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English speaking is the language of business globally, therefore, having a high level of English will open doors to more job opportunities and making an attractive employee to companies. The study aimed to find out the English adaptation of Bachelor of Secondary Education English major graduates at Davao City Call Centers. Specifically, the study sought to determine the following sub-problems which are the level of English Proficiency level of BSEd-English Graduates before they become call center agents in terms of grammar, sentence mastery, vocabulary, pronunciation, and fluency; the English Proficiency level of BSEd-English Graduates during their employment as call center agents in terms of grammar, sentence mastery, vocabulary, pronunciation, and fluency; the significant differences in the mean scores of each of the five (5) English Proficiency parameters before and during employment of the BSEd-English graduates as call center agents. An English Proficiency Test and TOEFL test for teacher were utilized as the research instrument in the gathering data which contain items adapted and modified from various English proficiency test and TOEFL test for teachers' which suit to the level of the teachers. Test of English as a Foreign Language known as TOEFL test is a standardized test to measure the English Language ability of non-native speakers to evaluate the English speaking and understanding ability of a speaker. Based on the data gathered and analyzed, the. The findings showed that before the employment of the BSE-English as call center agents their English proficiency level in grammar was good as revealed by the mean score of 11.80, in sentence mastery their English proficiency level was also good as indicated by the mean score of 11.80. moreover, in vocabulary their English proficiency level was also good as justified by the mean score of 11.20, in pronunciation their English proficiency level is very good as proven by the mean score of 4.93, and in fluency their proficiency level was also very good as stated by the mean score of 4.53. Moreover, during the employment of the BSEd-English graduates as call center agents their English proficiency levels in the following language areas are the following; in grammar their proficiency level is very good as revealed by the mean score of 13.25, in sentence mastery their proficiency level is also very good as justified by the score of 12.80in vocabulary their proficiency level is also very good with the mean score of 13.40, in pronunciation their proficiency level is also very good with the mean score of 5.46, and in fluency their proficiency level is also very good as proven by the mean score of 5.40. In the study, the results show that there are significant differences between the students' English proficiency before and during their employment as call center agents: in grammar the computed t-value is 4.460. In sentence mastery the computed t-value is 4.365, in vocabulary the computed t-value is 5.662, in pronunciation the computed t-value is 5.112, and in fluency the computed t-value is 4.203 which are all higher than the tabular t-value of ≠2.145. The study was concluded that the employment of BSEd-English graduate to call centers has positively contributed to the English adaptation of the respondents. Further, it is concluded that the employment of respondents to the call centers has improved their English proficiency level in grammar, vocabulary, sentence mastery, pronunciation and fluency. [ABSTRACT FROM AUTHOR]

The creative and dynamic practices that multilinguals perform with linguistic and non-linguistic features such as the body, movement, senses, and space have been documented as integral to their repertoire. Drawing on interdisciplinary literature, this article advances the concept of the repertoire through translanguaging drama as a pedagogical practice and examines the resources that can be volitionally mobilised through language learners' perezhivanie, or the emotional, felt and lived through experience. Translanguaging drama was implemented in two English language programmes with adult learners in Canada. While these courses focused on improving English language skills, translanguaging drama was implemented to activate learners' perezhivanie while using their repertoire, which not only facilitated communication in the English language but pushed for agency in using non-linguistic resources. I examine learners' perezhivanie with a subset of data, which included observation notes and learner diary entries. In this article, I emphasize four main interrelated areas: (1) volition and empowerment, (2) meaning-making across languages, (3) embodiment of language – through voice modulation, facial expression, and body language–, and (4) language choice triggered by perezhivanie. Implications of the study for furthering the theorisation of language, language learning and the repertoire are discussed. [ABSTRACT FROM AUTHOR]

Standard-setting is an essential component of test development, supporting the meaningfulness and appropriate interpretation of test scores. However, in the high-stakes testing environment of aviation, standard-setting studies are underexplored. To address this gap, we document two stages in the standard-setting procedures for the Overseas Flight Training Preparation Test (OFTPT), a diagnostic English test for ab initio pilots, aligned to the International Civil Aviation Organization (ICAO)'s Language Proficiency Rating Scale (LPRS). Performance-level descriptors (PLDs) were empirically generated in Stage 1 in collaboration with six subject matter experts (SMEs). These PLDs made explicit the correspondence between linguistic performance levels within the target language use domain and the ICAO scale. Findings suggest that the ICAO scale is not fine-grained enough to distinguish levels of linguistic readiness among ab initio pilots, nor does it adequately reflect the knowledge, skills, and abilities valued by SMEs within this domain. In Stage 2, 12 SMEs were recruited to set standards and were divided into two groups to investigate the replicability of Ebel method standard-setting procedures. Cut scores were determined for the OFTPT reading and listening tests, which were inferentially linked to the LPRS. There were no significant differences in the cut scores arrived at by both groups and reliability was excellent, suggesting that test users can have confidence in the standards set. [ABSTRACT FROM AUTHOR]

In this study, we examined the effect of visual cues in a second language listening test on test takers' viewing behaviours and their test performance. Fifty-seven learners of English in Korea took a video-based listening test, with their eye movements recorded, and 23 of them were interviewed individually after the test. The participants viewed the visual cues longer than the items in the multiple-choice questions. Looking at the correct answer choice was related to a higher test score, while looking at the speaker(s) in the video and the distractors of the test items to a lower test score. Viewing the PowerPoint slides showed mixed effects on test performance, depending on different eye-movement measures. Stimulated-recall interviews shed further light on the possible reasons for the different patterns of the participants' eye movements. Overall, the participants held the positive view that the visual cues aided them in comprehending the aural input and in completing the listening tasks more successfully. We discuss these findings in relation to the authenticity of tasks and the construct relevance of video-based listening tests. [ABSTRACT FROM AUTHOR]

This paper evaluates the multistage adaptive test (MST) design of a large-scale academic language assessment (ACCESS) for Grades 1–12, with an aim to simplify the current MST design, using both operational and simulated test data. Study 1 explored the operational population data (1,456,287 test-takers) of the listening and reading tests of MST ACCESS in the 2018–2019 school year to evaluate the MST design in terms of measurement efficiency and precision. Study 2 is a simulation study conducted to find an optimal MST design with manipulation on the number of items per stage and panel structure. The results from operational test data showed that the test length for both the listening and reading tests could be shortened to six folders (i.e., 18 items), with final ability estimates and reliability coefficients comparable to those of the current test, with slight differences. The simulation study showed that all six proposed MST designs yielded slightly better measurement accuracy and efficiency than the current design, among which the 1-3-3 MST design with more items at earlier stages ranked first. The findings of this study provide implications for the evaluation of MST designs and ways to optimize MST designs in language assessment. [ABSTRACT FROM AUTHOR]

Via a 90-min classroom experiment, this study examined the effects of interactive reading on EFL students' content and vocabulary learning. Specifically, two intact Chinese college EFL classes with the same level of English proficiency participated in this study. One was taught with a "read plus intra/inter-group discussion" (Read-Discuss) approach and the other was instructed with a traditional approach involving no student-student interaction. After the experiment, the students took two immediate posttests (one on content and one on vocabulary) and, three weeks later, retook the same tests (delayed posttests). The results of statistical analyses indicate that whereas in the immediate posttests both classes attained a similar level of learning on both the content and vocabulary tests, in the delayed posttests, the Read-Discuss class significantly outperformed the traditional class, demonstrating that the Read-Discuss approach produced significantly better consolidated learning/retention in both content and vocabulary. Pedagogical/research implications of the results are also discussed. [ABSTRACT FROM AUTHOR]

Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change. [ABSTRACT FROM AUTHOR]

The present study investigates the effect of Arabic lexical stress predictability in producing English lexical stress by Yemeni EFL undergraduates and native Hadhrami Arabic (HA) speakers. The study involved the participation of 69 Yemeni EFL undergraduates with two varying levels of English proficiency. Additionally, 10 American native speakers were included to evaluate the correct production of English stress patterns by the Yemeni EFL undergraduates. The authors adopt the Metrical Theory and the Stress Typology Model to underpin the grounds of this study. Data from the study were collected through a production experiment using individual recording sessions for each participant reading 84 English real and nonce words. The differences between stressed and unstressed syllables were measured using phonetic cues ratios, vowel duration, intensity, and fundamental frequency (F0), analysed through PRAAT software. The findings suggest that the production of English lexical stress by Yemeni EFL undergraduates is influenced by HA. However, the predictability of the Arabic stress pattern does not always trigger errors in producing English lexical stress by Yemeni EFL undergraduates. Findings indicate that Yemeni EFL undergraduates are more attentive to vowel weight, especially when the ultimate syllable incorporates a tense vowel. It stands in contrast to the conventional approach of syllable structure, which places a more pronounced emphasis on instructing English vowels among Arab ELF learners as a result of Arabic dialectal variation. [ABSTRACT FROM AUTHOR]

Despite the increasing use of English as a medium of instruction (EMI), teachers who teach at EMI schools encounter significant challenges, such as difficulties in teaching content-subjects in English and students' limited understanding of content presented in English. To examine the extent of these challenges, six early–full and 14 late–partial EMI science teachers from eight schools in Hong Kong were invited to participate in semi-structured interviews on the challenges they faced as teachers of EMI science subjects. A biographic approach was used to analyse the interviews, and the results showed that despite the metacognitive overlap between the two groups of teachers, there were noticeable differences in their pedagogical strategies. These findings suggest that the implementation of EMI instruction influences teachers' metacognition and pedagogical practices. Teachers' frequent use of Cantonese (L1) further suggest that English language skills are not as prioritised compared to the subject content. Further research is needed to investigate the complex and diverse factors that influence teachers' metacognition under EMI contexts. [ABSTRACT FROM AUTHOR]

Previous research on audiovisual input attests to a significant effect of on-screen text and proficiency on learning gains. However, there is scarce research on whether these factors affect viewers' feeling of learning, a variable that can affect overall second language (L2) learning outcomes (Ellis, 2008). Moreover, there is a lack of research exploring whether viewing experience prompts viewers to switch from one viewing mode (subtitles, captions, no on-screen text) to another and what factors affect those choices. This study explores learners' perspectives on learning from audiovisual input and their preferred viewing mode before and after participating in a prolonged viewing intervention. A total of 136 participants of varying L2 English proficiency levels (from A1 to C2) completed pre-viewing and post-viewing questionnaires. The results show that vocabulary and expressions were perceived to be learnt the most. The elementary proficiency group were more likely to be positive about learning from the intervention than higher proficiency students. Concerning the preferred viewing mode outside of the classroom, the participants favoured no on-screen text or first language (L1) subtitles over L2 captions. At the end of the intervention, the elementary-level participants found that viewing without any L1 support was too challenging for leisure viewing, while the intermediate- and advanced-level students gained confidence in watching without any textual support. [ABSTRACT FROM AUTHOR]

Recent studies on technology-mediated task-based learning have shown the impact of task design and modality on English as a foreign language (EFL) learning. However, it is unclear what effect technology-mediated tasks have on learners' English language skills. This paper presents a classroom-based study that showed how using technology-mediated tasks impacted students' learning experiences and fostered the development of specific speaking and writing subskills in an EFL secondary education context. Forty-two EFL intermediate learners completed two speaking and two writing tasks from the Cambridge B2 First exam using mobile devices. The participants were divided into a pen-and-paper group (N = 21) and an iPad group (N = 21). Learning outcomes were measured using a pre-test/post-test design with a statistical comparison of ratings across tasks. A qualitative content analysis of lesson observations and student and teacher interviews served as an additional dataset to shed light on learners' experiences. Descriptive statistics revealed that the iPad group achieved higher scores in pronunciation and accuracy (speaking) and essay organisation features (writing). Tasks involving the active use of the tool for content creation, rehearsing speaking performances, and accessing authentic materials were the most successful among students. [ABSTRACT FROM AUTHOR]

Critical views on language testing have long pointed out that tests are not neutral and that the use of test results requires a deeper interrogation of who is assessed, in what language and to whose benefit In South Africa, English, especially Standard English, creates a linguistic market where additional language (L2) students' writing and English language proficiency are under constant evaluation. Various systemic tests since 1994 highlight students' low English language proficiency, often resulting in negative discourses about their L2 proficiency and teachers' pedagogy. However, a key factor missing in such a narrative is how writing test design and its corresponding examination discourse impact pedagogy and the required writer identities needed in post-school contexts. This study draws on systemic functional linguistics (SFL) to illustrate the relationship between L2 writing discourse in the National Senior Certificate (NSC) examination (2017-2019) and the writing requirements stipulated in the national curriculum. The findings reveal that narrow definitions of writing proficiency underpin the test items and that the assessment documents are unlikely to contribute to academic writing and discourse competencies in school or post-school contexts in South Africa. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore cultural barriers and methods of establishing effective communication in English as a Foreign language classrooms. Simply learning grammar rules is insufficient for students to interact effectively; they also need to acquire knowledge about culture, history, and geography through the use of textbooks, documentaries, and movies. With this in mind, the research study aimed to incorporate authentic literary short stories into an intermediate-level class based on the belief that literary texts can help learners develop their intercultural communicative competence. The participants of this study were 25 EFL learners between 18 and 21 years old. The data was collected and analyzed through individual interviews. The findings demonstrate that students can enhance their English language abilities and communication skills through reading authentic books. [ABSTRACT FROM AUTHOR]

One of the driving forces for a wider adoption of English as a Medium of Instruction (EMI) in higher education is that students may demonstrate improvements in English language proficiency through an increased English exposure from content learning. However, to what extent previous English exposure has an impact on students' learning experiences remains unanswered. This paper contributes to filling this gap by analysing quantitative data of 73 undergraduate science students from Hong Kong, classified by their prior English language exposure. Students completed a survey exploring their perceptions of their (1) exposure to EMI prior to university admission and the actual language use in classrooms; (2) English abilities in different learning activities; (3) English language challenges; and (4) learning strategies. Results showed that students' perceptions of EMI learning varied with their levels of English exposure prior to university admission. Despite encountering more difficulties in using English among first-year students with lower-level English exposure, all students perceived the importance of English skills in science education and adopted different learning strategies to overcome the EMI study challenges. [ABSTRACT FROM AUTHOR]

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]

This commentary attempts to offer a practitioner's perspective on Chan (2019), which looks at how the communication skills of senior managers have changed throughout their careers. The findings of the study suggest that educators in ESP and higher education should prepare future leaders in a more long-term and holistic way so that they can become successful members of the business community. As they take up leadership functions, they will not only need an advanced proficiency of English but will have to use it as a lingua franca in business combined with relationship building, which requires relational language and soft skills. This repertoire will not only empower them but also create a company culture of trust and integrity for all the stakeholders. Educators in ESP and higher education need to prepare their learners to become holistic leaders and to overcome the challenges of workplace communication using English. This commentary discusses how Chan's findings could also be used to inform corporate training/coaching. It also provides tasks intended to support course participants in learning more about themselves, their own values, and their beliefs that are important for long-term relationship building. • A business English trainer's perspective on C. Chan's (2019) paper. • Language and communication strategies developed beyond formal learning. • English proficiency combined with soft skills and coaching throughout career. • Facilitating on-the-job learning via communities of practice and real-life experiences. • Long-term and holistic view for educators in ESP and higher education. [ABSTRACT FROM AUTHOR]

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In the current Palestinian context, proficiency in English has become a crucial requirement. One of the methods employed to enhance this skill is storytelling. However, given the ever-advancing technology, there is a growing need for storytelling methods that break free from spatial and temporal limitations. As we navigate the digital era, the transformation from conventional to digital storytelling becomes imperative. This research aims to explore how this transition unfolds within the framework of English language courses in Palestine. Additionally, the study seeks to uncover the specific steps taken to create digital storytelling content in English tailored to the Palestinian context. Utilizing the Research and Development approach with the ADDIE model, the findings highlight the effective incorporation of digital storytelling as a learning method in Palestinian English language courses. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this article is to delineate and substantiate the adoption of multilingualism within an intensive English programme (IEP) conducted at a public Malaysian university. The target audience comprises international students categorised as English as a Foreign Language learners. Innovation: A model encompassing multilingualism was formulated and applied in the specific context, involving various stakeholders. While acknowledging the primary purpose of IEPs is to develop English language proficiency, this model transitions from monolingualism to multilingualism by raising participant awareness of multilingualism, adopting translanguaging strategies, encouraging comparisons of different languages, and facilitating target language production that acknowledges the role of other languages in the process. Conclusion: Recognising the prevalent characteristics of traditional IEPs, which typically exhibit monolingualism with respect to the English language, we advocate for a more inclusive approach that embraces linguistic diversity and supports multilingual learners. Implementation of the model yielded initially positive outcomes. However, challenges related to institutional support and resistance to change from students, educators, and programme leaders exerted pressure on instructors in their innovation of the studied IEP. Implication for Practice: IEPs should persist in embracing multilingualism to align with the diverse linguistic landscape and enrich the student learning experiences. This endeavour necessitates consistent professional training for teachers and collaborative efforts among teachers, administrators, and students. [ABSTRACT FROM AUTHOR]

Applicants must often demonstrate adequate English proficiency when applying to postsecondary institutions by taking an English language proficiency test, such as the TOEFL iBT, IELTS Academic, or Duolingo English Test (DET). Concordance tables aim to provide equivalent scores across multiple assessments, helping admissions officers to make fair decisions regardless of the test that an applicant took. We present our approaches to addressing practical (i.e., data collection and analysis) challenges in the context of building concordance tables between overall scores from the DET and those from the TOEFL iBT and IELTS Academic tests. We summarize a novel method for combining self-reported and official scores to meet recommended minimum sample sizes for concordance studies. We also evaluate sensitivity of estimated concordances to choices about how to (a) weight the observed data to the target population; (b) define outliers; (c) select appropriate pairs of test scores for repeat test takers; and (d) compute equating functions between pairs of scores. We find that estimated concordance functions are largely robust to different combinations of these choices in the regions of the proficiency distribution most relevant to admissions decisions. We discuss implications of our results for both test users and language testers. [ABSTRACT FROM AUTHOR]

This paper addresses the intersection of testing and policy, situating test-driven impact and validation within the context of policy-led educational reform in Korea. I will briefly review the existing validation models. Then, arguing for an expansion of the conventional conceptualization of consequential validity research, I use Fairclough's dialectic–relational approach in critical discourse analysis (CDA), positioned in critical and poststructuralist research tradition, to evaluate social realities, such as intended and actual impact of policy-led testing, I take, as an example, the context of the development of the National English Ability Test (NEAT) in Korea, which had been used as a means of implementing government policies. Combining Messick's validity framework for consequential evidence, Bachman and Palmer's argument-based approach to validation (assessment use argument, AUA), and Fairclough's dialectic–relational approach, I will illustrate how the impact of policy-led testing is performed and interpreted as a sociopolitical and discursive phenomenon, constituted and enacted in and through "discourse." By revisiting the previous Faircloughian research works on NEAT's impact, I postulate that the discourses arguing for and against social impact acquire their meanings from dialectical standpoints. [ABSTRACT FROM AUTHOR]

The goal of task-based language teaching (TBLT) is to assist learners in acquiring a subconscious understanding of the language, allowing them to engage effortlessly and spontaneously in communication. The present study aimed to investigate the students’ attitudes toward the impact of group oral presentations on the improvement of their speaking skills. Specifically, it employed a task-based approach to teach technical English to 2nd-year architectural engineering students at Cihan University-Erbil. Data for this study were collected through the use of a survey questionnaire. The students’ feedback revealed a positive attitude towards group oral presentations and their active participation in speaking activities. However, the teachers’ observations indicated that there was no notable improvement in the students’ pronunciation skills. They were unable to enhance the grammatical precision of their presentation either. In general, this approach motivated them to take part in speaking activities more. [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]

Smart-shaming is a social and academic phenomenon, evident in the classrooms, which are supposed to be a safe learning spaces for the students' intellectual pursuit while the English language, a medium of instruction and connotes intelligence in the Philippines, becomes the correlating arena for such behavior. This research aims to investigate smart-shaming in the Philippine classrooms, with a particular focus on how proficiency in English language is often used as a tool for marginalization and ridicule. Drawing on the qualitative data gathered from the interviews, survey, and classroom observations, this research examines the smart-shaming words used in the classrooms, the root causes of smart-shaming, and how it affects the students' engagement and social skills. The study identifies specific words that are being used in smart-shaming such as "bida-bida" (acting like the main character), "edi wow!" (term used to invalidate someone's intellectual perspective), "ikaw na! or ikaw na magaling!" (sarcastic term for 'you're the best!'), and "sipsip!" (teacher-pleaser) that are commonly used to denigrate classmates who speak using the English language in the class. Furthermore, the study identified the root causes of smart-shaming including students' own feelings of insecurity, social pressure to academic expectations, and a general disdain for those who excel academically. The research also explores the effects of smart-shaming on students' engagement and social skills, finding that those who are targeted by smart-shaming may be less likely to participate in class discussions or engage with their peers, leading to lack of intellectual and social development. [ABSTRACT FROM AUTHOR]

Objectives: This study investigated the proficiency level of primary school teachers for teaching science in English as medium of instruction. Major objective of the study was to investigate the proficiency level of teachers in teaching of science at primary level and sub objectives was to find difference between the proficiency level of arts and science academic background teachers. Design Methodology: Population of the study was all the 1453 primary school teachers in three Tehsils of district Karak, Khyber Pakhtunkhwa-Pakistan. From these tehsils, 436 teachers were selected through proportionate random sampling techniques. Data was collected through a self-developed questionnaire with 0.79 reliability level and was validated through experts. Data was analyzed through SPSS 21 by applying descriptive and inferential statics. Findings: Findings of the study showed that teachers have low proficiency level and significant difference between the proficiency level of arts and science background teachers was found. Recommendations: Recommendations of the study were (1) to induct at least one such teacher having an academic background in science. (2) To frame policies for arrangement of regular workshops for teachers about science teaching. (3) Similar research was recommended to be conducted on female primary school teachers and in other non-language subjects like mathematics etc. [ABSTRACT FROM AUTHOR]

This research examined how extracurricular activities like clubs and forums affect students' abilities to speak and write English as undergraduates. After highlighting the beneficial aspects of these groups on English proficiency, this study examined the role of co-curricular forums on students' personality traits and productive abilities. One of the study's primary goals was to evaluate the relative merits of quantitative and qualitative approaches. The analysis was conducted using a mixed-methods strategy that combines sequential explanatory techniques. The purpose of this sequential explanatory mixed-methods study was designed to investigate the correlation of students' participation in co-curricular programs and their English language skills improvement. The co-curricular forums were assessed in a sequential mixed-methods study for their ability to improve student's English language skills. The findings revealed that involvement in the extra-curricular activities provided by the co-academic forums and societies substantially impacts undergraduates' success and character development. Moreover, these clubs and societies have a positive impact on students' English language skills. [ABSTRACT FROM AUTHOR]

Background: Despite the evolution of the International English Language Testing System (IELTS) to accommodate the evolving needs of test-takers and institutions, concerns have been raised regarding its reliability in assessing English language proficiency. Purpose: This study aimed to investigate the reliability of the International English Language Testing System (IELTS) design as a measure of English language proficiency. Methodology: To explore this issue, the research reviewed relevant literature and employed various methods, including frequency analyses, data analytics, and machine learning algorithms based on mathematical principles. Unlike previous studies, this work analysed a dataset of 33,505 authentic band scores, allowing for a comprehensive examination of IELTS test score patterns. Findings: The findings revealed that the concept of reliability is complex, and the statistical methods used by IELTS test providers, based on classical test theory, may provide approximate rather than precise scores. Relying solely on the reputation and authority of the IELTS test is insufficient to establish its reliability, as it involves logical fallacies and arguments from authority. Research implications: It is necessary to conduct further independent research to ensure the IELTS test's reliability and address the concerns expressed by researchers and test-takers. [ABSTRACT FROM AUTHOR]

Contextualized Teaching and Learning (CTL) is known to have a great impact on the students' academic performance. It promotes positive learners' engagement and improves learning skills among learners. Berns and Ericson (cited in Center for Student, Research and Planning Group, & Academic Senate for California, 2009) define contextualization as the notion in teaching and learning which relates the lesson or the content of a subject matter into a real-world setting. The study aims to find out and evaluate the reading skills and comprehension performance of the IELTS test-takers and the effectiveness of the contextualized learning materials. It tries to determine the effects of Contextualized Teaching and Learning on the reading comprehension performance of the learners and uncover the essence of readers' lived experiences and perceptions regarding the importance of contextualization in reading comprehension. It also seeks to explore how readers make meaning, engage with texts, and interpret information within various contextual frameworks. The current study used a qualitative methodology to elicit data from my students preparing for the IELTS exam. More particularly, IELTS students aim to improve their reading comprehension skills. To select participants, specific inclusion criteria are established. Participants must be IELTS test-takers with a minimum English proficiency level of B2(intermediate), as confirmed by their most recent IELTS or equivalent test scores. After securing informed consent from the participants, I selected a diverse sample of 15 individuals comprising different age groups and English language proficiency levels within the B2 to C1. This approach ensures a comprehensive and representative group for examining how contextualized reading materials impact reading comprehension among IELTS students preparing for the test. [ABSTRACT FROM AUTHOR]

This article aims to contribute to the explanation of why bilingual education (CLIL) may reduce the differences in motivation and English proficiency commonly seen between students from different SES backgrounds (Shepherd and Ainsworth 2017). From a mixed-methods approach involving a questionnaire and focus group interviews, fourth year Secondary Education students in the Community of Madrid (Spain) were asked about their views on education, teachers, classroom practices, and their use of English outside the classroom. Results reveal significant differences in the way that students from bilingual schools and those from non-bilingual schools see their schooling experience (what they value in teachers and schools) as well as how often they speak English outside of school. This may be explained by the nature of students' motivation in each case, which may, in turn, be influenced by the schools' characteristics. Further research is needed as to whether bilingual schools are inherently more autonomy-supportive learning environments. [ABSTRACT FROM AUTHOR]

In second language (L2) research, the lexical unit is often defined as a base word plus inflectional and derivational forms through Level 6 of Bauer and Nation's framework (WF6). WF6 use has been justified by the assumption that once a form is known, recognition of other WF6 members requires little extra effort. A more lenient view holds that an incomplete understanding of derivational forms is permissible if words containing the most frequent derivational affixes are known. This study assessed the validity of these views for L2 listening. Participants (N = 120) provided translations of 27 base words and 43 related affixational forms when listening. When participants knew one form (either the base word or an affixed form) they also knew the other just 25.1% of the time. For target words containing the most frequent derivational affixes, this was just 26.5%. Logistic regression found that learners' overall vocabulary level, several aspects of word frequency, and base word knowledge were all significant predictors of knowing affixed forms. However, when other variables were held constant, base word knowledge was a weak predictor of affixational form knowledge. These findings support neither the strict assumption nor the more lenient view of WF6 use for L2 listening among study participants. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the relationship between teachers' perceived necessity and their online learning skills during the COVID-19 pandemic in Indonesia. It focuses on four key elements of online course design: course communication, resource authenticity, time management and technical skills. Design/Methodology/Approach: A quantitative survey was used to collect data from 39 teachers using the Survey Monkey application and manual returns. The data was collected through five Likert- scale questionnaires. Finding: The findings showed a significant discrepancy between teachers' perceived necessity and their actual online learning skills. The mean score for teachers' perceived necessity for online learning was at the highest level while their actual skills were at the lowest. A positive correlation between English proficiency and teachers' online learning skills was found. Further analysis demonstrated a significant relationship between English proficiency and teachers' online learning skills. Conclusion: Teachers perceived the necessity for online learning skills as crucial as their actual skills were found to be limited or low during the pandemic. Furthermore, the study demonstrated that English proficiency skills positively impact teachers' online learning skills. Research Limitations: It is recommended to carry out a more extensive investigation involving a larger population to obtain generalizable results. Practical Implication: The result indicates that teacher training in online learning skills is crucial in preparation for the future. The study informs the policymaker to consider further emergency situations related to the full online learning policy. Contribution to Literature: This study highlights the importance of English proficiency in the development of online teaching skills. [ABSTRACT FROM AUTHOR]

English language proficiency is one of the most pressing issues, particularly in the field of education. Speaking and writing are two of the most important macroskills to master, especially in today's increasingly connected world. The current study seeks to ascertain students' comprehension and mastery of English grammar and explores whether grammar explains the students' proficiency in speaking and writing in Grade 10 Junior High School. The respondents were chosen for the study using a simple random sampling design. Additionally, the researcher's questionnaire, with three qualified validators tested for validity and a pilot tested for reliability, produced a satisfactory Cronbach's alpha result and served as the basis for gathering the study's data. Findings show that students' competence in English grammar, writing, and speaking is satisfactory. The outcome demonstrates that mastery of English grammar accounts for developing an acceptable level of speaking and writing abilities. The study concluded that students' command of English grammar explains their writing and speaking abilities. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Research (22196064) is the property of Association of Arab Universities 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.)

Copyright of International Journal of Educational Research (22196064) is the property of Association of Arab Universities 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.)

Although formative assessment has been recognized as an effective way for improving learning, scant attention has been paid to the specific design on the sequence of applying formative assessment practice in computer-assisted language learning (CALL). Even less emphasis has been devoted to the cognitive and affective outcomes of different orders of formative assessment strategies on building students' public speaking competence. This mixed-method research employed multi-source data to explore and explain the effects of two different ways of sequencing video-based formative assessment on English language learners' public speaking anxiety and their performance. Two intact classes in a 16-week English public speaking course were randomly assigned to two groups, 25 in the self-assessment-initiated (SAI) group and 26 in the peer-assessment-initiated (PAI) group. Following two different sequences of formative practice, both groups were required to complete three formal English public speeches. Both quantitative and qualitative findings indicated that learners in the SAI group showed significantly lower public speaking anxiety than those in the PAI group, whereas learners in the PAI group showed significantly better public speaking performance. Moreover, the findings showed that SAI formative practice helped the learners to pay more attention to their delivery and anxiety levels in public speaking, while PAI formative practice may have led the learners to improve their proper use of English language. This research indicated that the sequence of implementing different modalities of assessment matters. Supported by video technology and CALL tools, different sequences in obtaining varying sources of feedback can affect students' public speaking anxiety and competence. This study provides refined understandings about the sequences of using video technology in formative practice for alleviating the learners' public speaking anxiety and improving their performance. The findings suggest that self-assessment should be arranged first for learners with a higher-level of anxiety while peer-assessment should be conducted first for learners with a lower-level of English language proficiency. Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1946562. [ABSTRACT FROM AUTHOR]

The relative contribution of bottom-up (i.e., acoustic-phonetic) and top-down (i.e., contextual) cues for successful L2 online segmentation is still a matter of debate. This study used the gating paradigm to investigate the segmentation processes of adult L2 English listeners with different proficiency levels, by looking at the type of cues they exploit and how they revise their hypotheses as connected speech is progressively revealed. Twenty-one French and Tunisian undergraduates were selected from a larger pool (n = 226) and identified as skilled (n = 11) and unskilled (n = 10) listeners based on their scores on standardized English listening and vocabulary tests. Descriptive statistics, analysis of variance and qualitative analysis were performed on the obtained data. Overall, this study provides supporting L2 evidence for the hierarchical nature of the multiple speech segmentation cues (Mattys et al., 2005). The results indicated an early effect of context on segmentation independent of L2 proficiency when the context is constraining. In non-constraining contexts, successful segmentation is delayed for both groups, with unskilled L2 listeners needing far more bottom-up information to process input and revise their segmentation hypotheses. We conclude that, in online L2 speech segmentation, what distinguishes proficient from non-proficient listeners is their efficient processing of bottom-up cues. Pedagogical implications are provided, hoping to help L2 English teachers (and materials developers) focus on bottom-up training to improve their learners' real-time comprehension competence. [ABSTRACT FROM AUTHOR]

English is the main lingua franca among the various ethnolinguistic groups in Fiji. This results in a sociocultural problem when students enter universities from different high school backgrounds. To this end, this study analysed the level of difference in writing abilities at the beginning of the first year of study and at the end of the first-year program of undergraduate students. The goal was to generate new insights that could inform ongoing efforts towards ameliorating academic English language proficiency in Fiji. The study took place at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university program. This study used the Common European Framework of Reference for Languages (CEFR) to evaluate student writing skills and for the development of curricula to meet students' needs. The study employed quantitative research design to a longitudinal language testing research context. The CEFR was successful in gauging the student's preparedness for university study and work life. Out of the 120 students, it was observed that from the 62 students who were at the A1 level at the end beginning of the year progressed to levels B1 and B2. Out of 62, 21 moved to B1 where 41 moved to B2. Further, 49 students from A2 level also progressed as 44 of these students had B2 and another 5 made substantial improvement by moving up to C1 level. The findings of this study can be used in improving support systems to enhance the smooth transition of multilingual students from high school through university and into the workforce. The analyses have the potential to provide insights into how Fijian undergraduate students are performing compared to students in other countries and how the EFL curriculum might be adapted to students' needs. [ABSTRACT FROM AUTHOR]

The present research aims mainly to identify the impact of culture on learning English language as a second language at the university level. A second aim is to investigate whether understanding culture engages students to create vigorous relationships with foreign people or not. It also aims to determine if the direct meaning of some expressions without referring to the cultural significations is sufficient for understanding or not. It further aims at identifying if learners of the English language can be proficient in the background, laws, customs, and way of life of native speakers by integrating culture into their process of learning. The sample population is fifty students from different universities in Kurdistan and Iraq. They data were collected after giving a designed questionnaire including 10 statements to be answered regarding the students' opinions about the impact of culture on learning English. The current research paper has found that English language learners care about foreign language culture because it has a great impact on the process of learning English as they use it as a basic element for improving their language skills. It has also been found that understanding the relationship between culture and language helps learners to decide the exact meaning of vague expressions in different contexts and that it reduces the obstacles facing students during the process of communication with foreign language speakers. [ABSTRACT FROM AUTHOR]

In this paper, we focus on the need for measuring the intelligibility of English pronunciation using an automated speech system, and the system proceeded in this feasibility study was tested with 18 speakers coming from six countries representing six types of English (China, Vietnam, Egypt, India, South Africa and the Philippines). Those test candidates were selected carefully to stand for a series of intelligibility, two different approaches, transcription and nonsense, were utilized to test and measure their intelligibility. An automated computer pattern developed for speaking proficiency scoring based on suprasegmental measures was set to predict intelligibility scores. The Pearson's correlation was 0.743 for transcription construct and 0.819 for the nonsense construct between the human assessed and computer predicted scores. The reliable inter-rater Cronbach's alpha for the transcription scores was 0.943 and 0.945 for the nonsense intelligibility scores. Basing on the type of intelligibility measure, the computer utilized different suprasegmental measures to predict the score. The computer used 11 measures for the nonsense intelligibility score and eight for the transcription score. Only two features were common to both constructs. These analyses and results of this computer experimental pattern can provide researchers of L2 different perspectives of measuring intelligibility in research afterwards. [ABSTRACT FROM AUTHOR]

Graduates in the Vietnamese context seeking to enter the globalized workplace, where they will need to use English for business purposes in culturally appropriate ways, may be hindered not only by limited English proficiency in general, but also specifically by limited sociopragmatic competence. Sociopragmatic competence is really needed by candidates in job interviews in Vietnam and elsewhere when they present themselves positively at the beginning of the interview, engage in relational and transactional talk throughout, and answer interviewers' questions at the end. Of the various strategies that may be employed at the university to support the development of such competence, one would be to involve local company representatives in helping English language teachers to prepare their students by simulating job interviews. This study reports on such an intervention in Vietnam. Drawing on observational data collected through notes and audiorecordings, the study provides insights into how the intervention utilized strategies that had the potential to enhance the employability of Vietnamese graduates. The study suggests that the real world expertise and professional guidance provided by company representatives could be utilized elsewhere in ways such as documented here to support teachers and university curriculum developers in designing teaching materials and tasks. Such partnerships between local companies and language teachers are likely to benefit learners needing to acquire sociopragmatic competence to be successful in situations such as job interviews. [ABSTRACT FROM AUTHOR]

Social and linguistic environments influence proficiency in English. Hence, proficiency in the English language is a product of contextual factors. The significance of these environmental factors is palpable in the learning and teaching of the English language in schools. This paper, therefore, examined the extent to which social and linguistic factors influenced language proficiency in selected secondary schools in Owerri, Nigeria. The instrument for data collection was a questionnaire employed in getting effective response from English teachers in the schools. The correlation analysis using Pearson Product moment and normal P-P plot for regression standard residual was employed for the analysis of variables in the questionnaire. Results indicated that social and linguistic factors were highly significant in relation to proficiency in English. Thus, predicators variables influenced proficiency in English. Based on the findings, the researchers conclude that social and linguistic factors play crucial roles in proficiency in the English language at the secondary school level. Therefore, a conducive environment can help students to overcome major challenges in learning English. [ABSTRACT FROM AUTHOR]

This study investigates the emergent features of the English Proficiency Index and Human Development Index of countries across the globe using a complex adaptive system. By using the descriptive and quantitative methodologies of the 87 countries across the globe that had the English Proficiency Index (EPI) and Human Development Index (HDI) in 2018, the study identified two distinct clusters. The first cluster shows a negative correlation between the EPI and HDI, while the second cluster has a positive correlation. Hence, the findings of the study have resulted in several lessons. First, it appears that the human development of countries in the first cluster is not necessarily correlated with their English proficiency, whereas countries in the second cluster are most likely to use English as the foundation for their human development; second, regardless of how much effort has been exerted to learn English, there are countries that can only learn up to a maximum proficiency level of 60 percent; third, the results shed a great deal of light on the teaching of students, particularly when it comes to understanding the differences in English language learning. [ABSTRACT FROM AUTHOR]

This paper utilizes DynEd software to evaluate higher education students' language learning skills. The DynEd Placement Exam results from 2017-2018, 2018-2019, and 2019-2020 were used in this descriptive-correlational study. Students' English placement is determined by pre-and post-tests. The correlation test confirms that students' post-test scores increased significantly for three consecutive years. Even though their post-test scores increased, their English language skills are between beginner and elementary levels, indicating that they lack the language skills needed for college. Thus, attending the DynEd program alone cannot improve students' English language proficiency. Administrators may therefore establish academic policies to help higher education students improve their language learning skills, such as (a) offering a course or program to improve student's communication skills, (b) extending the JEEP Start course from one semester to two semesters or one year, and (c) implementing an English-Speaking Policy in all subjects, including students and faculty. [ABSTRACT FROM AUTHOR]

The study was designed to check the effect of role play method on English speaking skill of the students. Basic objectives of the research were to find the effect of role play on vocabulary and grammar of the students as these were important sub skills of English speaking. The study used single group experimental design of research. Population of the study was female students of public secondary schools of district Mianwali. The sample consisted of 25 students of class IX of Government Girls High School Chack No 1 M.L. A scale for the assessment of English speaking was developed by the researcher to grade grammar and vocabulary from 1 to 5 levels. Experiment was conducted for three months in which students were taught speaking English using role play method. Before and after experiment, speaking ability was assessed by the same tool. Data were analyzed using SPSS by paired sample t-test. The results of the experiment rejected null hypotheses that there was no difference between the performance of students in pretest and posttest regarding grammar and vocabulary. The results showed that grammar and vocabulary were affected by experiment. Further, the study recommended comparison of role play method with other methods of teaching speaking skill. [ABSTRACT FROM AUTHOR]