and students’ practices in three EFL classes at the university during a complete semester, one-on-one semi-structured interviews with three teachers and sixteen students, and post-observation interviews with the three teachers and their students. Additional data which characterised the context of the study were gathered and included documents at the researched university relating to higher education policies, assessment policies, English teaching and learning policies, EFL curriculum and syllabus, test samples, and English teaching textbooks. The study found that students generally demonstrated a low level of autonomy in the classroom despite their positive attitude towards the concept and their awareness of its role in English learning. Primary contributing factors included negative washback of current assessment systems on teaching and learning practices, prescribed assessment practices in the class, teachers’ and learners’ limited and divergent understanding about the concept of learner autonomy, and their limited understanding about the role of assessment in learning in general and in learner autonomy promotion and development in particular. The study also found that students who stated that English was relevant to their personal needs were generally more autonomous outside of the classroom than inside it. Findings from this study support the view that learner autonomy reflects the relationship between learners and the learning environment, and is an emergent product of the interaction between learners and contextual factors including their teacher, their peers, the learning task, class rules and values, and university values and regulations. The study’s findings are significant, as they highlight the social dimension of learner autonomy and the importance of facilitating favourable conditions for teachers to provide learner autonomy and for learners to manifest it. The study also highlights the need to reconsider assessment practices to promote learner autonomy. (shrink)

The dissertation is a contrastive analysis. It deals with the acquisition of English relative clause (RC) by German and Turkish students(in Germany and Turkey) learning English as a second and third language and attending the 11th grades of a German school. The main question of the study is to find out whether the acquisition of English RCs is more difficult for German or for Turkish learners. The other study is the corpus analysis of the English (...) relative clauses. For this research I have chosen various school books from the fields such as History, Chemistry and Literature. The target is to find out how often the English relative clauses are used. They are from the same school level (11th grade) where I have applied the tests. I wanted to know which difficulties exists for the students. Moreover the frequency of English relative clauses in the school books has been given. (shrink)

With the current international competition among global companies, Business English as a Lingua Franca (BEFL) has become a necessity. As for one, Boardwalk Direct Selling Company recognizes the adoption of the BEFL concept within the organization to equip its workforce with adequate English language skills at par with global standards. This study aims to assess the organization’s current English proficiency and the readiness of its employees to embrace BEFL. This also presents the major English (...) language skills areas that need improvement through training intervention. A stratified sampling method is utilized to extract data via an online survey. Respondents are strategically chosen to represent different strata such as organizational departments or groups, job levels, tenure, and age. A convenient size of 34 respondents participated in this study. Generally, respondents acknowledge the importance of the English language skill set in their job functions and as criteria for their career growth. Half of the sampling population affirms their English language proficiency. However, the study reveals that Boardwalk employees are willing to subject themselves to improving their English skills, most particularly in speaking and writing aspects. Given their willingness, the employees recommend that the company strengthen its BEFL trainings across the organization. Moreover, with the current setup of mostly working from home due to COVID restrictions, majority of the employees prefer online learning. (shrink)

This study is concerned with linguistic competence and relationship between the socio-demographic profile in terms of parents’ education background and assigned household chores. The researcher made questionnaires and essay tests and administered among senior high school students who were randomly chosen as respondents. To analyze and interpret data, mean, standard deviation, T-test, and One-Way Analysis of Variance were utilized. ANOVA was conducted to determine whether there was a significant relationship between the socio-demographic profile and the level of linguistic competency (...) of the senior high school students. Findings revealed that there was no significant relationship between the parents’ educational attainment and linguistic competences. ANOVA was conducted again to determine whether there was a significant relationship between the assigned household chores and the level of linguistic competency of the senior high school students. Similarly, results indicate that linguistic competences do not differ among respondents with different assigned household chores. In addition, T-test was conducted to determine whether there was a significant difference among the level of linguistic competencies of the senior high school students in Ormoc City Regional Sports Academy, but the gathered results revealed that there was no significant difference among linguistic competence level. However, there was a significant difference in the linguistic competence in organization of ideas among senior high school students. Grade 11 students have significantly higher mean in organization of ideas than Grade12 students. Major findings revealed that the respondents were at the basic level under the Common European Framework of References for Languages. Generally, the linguistic competence of the senior high school students should be improved. A proposed remedial activity in English writing skills is adapted to level up the linguistic competence of the senior high school students. (shrink)

Students with high motivation to learn English as a second language become efficient language learners and ultimately acquire second language proficiency. However, demotivation in learning English as a second language remains to be a serious challenge. Thus, research-based information is needed to shed light in unravelling the factors of demotivation among second language learners and to guide teachers in putting forward practical solutions to increase students’ motivation in second language learning. This (...) study was conducted to find out the specific factors that hinder students’ desire to learn English as a second language. The researcher used descriptive research design and involved 1,302 students of Palawan State University Cuyo Campus selected through random sampling. Demotivating factors were measured using a modified questionnaire with reliability index of 0.85. Students’ self-confidence, learning content and context, focus of teaching and school facilities are revealed as demotivation to second language learning. The findings of this study may guide English teachers in designing teaching-learning contexts that are interesting and can boost student’s confidence in using English as a second language. It is also beneficial to policymakers and curriculum developers so that necessary policies may be implemented to improve school facilities, teaching strategies, and learning content and context. (shrink)

Philosophy’s place, at the intersection of the scientific and humanities disciplines, makes it an interesting test case for the role of English and other languages and cultures in our contemporary knowledge economy. The humanities’ attention to the richness of the world’s languages and cultures is in tension with the science’s essentially cosmopolitan project. This tension is perhaps especially evident in ‘analytic’ or ‘Anglo-American’ philosophy. Despite complementarity in earlier stages of the discipline, the humanities and scientific tendencies are now clashing (...) with undesirable results. This is in an important part due to analytic philosophy’s underexamined focus on a single vehicular language. One symptom of this malaise is that the voices of non-native-speaking philosophers are significantly less heard than those of native speakers. Especially problematic is, I argue, the current emphasis given to aesthetic considerations, and in particular linguistic form or style, as a sign of scientific rigour in the analysis of philosophical problems. I discuss this emphasis critically, arguing that it is not justifiable, in part because it deprives contemporary analytic philosophy of a wider variety of philosophical perspectives arising from different languages and cultures. I conclude by briefly presenting a recent attempt to make contemporary philosophy more linguistically inclusive. (shrink)

The English language now dominates scientific communications. Yet, many scientists have English as their second language. Their English proficiency may therefore often be more limited than that of a ‘native speaker’, and their scientific contributions (e.g. manuscripts) in English may frequently contain linguistic features that disrupt the fluency of a reader’s, or listener’s information processing even when the contributions are understandable. Scientific gatekeepers (e.g. journal reviewers) sometimes cite these features to justify negative decisions (...) on manuscripts. Such justifications may rest on the prima facie plausible assumption that linguistic characteristics that hinder fast and easy understandability of scientific contributions are epistemically undesirable in science. I shall raise some doubts about this assumption by drawing on empirical research on processing fluency and its biasing effects. I also argue that directing scientists with English as a foreign language toward approaching ‘native-level’ English can have the negative consequence of reducing their potential to make scientific belief formation more reliable. These points suggest that one seemingly compelling justification for linguistically discriminating against scientific contributions in ‘non-native’ English is questionable and that the common insistence by scientific gatekeepers on ‘native-like’ English may be epistemically harmful to science. (shrink)

Two meta-analyses of 66 behavioral studies examined variables influencing functional cerebral lateralization of each language of brain-intact bilingual adults. Functional lateralization was found to be primarily influenced by age of onset of bilingualism: bilinguals who acquired both languages by 6 years of age showed bilateral hemispheric involvement for both languages, whereas those who acquired their second language after age 6 showed left hemisphere dominance for both languages. Moreover, among late bilinguals, left hemisphere involvement was found to be greater (...) for those less proficient in their second language, those whose second language was English, and for studies involving dichotic listening paradigms; early bilinguals instead showed bilateral involvement in every condition. Implications of the observed differences in lateralization between early and late bilinguals are explored for existing theories of bilingualism and for neurocognitive models of brain functional organization of language. (shrink)

Mathematics is an important subject taught in primary and secondary schools that equips students with foundational knowledge and skills for organizing their lives. This study determined the Mathematics proficiency level among the Grade Three pupils in Cagayan de Oro City in School Year 2022-2023. Specifically, it sought to determine the respondents’ profile in terms of language used at home, study habits, parental involvement, and attitude towards Mathematics; find out the proficiency level in Mathematics; and determine the significant (...) relationship between the respondents’ proficiency level in Mathematics when grouped according to their profile. Data were gathered from one hundred fifty (150) respondents. The researcher-made questionnaire and Mathematics Test patterned from the Division of Cagayan de Oro Periodical Tests for the School Year 2022-2023 were utilized in the study. It used a descriptive research design to analyze the data using frequency, mean, standard deviation, correlation analysis, and P-value. Findings revealed a significant relationship between respondents’ proficiency level in Mathematics and their study habits, parental involvement, and attitude towards Mathematics. In contrast, no significant relationship exists between the language used at home. It is recommended that teachers incorporate literacy in teaching Mathematics, use game-based strategies, and review Mathematics lessons to increase the chances of obtaining high scores. (shrink)

As past studies of the association between parent-child relationship and problematic internet use show mixed results and are influenced by many factors, this meta-analysis of 75 primary Chinese and English language studies from 1990 to 2021 with 110,601 participants (aged 6−25 years) explored (a) the overall association between parent-child relationship and problematic internet use, and (b) whether the association is affected by their types, country, measures, objects of the parent-child relationship, gender, age, year and publication types. We used (...) funnel plots, Classic fail-safe N and Egger's test to test for publication bias and for moderation with the homogeneity tests. The results showed a negative association between quality of parent-child relationship and problematic internet use (r = −0.18, 95% CI = [−0.20, −0.15]). The moderation analysis found that compared with internet addiction tendency, the association between social media addiction and parent-child relationship was stronger. (shrink)

The English language is immensely rich in terms of vocabulary. When learning vocabulary, successful students employ specific strategies. Several studies have been conducted to explore the vocabulary learning strategies (VLS) English language learners employ. However, there is a lack of empirical research on the topic in Afghanistan. Therefore, the aims of this study were to 1) explore the VLS undergraduate English learners employ; 2) examine the correlation between VLS and gender; 3) examine the correlation between (...) VLS and students’ year of studies; and 4) examine the correlation between VLS and students’ English proficiency level. The study used a descriptive-quantitative research design. The study discovered that metacognitive and memory strategies were the most frequently used, while social strategies were the least frequently used. Moreover, the correlation results revealed that metacognitive strategies were more prevalent among males, while memory strategies were more popular among females. (shrink)

Education is essential to ensure the overall development of individuals. However, there exists a symbiotic relationship between language and education: the language of education determines one’s socio-economic position. Notably, knowledge production and dissemination in South Africa is dominated by English and vernacular languages are neglected. This discriminatory binary exists from primary schools to universities. It creates challenges for black, underprivileged, rural and semi-urban students, as they lack proficiency in English (known as the language of (...) elites). Along with cultural and racial discrimination, students from South Africa are victims of linguicism. Similarly, the modern Indian state has made education mandatory as a policy measure but students from marginalised sections face a language barrier. Consequently, students feel physiological trauma including inferiority complexes, humiliation. (shrink)

This article presents the findings of a seven-week case study which aimed to identify the benefits of self-assessment in EFL writing classes at tertiary level. The study was conducted with 17 B1- English language proficiency level students studying at an English preparatory programme of a foundation university. First, the students were introduced to using rubrics to assess a written product. Then, each week after students composed a writing, a paragraph for the first three weeks and an (...) essay for the remaining four weeks, the students were asked to assess their own writing by using the relevant rubric and filling in the self-assessment form. In addition, a questionnaire was conducted at the beginning of the study to investigate whether the students could identify their own strengths and weaknesses in writing, whether they could make sense of the criteria that are used for writing quizzes, and whether they made sense of the feedback given by the teachers for their writings. The same questionnaire was conducted again on the last day of the research to check whether the participants changed their opinions. The results revealed that the students improved their understanding of the rubrics over time by practice, they felt more responsible for their own learning, they were able to reflect on their own performance, and they became more autonomous learners. (shrink)

Abstract: English language teaching is very important because of the global status of English. English language teaching is a process that requires great efforts on the part of all the participants. Classroom interactions, activities, textbooks are the most important elements of teaching process for the aims and objectives of a course. Main objective of this study is to discover English language teaching skills in primary schools of union council Kumb Taluka Kotdiji, District Khairpur (...) Mir’s. The Questionnaire was prepared for teachers to explore the different aspects of teaching English skills and teachers’ skills, (Training, teacher qualifications regarding English, English teaching methodologies). The questionnaire identifies teacher training and instructional materials. A sample of 20 teachers (both male and female) were selected from different schools of union council Kumb Taluka Kotdiji, District Khairpur Mir’s. The data obtained was tabulated and analyzed by the percentage. (shrink)

The study evaluated primary texts' availability and utilisation status in core subjects (English Language, Mathematics, Social Studies and Basic Science) in primary schools’ libraries in Obubra Local Government Area of Cross River State. The researchers formulated six null hypotheses to guide the study. The study adopted the descriptive survey research design. The target population of this study comprised a total of 30,036 teachers and pupils, distributed across the 73 public primary schools. A proportionate stratified sampling technique was used (...) to select 30% and 5% of the available teachers and pupils in each school, resulting in a sample of 270 respondents. Two instruments were used for data collection: Availability and Pupils Utilisation of Primary Texts in Core Subjects Questionnaire (APUPTCSQ) and Teachers Utilization of Primary Texts in Core Subjects Questionnaire (TUPTCSQ). Collected data were analysed using descriptive statistics, while the null hypotheses were all tested at the .05 level of significance using population t-test and independent t-test statistical techniques. Findings revealed that textbooks in core subjects are available to a significant extent; the utilisation status of texts in core subjects is not significantly low; the available books in core subjects are not considerably utilised by the pupils and teachers respectively; factors affecting availability are not substantially different from those affecting utilisation of textbooks in core subjects in the area of study. Based on the study's findings, it was recommended, among others, that textbooks be procured and distributed evenly across all subjects and schools in the Local Government Area by the Government. Outdated books should also be eliminated from the school libraries frequently by the primary school librarians or other people assigned to do so. (shrink)

:The language policy in Nigeria granted the English language the status of being the sole official language, and the language of instruction in the country. This approach influenced the educated people's competence, and subsequently, attitudes towards others within their locality and global arena. The study aims to investigate the role of the English Language in Nigerian Development. This paper argues that English as the Nigerian official language is well accepted due to (...) the multi-lingual state of Nigeria. The study observes that English language is a political and social element in the process of building, unification, and maintaining the Nigerian state and as an essential element of national development. This study contributes to the understanding of multi-lingual nations and supports the research literature which shows that English language plays a significant role in unifying multi-lingual Nigeria. (shrink)

With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the (...) efforts by the GoK to equip teachers with ICT skills for good results in English, Kenya National Examinations Council (2022) contends, overall performance in English for the past 5 years falls short of the average mean of 50% and relentless effort from teachers is still required. The purpose of this study was to investigate the influence of teacher level of ICT application skills on implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study used descriptive research design. A sample of 44 principals, 88 teachers of English and 345 form three students across the 50 public secondary schools in Kakamega North Sub-County, Kenya, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that there were teachers who neither participated in ICT workshops (67.1%) nor attended conferences on choice of teaching and learning materials (47.1%), a gap pointing on teachers. Interviews and FGD results show, teacher level of ICT application skills is crucial if quality results are to be realized. The study found a significant association between teacher level of ICT application skills and implementation of English curriculum in school. The study concluded, teacher level of ICT skills in teaching of English is a major concern. (shrink)

Collaborative learning emphasizes student-to-student interaction and the instructor’s role as a facilitator. Collaborative Online International Learning (COIL) was founded in 2005 by the State University of New York (SUNY) to help schools adapt their single classroom courses to an online, collaborative format and establish strong collaborations with professors with whom they would join classes and co-teach using SUNY COIL conferences and website, as well as pre-established partnerships between the institutions. However, as the globe becomes increasingly interconnected, educational challenges aimed at (...) cultivating intercultural competency become more important (Ceo-DiFrancesco & Bender-Slack, 2016). That is why this study aimed to (1) understand the lived experience of students who went under the COIL program in relation to SDG 12, (2) review the new knowledge students obtained when they took part in the COIL program in relation to SDG 12, and (3) discover the challenges students encountered while participating in the COIL program in relation to SDG 12. The researcher surveyed Filipino and Japanese students who participated in the COIL program concerning SDG12 from St. Patrick School of Quezon City, Kwansei Gakuin University, and Meiwa Senior High School. The study employed qualitative phenomenological research, and pertinent data were obtained through an open-ended survey questionnaire. The study was analyzed using Colaizzi’s descriptive phenomenological method. The results showed that the lived experiences of students who went under the COIL program in relation to SD12 have something to do with all their learnings and enjoyable experiences, intercultural and global interactions, and environmental discussions and action plans related to SDG 12. Moreover, students learned and understood better the negative impact of waste on the environment, environmental awareness and practices, the culture and norms in the Philippines and Japan, and the importance and benefits of collaboration. Lastly, the study also revealed the different challenges students encounter while participating in the COIL program in relation to SDG 12, such as cultural differences, language barriers, technical difficulties, and difficulties in experimentation. Thus, it was recommended to learn to adapt to everyone and adjust according to countries’ different cultures, practice and be proficient with the English language, have backup devices and platforms to use to ease technological problems, and improve implementations of experiments. (shrink)

The fourth goal in Sustainable Development Goals (SDG) spells out Quality Education that demands teachers across all disciplines to teach effectively. The available literature suggests that teaching effectiveness starts from good planning, which should be evident in the documentation of lesson plans. However, when it comes to English teachers, their demanding roles that are attributed to the value-laden content, the grading of essays, the performance pressure of high-stake testing, and the requirement of culturally appropriate pedagogies (Loh & Liew, 2016)have (...) caused the practice of writing lesson plans to be challenged, causing the effectiveness of the teaching to be jeopardised. English teachers in international schools are not exempted from facing this problem, yet little studies have been done on the teachers in this context. To achieve the purpose, this research adopts a case study design using document analysis and semi-structured interview to collect the data. The data were analysed quantitatively using a lesson plan rubric by Student Teacher Assessment Instrument (STAI) and thematic analysis, respectively. The study unveils that the teachers had a moderate level of lesson plan, suggesting a need for further support in lesson planning. The findings of this study will be helpful for English. Teachers understand the importance of writing an effective lesson plan as it has a high possibility of enhancing teaching effectiveness. (shrink)

Our environment is saturated in the English language due to globalisation; yet accompanying western philosophical concepts can be contested, even resisted, in different cultural contexts. The philosophical ideas associated with the Anglosphere are rooted in the cultural, economic, religious and social traditions of broader Anglo-European, or “western” culture and are decontested ideologically within that culture. The contestation of western ideology is beneficial for global culture, but this aspect of cross-cultural dialogue is often neglected in South Asia where (...) class='Hi'>English language learning occurs in a post-colonial context and is often accompanied by the attempted internalisation of Anglo-European culture and norms. This paper contrasts the philosophical underpinnings of ethics in South Asia and the west. The metaphysical and cultural frameworks underlying these systems can result in conceptual misunderstandings that can only be resolved by dialogue. The aim of this theoretical paper is to examine ethical theories and show how English language can be instrumental in creating this cross-cultural dialogue. (shrink)

Abstract: The aim of this study was to investigate the factors that causes anxiety in learning of English as second language. Secondary school students, English language teachers and school factors were focused that ground the anxiety in learning of English language as second language among the learners. Under the umbrella of qualitative research, a case study design selected and one to one semi structured interview. Convenience sampling was used in selection of students and (...) purposive sampling for English language teachers. Findings were that ELL is important because it is international language and medium of instruction at higher education institutes. Moreover, teacher employ GMT and lecture based teaching which hinder the ELL. Likewise, our environment also do not support ELL because neither parents nor friends take it seriously. Findings of the study suggest that in addition to GMT English language teacher must use interactive ELL. Parents and friends are also support and create supportive environment for children that enable them to ELL. (shrink)

Introducing alternative modes of assessment is but one response to the recent call for democratic and ethical language assessment. Yet, despite the recent emphasis in the discourse community and the rise in publication on alternative assessment, these new forms of assessment still need to be explored further. This study is a two-fold attempt: first, to investigate teachers’ attitudes and beliefs about different aspects of traditional testing and alternative assessment, and second to delve into their ethical orientation and to examine (...) views on language testing apropos of their general ethical viewpoints. A questionnaire was developed and used to collect Iranian EFL teachers’ views on language testing and ethics in general (N = 153). The results indicated that despite its agreed-upon disadvantages, an obstinate stigmatization and refusal of traditional testing may still seem a practice at odds with the common sense. In fact, until a better proposal can be offered, alternative assessment and traditional testing can best be regarded as supplements rather than substitutes. (shrink)

Educational institutions are in need of increasing their high standards as an essential factor in improving the level of quality in education. Hence, they are looking at better ways to develop such a curriculum which reaches the pre-decided standards. This calls for curriculum evaluation. This study was aimed at evaluating the implementation of the 2010 Curriculum (K-10) of English Education Department at the Universitas Islam Negeri Alauddin Makassar, Indonesia. The research design adapted Stake's Countenance Model. The data collected were (...) quantitative and qualitative data. The findings revealed that at the transactions stage, the concordance level between the objective conditions and the standard actuality/objective intensity objective for the curriculum implementation components was overall classified as 'Medium' (Score 48.75%). It indicated that some of the sub components still required limited changes or revisions in accordance with the Indonesian National Education Standards Agency instructions. Thus, the formative evaluation of the department’s curriculum implementation needs to be conducted periodically (annually) to ensure the quality of the program and anticipate the changes and development of workplace needs. (shrink)

Montague (1970) interprets a small fragment of English through the use of two basic types of objects: individuals and propositions. My dissertation develops an alternative semantics that only uses one basic type (hence, *single-type semantics*). Such a semantics has been conjectured by Partee (2006) as a ‘minimality test’ for the Montagovian type system, which captures the lowest ontological requirements on any successful semantics for Montague’s fragment. The development of this semantics answers a number of important open questions about the (...) salience of the Montagovian type system, the robustness of semantic theories w.r.t. their basic-type choice, and the classification of these theories according to their objects’ informational strength. (shrink)

The hazards of the use of English as a default language in analytic philosophy are obvious to everyone except mainstream analytical philosophers. The uncanny conceptual resemblance between what one is told about Jerry Fodor’s universal Language of Thought and current globalese basic academic English calls for reflection. [...] What I am pleading for is not just a matter of paying great attention to other philosophical traditions. It is a matter of understanding how English cannot serve (...) as any centre or point de départ for the description of all cognitive systems. We need to try to define the topology of the human cognitive space where English must show up as the very untypical case of a natural language that it manifestly is. Pace Donald Davidson, English is not the measure of all things. And historical cognitive ethnography is relevant to philosophical epistemology. The indispensable basis for any philosophy with global ambitions is a conceptual “experimental method” applied to the problems of conceptual diversity among human languages regarding not least of all the conceptual schemes of which one’s own philosophical keywords are an integral part. (shrink)

Face-to-face learning engagement has been suspended due to the health crisis that affected the whole world. This led to the adaptation of modular distance learning to continue delivering quality education. As the transition continues, its effectiveness has been frequently assessed. The key purpose of this study is to determine the relationship between the level of implementation of modular distance learning and English Writing Proficiency among the senior high school students in Saint Joseph College Maasin City School year 2021-2022. (...) The study employed a descriptive correlational design with 39 purposively chosen respondents. The main tools used in gathering the data were questionnaires, learning modules, and rubrics. Findings revealed that the implementation of modular distance learning (MDL) has an overall very satisfactory rating based on the perception of the students. The student’s perception of the implementation of modular distance learning and their writing proficiency is significantly related. Moreover, it revealed that students had difficulties in finding supplementary learning materials and educational support from home. The researcher recommends a set of guidelines for the successful and effective implementation of modular distance learning as the output of the study. (shrink)

This research article examines the potential of multimodal techniques in promoting inclusive practices in the English language classroom, delving into the multidisciplinary fields of English Language Teaching (ELT) and inclusive education. This study intends to investigate how multimodal resources, such as visual aids, technology, and creative activities, may be effectively integrated to meet the various learning needs of students using a pedagogical lens. This paper examines the theoretical underpinnings and practical implications of using multimodal approaches in (...) ELT settings, shedding light on their potential to promote inclusivity, engagement, and language acquisition among learners with diverse abilities and backgrounds. It does this through a thorough literature review and analysis of pedagogical frameworks. (shrink)

Oceanic languages typically make a grammatical contrast between expres- sions of alienable and inalienable possession. Moreover, further distinctions are made in the alienable category but not in the inalienable category. The present research tests the hypothesis that there is a good motivation for such a development in the former case. As English does not have a grammaticalized distinction between alienable and inalienable possession, it provides a good testing ground. Three studies were conducted. In Study 1, participants were asked (...) to write down the first interpretation that came to mind for possessive phrases, some of which contained inherently relational possessums, while o thers contained possessums that are not inherently relational. Phrases with non-relational possessums elicited a broader range of interpretations and a lower consistency of a given interpretation across possessor modifiers than those with relational possessums. Study 2 demonstrated that users assign a default interpretation to a possessive phrase containing a relational possessum even when another reading is plausible. Study 3, a corpus-based analysis of possessive phrase use, showed that phrases with relational possessums have a narrower range of interpretations than those with other possessums. Taken together, the findings strongly suggest that grammatical distinctions between different types of alienable possession are motivated. (shrink)

English is essential as an effective communication tool in both local and international contexts. In addition to being used in schools, it is also a teaching tool in colleges and universities. ESL (English as a Second Language) classes are now required in all educational institutions and can't be skipped. When learning a second language, anyone must be physically, mentally, and emotionally involved to communicate and understand what is being said. This systematic review employed qualitative documentary research (...) and adopted content analysis. Following a random selection of reliable and legitimate sources, purposive sampling was used to conduct a content analysis of the selected papers. For this systematic review, sources from EBSCO, Google Scholar, Scopus, Web of Science, and ScienceDirect were used. The findings reveal that English-language obstacles in this article include English learners' writing, speaking, listening, reading, translation, and interpretation skills. The conclusion focuses on English learning obstacles and their improvement through teaching methods and educational technology adoption. The recommendation is to look into quantitative and qualitative research for further study. (shrink)

This study focused on determining the attitudes and academic performance of engineering students in Technological University of the Philippines-Manila. A total of 139 male engineering and 47 female engineering students were the respondents of the study. This only dwell on the attitude in learning English Language Vocabulary in terms of their behavioral aspects, cognitive aspects, and emotional aspects. This is a quantitative study utilized by descriptive and inferential method as the research design. Based on the findings, academic grades (...) strongly correlate with their attitude in learning English vocabulary which is a negative correlation coefficient in all its components with r value of -0.3695 in behavioral, -0.5261 in Cognitive, and -0.4332 in emotional aspect. Their P values is less than .00001 which is significant at p<0.05. Thus, the null hypothesis where there is no significant relationship between their ALEV and academic performance is rejected. The researcher recommends that teachers should enhance creativity in teaching vocabulary which inculcate the positive attitudes and motivation towards learning process. Teachers and parents should encourage the learners to read and watch educational related materials. (shrink)

Learning a second language is always a difficult task and so, children is given the task to do it in the elementary stage. It depends on various factors and combining that factors the result comes on. A favorable outcome results in when the teachers devote themselves to teach the younger the Achilles task as soon as possible. Sometimes the result become satisfactory but most of the time it doesn’t happen. And because of this reason, technological use on this teaching (...) should be performed after actually realizing in which pattern it will be most effective. The research on this matter should be applied to singular aged number of people. So, this research paper is based on Elementary level entered students’ characteristic of accepting vastly used English as a second language. The specific arena here selected is Bangladesh. Bangladesh is a developing country and recently, it has promoted to low profit country than under-developed country. Thus, it is very much in need to determine which technologies are of most value when it is applied to the system getting English learned by the elementary levelled entering students. Search the number learners of English are in the increasing percentage, mass of the newly developed tools are implemented on this English learning teaching system. (shrink)

Philosophical enquiry stands to benefit from the inclusion of methods from the digital humanities to study language use. Empirical studies using the methods of the digital humanities have the potential to contribute to both conceptual analysis and intuition-based enquiry, two important approaches in contemporary philosophy. Empirical studies using the methods of the digital humanities can also provide valuable metaphilosophical insights into the nature of philosophical methods themselves. The use of methods from the digital humanities in philosophy should be expected (...) to follow a similar trajectory to another attempt to introduce empirical methods in philosophy. Experimental philosophers use empirical methods from the cognitive sciences to bear on philosophical questions. At first, we should expect the main contribution of methods from the digital humanities in philosophy to be at the metaphilosophical level. Then, given the right impetus and support, we are optimistic that methods from the digital humanities can make important and sustained contributions to first-order philosophical enquiry. This chapter gives two case studies of recent studies in which methods from the digital humanities are used to address metaphilosophical questions about the use of the word ‘intuition’ and the methods of philosophy and physics. It gives three examples of contemporary first-order philosophical debates to which methods fromthe digital humanities could make an important contribution in epistemology, metaphysics and philosophy of language. The chapter discusses some methodological challenges and limitations which are of particular importance when considering the application of methods from the digital humanities in philosophy, including concerns about the demographic representativeness of widely available corpora. (shrink)

The researcher pursued the study in the common errors of language learners on subject-verb agreement because Filipino Students learning English have well-formed speech habits in the native language which are totally different in form, meaning and distribution. In the evident that language teaching in the Philippines has not been efficient and effective enough to meet the expectation that English is mastered by the students if it is to become functional for a lifetime. The actual respondents (...) of the study were grouped according to gender and section. The researcher used a descriptive research design to determine the students’ common errors in Subject-Verb Agreement. The items in the test were based on the descriptions of Subject-Verb Agreement errors found in the Harbrace College Handbook and in the Grammar Journal for Subject-Verb Agreement. The objective of the study is to determine the types of Subject-Verb Agreement errors frequently committed by the combined population of the students in Reading Clinique Center. (shrink)

In an attempt to curtail examination malpractice, the Joint Admission and Matriculation Board (JAMB) has been generating different paper types with a different order of test items in the Unified Tertiary Matriculation Examination (UTME). However, the permutation of test items may compromise students’ performance unintentionally because constructive suggestions in theory and practice recommend that test items be sequenced in ascending order of difficulty. This study used data collected from a random sample of 1,226 SSIII students to ascertain whether the permutation (...) of test items has any effect on the performance of students in two different subjects (Use of English and Mathematics). The study adopted the Equivalent Groups Quasi-Experimental Research Design with three independent groups. Findings emerged, amongst others, that there is a significant difference in the performance scores of prospective university students' in use of English and Mathematics examintaions arranged in three different orders (ED, DE, R). There are no significant gender differences in the performance of students in Use of English and Mathematics based on test item permutation. However female students perform better than male students when test items are arranged in ascending order of difficulty while males perform better when test items are arranged in descending order of difficulty. It was concluded that the permutation of test items in UTME examination tends to affect the performance of students in Use of English and Mathematics. This finding has implications for the future conduct of UTME examinations and enrolment into higher education as the randomization of UTME test items changes the difficulty order of different paper types. It was recommended that other measures of curtailing examination malpractices that would not affect students’ academic performance should be adopted. (shrink)

Entrepreneurship plays an indispensable role in the economic development and poverty reduction of emerging economies like Vietnam. The rapid development of technologies during the Fourth Industrial Revolution (Industry 4.0) has a significant impact on business in every field, especially in the innovation-focused area of entrepreneurship. However, the topic of entrepreneurial activities with technology applications in Vietnam is under-researched. In addition, the body of literature regarding entrepreneurial finance tends to focus on advanced economies, while mostly neglecting the contextual differences in developing (...) nations. Therefore, this research contributes to these topics by investigating the main characteristics of a high potential market for entrepreneurs in Vietnam, which is the English language training market (ELTM). It also aims at indicating the impacts of technology on the entrepreneurial firms within this market, with an emphasis on financing sources. To answer the research questions, this study employs a qualitative analysis and conducts 12 in-depth, semi-structured interviews with entrepreneurs and researchers in the field. The key findings in our study highlight the main contributing factors to the growth of the market, both universally and context-specific for a developing nation like Vietnam. It also lists the leaders in each market segment and the industry’s potential profit margin. The results also show that most entrepreneurs in the ELTM utilized private sources of finance rather than external ones, such as bank loans. It again confirms the idea from previous works that even with the rapid development of the economic and technological landscape, entrepreneurial activities in general barely benefit from additional sources of funding. However, it also points out the distinct characteristics of the ELTM that may influence these financing issues; for example, English training services usually collect revenues from customers before delivering their classes. This is of advantage for entrepreneurs in this area and helps significantly reduce the financial barriers. These findings, which are among the first attempts to contribute to a better understanding of entrepreneurial opportunities in the Industry 4.0 in Vietnam, provide valuable insights for policymakers and entrepreneurs, as well as investors. (shrink)

Are idioms stored in memory in ways that preserve their surface form or language or are they represented amodally? We examined this question using an inci- dental cued recall paradigm in which two word idiomatic expressions were presented to adult bilinguals proficient in Russian and English. Stimuli included phrases with idiomat- ic equivalents in both languages (e.g. “empty words/пycтыe cлoвa”) or in one language only (English—e.g. “empty suit/пycтoй кocтюм” or Russian—e.g. “empty sound/пycтoй звyк”), or in neither (...) language (e.g. “empty rain/пycтoй дoждь”). If idioms are stored in a language-specific format, then phrases with idiomatic equivalents in both languages would have dual representation, and should therefore be more easily recalled than phrases with idiomatic meaning in only one language. This result was obtained. As such, the findings support the dual-coding theory of memory and are also compatible with models of the bilingual lexicon that include language tags or nodes. (shrink)

Many students at the secondary and even tertiary levels of education in Nigeria still perform lamentably poor in English both in examinations and even in daily usage. This has queried the quality of teachers of English and their teaching. Many teachers of English have the requisite qualifications and, possibly, experience to teach English in public schools, at least. However, students still perform poorly in English. Therefore, there is a need to examine other qualities, which teachers (...) are expected to have from the perspective of teacher educators, and post-secondary school students. Using the survey research design, data were collected through a semi-structured questionnaire. The participants were 33 purposively selected secondary school graduates and 24 College of Education lecturers. The lecturers were participants at a UNICEF-sponsored workshop for teacher trainers in Nigeria. They were from five states in South-Western Nigeria. A thematic analysis and frequency counts showed that the most frequent qualities participants expected of teachers of English Language were professional and pedagogical skills, relational skills, communication skills and ethical behaviour. (shrink)

The study has been presented the role of home environment to learn English language particularly in Bangladesh. Parental as well as siblings role is very essential to grow the sense of learning and the learners can grow a great influence by it. Parents’ as well as siblings’ positive attitude, education and awareness according to individual requirements and needs are provided constant encouragement and support for the learners. Parents make the greatest difference to achievement through supporting their learning at (...) home rather than supporting activities in school. A learner, whose family members are habituated to use English at home, feels encouraged to learn English which facilitates learning process. My findings, on the other hand, show that children of those parents who are ignorant of providing sound family atmosphere, lack confidence as well as self-esteem. This study also inspects the impact of home environment on children’s achievement in English language. The findings reveal that there is a constant relationship between the role of family and students’ academic achievement. (shrink)