Artículos de revistas:

1

Winter, Tatjana y Elen Le Foll. "Testing the pedagogical norm". International Journal of Learner Corpus Research 8, n.º 1 (8 de marzo de 2022): 31–66. http://dx.doi.org/10.1075/ijlcr.20021.win.

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Abstract English as a foreign language (EFL) textbooks typically present a prescriptive typology of three or four conditional types. We examine the extent to which this long-established English Language Teaching (ELT) typology is reflected in four varieties of English by comparing the forms and functions of four samples of 620 if-conditionals from French school EFL textbooks (TEC-Fr), French L1 Learner English (OpenCLC-Fr), Web English (EnTenTen15-S) and British English (BNC-S). The ELT typology accounts for considerably less than half of if-sentences in the reference data. Even in the EFL textbooks, only 57% of if-conditionals match the typology explicitly taught in their grammar sections. For many formal and functional features, the learner data sits halfway between the distributions of the textbook and reference data. We conclude that the ELT typology needs to be adapted to provide a more representative account of if-conditionals that focuses on L1 and L2 usage and meaning over form.

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2

Penjak, Ana y Hrvoje Karninčić. "National identity and language: students′ usage of English terminology within the Croatian language". Journal of Language and Cultural Education 5, n.º 2 (24 de mayo de 2017): 40–52. http://dx.doi.org/10.1515/jolace-2017-0017.

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AbstractThis article explores the issue of whether the strength of a country’s national identity can determine extensive use of English instead of Croatian equivalents among Croatian students of kinesiology, both in their professional (i.e. expressions related to sport) and everyday language usage. The study addresses the following issues: a) what does having stronger national identity mean; b) is there correlation between strength of national identity and gender differences in knowledge and preferences in using Croatian equivalents over English terms; c) in which context (everyday or sports) do students use more Croatian terms than English ones? A questionnaire was given to a sample of 100 students from the Faculty of Kinesiology, University of Split, Croatia. The Spearman Rank Order Correlations were used in establishing a correlation between national identity and the usage of Croatian equivalents, while the Mann-Whitney U Test was used in testing gender differences. To conclude, the results show a negative correlation between strength of national identity and knowledge of Croatian equivalents (in 51% of cases, in sports terminology, students do not know the Croatian word, and 78% prefer using English sport terms). Furthermore, gender differences were only found on the scale regarding English grades in high school (women had better grades than men).

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3

Kovalyova, E. A. y O. M. Loksha. "USE OF INTERNET RESOURCES IN ORGANIZING INDEPENDENT WORK OF BACHELOR STUDENTS IN TEACHING A FOREIGN LANGUAGE". EurasianUnionScientists 8, n.º 5(74) (14 de junio de 2020): 30–36. http://dx.doi.org/10.31618/esu.2413-9335.2020.8.74.779.

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The article considers the possibilities of using internet resources to organize independent work of undergraduate students, addresses the issues arising from internet-based student independent work in the process of English language learning. Recommendations for the selection of internet resources for educational purposes are provided as well as an overview of internet resources that describes their functions and possible ways of usage for teaching English; samples of tasks and assignments for independent work created with the help of internet resources are presented as well as the results of their testing. As a result of the accomplished testing of created tasks and assignments, the students were able to understand the effectiveness and expediency of usage of internet resources in learning English and additionally managed to overcome their difficulties. The results of the repeat study proved that there is potential for more successful usage of internet resources for the organization of student independent work in learning English.

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4

Yin, Zihan. "Principles of Teaching Cohesion in the English Language Classroom". RELC Journal 49, n.º 3 (22 de mayo de 2017): 290–307. http://dx.doi.org/10.1177/0033688217707628.

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Linking adverbials are important for creating textual cohesion in both written and spoken English. While there are reference grammar books describing the usage patterns of linking adverbials and studies investigating learners’ difficulties in using these cohesive devices, there is little discussion on how to effectively teach and learn them. By testing the adequacy of existing textbooks and drawing on corpus findings of the usage patterns of linking adverbials in English, this article suggests principles to guide the teaching and learning of linking adverbials in the English language classroom. The principles suggested in this article will also provide useful guidelines for EAP teachers in different stages of classroom teaching, from pre-class planning, in-class teaching to after-class learning.

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5

Alfarisy, Fitri y Aditya Nur Patria. "Designing Online English Test: View from Natural Environmental Preservation". E3S Web of Conferences 448 (2023): 02008. http://dx.doi.org/10.1051/e3sconf/202344802008.

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This research focuses on designing an online English language test that prioritizes environmental preservation. As advancements in technology revolutionize the field of language testing, it is essential to ensure that these innovations align with sustainable practices. By incorporating eco-friendly principles into test development, administration, and data management, language testing programs can contribute to environmental conservation while maintaining the validity and reliability of language assessments. The research explores various strategies and considerations for developing an online language test that minimizes paper usage, reduces energy consumption, and mitigates transportation emissions. Sustainable item formats, digital resources, and energy-efficient infrastructure are emphasized, along with secure test administration practices and responsible waste management. The benefits of such an online language test include reduced environmental impact through paper reduction, energy efficiency, and decreased transportation emissions. Additionally, it promotes accessibility, reach, and inclusivity by enabling remote test-taking and flexible scheduling options. Collaboration, research, and awareness play critical roles in advancing sustainable language testing practices. By integrating environmental considerations into language testing, we can contribute to the broader objective of sustainable education practices and inspire a greener future.

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6

Akintunde, Abraham Femi. "Purposeful Language Assessment: Selecting the Right Alternative Test". European Journal of Contemporary Education and E-Learning 1, n.º 1 (11 de agosto de 2023): 40–50. http://dx.doi.org/10.59324/ejceel.2023.1(1).04.

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This paper examines Purposeful Language Assessment: Selecting the Right Alternative Test. This paper reviews literature and gives a scholarly back-ground to the paper by reviewing some contributions made by various researchers and institutions on testing in English language instruction particularly its usage in language testing. It unveils some views that people and institutions have shared globally on the assessment in English language instruction in education through surveys and other observations. The paper discusses the function of assessment, self-assessment, alternative assessment, and assessing young learners. The major conclusion of the study is that language skills are major aspect of the English language teaching, as it helps learners' understanding of speaking, listening, reading and writing. Hence, attention should be given to its teaching and consequently proper evaluation of its various items. The paper then recommends that language teachers should pay more attention to the careful construction of the test items and phrase each item clearly so that students know exactly what they are requested to do.

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7

Belova, S. "CASE STUDY IN TEACHING BUSINESS ENGLISH". National Association of Scientists 3, n.º 66 (14 de mayo de 2021): 12–14. http://dx.doi.org/10.31618/nas.2413-5291.2021.3.66.415.

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The article deals with the problem of teaching business English, taking into account the rapid development of cooperation between countries in key areas and the popularity of the given language in business sphere. The usage of the case method in teaching business English is seen as an important element of training due to the possibility of creating and testing real-time situations that students may encounter in business communication. In this regard, we offer an example of teaching business English be means the case method.

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8

Федик, Тетяна. "QR- CODES: THEIR CREATION AND USAGE AT THE ENGLISH LANGUAGE LESSON". Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, n.º 70 (10 de enero de 2024): 75–83. http://dx.doi.org/10.31652/2412-1142-2023-70-75-83.

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The article reveals the essence of such concepts as mobile technologies, mobile learning, BYOD technology, QR-code. It is considered the specificity of the QR-code and the possibilities of its use in educational activities. It is noted that the technology of creation of QR-codes and recognition can be attributed to the elements of the mobile information and communication environment. The advantages and disadvantages of using QR-codes and the form of organization of educational activities are described. The research of modern scientists on the peculiarities of the implementation of the QR-codes in the educational process has been analyzed. The article provides an online resource that generates QR-codes. On the example of one of them, the peculiarities of using the resource and the sequence of stages of code generation are described. It is proposed an algorithm for scanning QR-code using camera of a mobile gadget, as well as a special application by pointing the camera at the image of the code and reading the information. It is mentioned that Internet resources for creating QR-codes are free, so anyone can create them using a special program, thus simplifying the learning process, which involves constant processing and analysis of certain information. Examples of the usage of QR-codes in teaching English are given: conducting quests, games, quizzes, polls and checking students’ knowledge through testing; conducting interesting online tours of world museums; the use of interesting and educational video files for a better understanding of the content learned during classes. It has been established that the usage of QR-codes in the educational process activates the educational activities among students, promotes quick and easy information searching, increases the motivation of students for studying, expands their horizons, provides an opportunity to improve the educational process, guarantees the accessibility and effectiveness of education and the preparation of the young generation for life in information environment.

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9

Bowen, Betsy A. "Teacher Testing: Advice for Faculty in Literature, Rhetoric, and Creative Writing". English Education 34, n.º 2 (1 de enero de 2002): 127–35. http://dx.doi.org/10.58680/ee20021600.

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Discusses the Praxis II exam, “English Language, Literature, and Composition: Content Knowledge,” a two-hour multiple-choice exam with questions on American, British, and world literature, literary terms, grammar and usage, and teaching. Suggests that nowledge of subject matter seems to be related to successful teaching, but whether certification exams can adequately and fairly assess that knowledge has not been established.

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10

Polshina, Yu y E. Bondareva. "INTERGRATION OF LANGUAGE TESTING AND ASSESSMENT TERMS FROM ENGLISH INTO RUSSIAN". Focus on Language Education and Research 1, n.º 1 (9 de febrero de 2019): 9–15. http://dx.doi.org/10.35213/2686-7516-2019-1-1-9-15.

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Today language studies are one of the most popular international practices, both for everyday purposes and academic reasons. That is why development and implementation of reliable tools and methods for testing and assessment of language proficiency have become an important goal for instructors and linguists across the globe. To promote a universal understanding of the concepts in this area of knowledge there should exist a comprehensive terminology system of testing and assessment. Borrowing of terms from a more developed terminology system has become a common practice, but whether it always brings satisfactory results remains to be seen. This research paper aims at describing the techniques of integrating English language testing and assessment terms into Russian. In order to establish those techniques we conducted the comparative analysis of the most frequently used English terms on language testing and assessment based on their appearance in specialized texts on the subject and their Russian equivalents. The analysis procedure involved examining the phonetic and orthographic form, definitions and contextual usage of both the original terms and their equivalent borrowed into Russian language. Based on that, we can point out the most productive ways of transferring these terms into Russian, in particular, using calques, half-calques and transformational translation. Those methods prove to be effective in terms of securing the transparency of the meaning and providing a universal understanding of the concepts behind the terms which is necessary for successful communication of the experts in the field on international level and development of valid testing instruments. Nevertheless, integration of some terms is less successful due to the significant discrepancies in meaning between the original and borrowed terms leading to misunderstanding and potentially faulty testing and assessment practices. Therefore, the subject matter of borrowing terms in the abovementioned area shall be addressed in a more thorough fashion, and there should be more studies conducted on this issue.

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11

Pavlík, Radoslav. "Some New Ways of Modeling T/D Deletion in English". Journal of English Linguistics 45, n.º 3 (27 de junio de 2017): 195–228. http://dx.doi.org/10.1177/0075424217712358.

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The paper is concerned with the morpheme-final inter-consonantal T/D deletion in Standard British English. Its main aim is to explore some new ways of modeling this phenomenon and to test several new variables. Among the innovations suggested in the study are separate treatments of /t/ and /d/ as dependent variables, analysis of so-called neutralized contexts, testing of several previously unstudied predictors (including usage-based predictors), recategorization of most of the traditional formal linguistic predictors, and a proposition of a new articulatory-gestural model of T/D deletion. It is concluded that the strongest constraints on T/D deletion are the presence of the following consonant (a phonetic predictor) and the influence of /CC/-sequence text frequency (a usage-based predictor). The results of the study show that although the traditional (formal) linguistic predictors play a prominent role in T/D deletion, this process cannot be adequately explained without taking into account the frequency of occurrence and the mutual interplay of language patterns.

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12

Gabriel, Rosângela. "Mecanismos cognitivos envolvidos na aquisição e processamento de construções passivas". Cadernos de Estudos Lingüísticos 45 (19 de septiembre de 2011): 89–98. http://dx.doi.org/10.20396/cel.v45i0.8637019.

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In this article hypothesis of how children acquire the passive constructions are discussed. Furthermore, results of four studies testing comprehension and production of passives in children and adults speakers of English and Portuguese are described, showing that the proportion of passives usage presents significant variation depending on the subject native language and age.

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13

POGORILYY, S. D. y P. V. BILETSKY. "USAGE OF A GRAPHICS PROCESSOR TO ACCELERATE COREFERENCE RESOLUTION WHILE USING THE RoBERTa MODEL". Scientific papers of Donetsk National Technical University. Series: Informatics, Cybernetics and Computer Science 2 - №1, n.º 33-34 (2022): 4–9. http://dx.doi.org/10.31474/1996-1588-2021-2-33-4-9.

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"The problem of finding coreferential objects (coreference resolution) in Ukrainian-language texts is considered, examples of co-referentiality in the Ukrainian language are given. Coreference in texts means the relationship between syntactic units that point to the same object (referent) in a given context. The differences between English-language and Ukrainian-language texts in solving the problem of searching for coreferenced objects and the difficulties that arise in finding coreferenced objects are noted. In particular, there are differences in the order of words in sentences: strict word order in English and arbitrary word order in Ukrainian. It is also pointed out the need to take into account the relationship between objects that are not part of the co-reference groups (predicates and secondary parts of sentence). Created an application that searches for reference objects in Ukrainian-language texts using the Transformers library and the RoBERTa language model. The use of a graphics processor to speed up the search for referential objects by the algorithm is considered. The work of the algorithm was tested on a set containing 2500 texts. 21.3 times acceleration reached due to the use of a graphics processor (GPU) in comparison to the performance of CPU. The resulting acceleration has greatly facilitated the development and testing of the application."

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14

Gedik, Tan Arda. "Construction Grammar Meets Language Testing and Evaluation: Redefining & Ensuring Construct Validity". Journal of English Teaching and Learning Issues 5, n.º 1 (30 de junio de 2022): 1. http://dx.doi.org/10.21043/jetli.v5i1.14228.

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Theoretical linguistics and teaching are concurrent, that is, neither can exist without the other. In other words, decisions made in (foreign) language teaching will inevitably affect how language testing and evaluation as a concept is designed and administered. For example, if a curriculum states that the English as a foreign language teachers need to make a distinction between a gerund and an infinitive in the classroom and teach it as such, then, this distinction will be tested or evaluated in one way or another. In this article, language testing and evaluation (LTE), an important component in language teaching, is combined with construction grammar (henceforth CxG), a salient theory of language with ample evidence to support its claims. Specifically, this article discusses how construct validity, test items, and rubrics can be reimagined from the perspective of usage-based construction grammar.

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15

Synekop, Oksana. "DIFFERENTIATED INSTRUCTION OF ENGLISH PROFESSIONAL COMMUNICATION TO THE FUTURE IT SPECIALISTS: TYPES AND FORMS OF ASSESSMENT". Pedagogical Process: Theory and Practice, n.º 1-2 (2019): 60–69. http://dx.doi.org/10.28925/2078-1687.2019.1-2.6069.

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In the article the features of the assessment in differentiated instruction of English professional communication to the future IT specialists with different levels of foreign language proficiency and various learning styles are considered. Types and forms of control in differentiated instruction are characterized. Receptive, reproductive and productive ways of control are highlighted. The described two-stage model of assessment with partial involvement of adaptive testing includes: enter testing, which allows teachers differentiate students according to the levels of foreign language proficiency and learning styles; progressive adaptive testing, which is implemented in the zone of proximal development, helps to identify individual and group achievement points and needs to optimize test materials to meet students’ current needs; the final testing, which defines the level of foreign language proficiency at the end of the course. It is proposed to implement progressive adaptive testing by using mechanisms of adaptation, expansion and complication, improvement. Adaptive mechanism involves the effect of adapting to individual characteristics, based on the level of foreign language proficiency in the enter testing and a dominant learning style. The mechanism of expansion and complication aims at shifting the emphasis in the learning style of the students (not dominant learning styles), increasing the complexity of tasks for students providing them by various supports. The mechanism of improvement is focused on variations of learning styles, the development of English-language skills, as well as the wide usage of assessment strategies. The criteria for the complexity of the test task are analysed.

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Eskildsen, Søren W. y Teresa Cadierno. "Oral English performance in Danish primary school children: An interactional usage-based approach". Studies in Second Language Learning and Teaching 10, n.º 3 (30 de septiembre de 2020): 523–46. http://dx.doi.org/10.14746/ssllt.2020.10.3.6.

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Following the call in Sandlund, Sundqvist, and Nyroos (2016) for incorporating discursive approaches into the field of oral second language (L2) testing, this paper proposes an interactional usage-based approach to the analysis of oral L2 performance. Based on Eskildsen (2018a), we combine analytic tools from usage-based linguistics and conversation analysis. We draw on usage-based linguistics to analyze performance in terms of test-takers’ inventories of linguistic constructions and on conversation analysis to understand their interactional competence in terms of the relation between the linguistic constructions and the actions they are used to accomplish. Performance assessment is thus constructional and interactional. Participants in this pilot study were two Danish primary school children who performed two consecutive oral tasks: a semi-guided interview and a picture-elicited narrative task. Data were analyzed by means of cross-child comparisons and cross-task comparisons within each child. Our data confirm the observation from previous research that simple question-answer(-assessment) sequences dominate oral test formats, but also that the format is sometimes abandoned, which allows for the accomplishment of new social actions. Moreover, the picture-description task affords a different speech exchange system with the interviewer participating more as an active listener when the children do not voluntarily carry out the requested task.

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17

Harper, David, Anita R. Bowles, Lauren Amer, Nick B. Pandža y Jared A. Linck. "Improving Outcomes for English Learners Through Technology: A Randomized Controlled Trial". AERA Open 7 (enero de 2021): 233285842110255. http://dx.doi.org/10.1177/23328584211025528.

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English learners (ELs) in K–12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students’ learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district ( N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum.

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18

Rodríguez-Castro, Mónica. "Translationese and punctuation". Translation and Interpreting Studies 6, n.º 1 (23 de junio de 2011): 40–61. http://dx.doi.org/10.1075/tis.6.1.03rod.

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This paper analyzes the comparative usage of punctuation marks in translated (English>Spanish) and non-translated newspaper articles. Excerpts were extracted from the online International News sections published in the US and Mexico by Reuters and the Associated Press. Hypothesis testing and corpus-based descriptive statistics were used to study the frequency of usage of punctuation marks, such as commas, periods, colons, semicolons, en-dashes and em-dashes, as well as sentence length, in translated and non-translated texts in the context of journalistic writing. Results from the analysis reveal a tendency to carry over periods, colons and em-dashes from English source texts into translated Spanish texts, producing a source language residual effect or ‘translationese.’ Data gathered from concordancing tools also suggest a residual effect in the usage of commas and semicolons, as well as in sentencing. These results reflect, among other factors, a lack of adherence to style guide conventions.

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19

Boulton, Alex. "Testing the limits of data-driven learning: language proficiency and training". ReCALL 21, n.º 1 (enero de 2009): 37–54. http://dx.doi.org/10.1017/s0958344009000068.

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AbstractThe potential for corpora in language learning has attracted a significant amount of attention in recent years, including in the form of data-driven learning (DDL). Careful not to appear to over-promote the field, enthusiasts have urged caution in its application, in particular with regard to lower-level learners, and have argued that extensive learner-training in corpus techniques is an essential condition for DDL to be successful. Such limits seem eminently reasonable, but there is a notable dearth of empirical studies to support them. This paper describes a simple experiment to see how lower-level learners cope with corpus data with no prior training.The language focus here is on linking adverbials in English, which are renowned to be difficult to teach using traditional methods. The subjects are 132 first-year students at an engineering college in France of roughly intermediate and lower levels of English. They were divided into random groups to compare their ability to deal with the target items using traditional sources (extracts from a bilingual dictionary or a grammar/usage manual) or corpus data (short contexts or truncated concordances). Performance was tested prior to the experiment, subsequently to check ability to use the different information sources as a reference, and later to test recall.No evidence was found that traditional sources promote better recall, and corpus data seemed to be more effective for reference purposes. While the results of any single experiment must be treated with caution, these findings suggest the need for more empirical studies to complement the theoretical arguments and qualitative data which currently dominate the discussions of DDL.

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Nghi, Tran Tin, Nguyen Tat Thang y Tran Huu Phuc. "An Investigation into Factors Affecting the Use of English Prepositions by Vietnamese Learners of English". International Journal of Higher Education 10, n.º 1 (22 de septiembre de 2020): 24. http://dx.doi.org/10.5430/ijhe.v10n1p24.

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English prepositions play a significant role in helping students form a well-structured sentence in their learning and communicating. To help Vietnamese learners of English acquire their competence, the authors have done survey research to investigate the factors affecting the uses of English prepositions made by Vietnamese learners of English. The population included 200 female and 200 male participants. A total of 400 answers on the questions provided in the 100-question questionnaire were used for hypothesis testing. The items in the survey were given different weights, and the total attainable marks were 100. The results showed that Vietnamese intra-lingual interference strongly affected prepositional sense expressed by Vietnamese EFL learners. Genders, level of learning (low, intermediate, and advanced), writing and speaking, and cognitive embodiment also played a significant role in terms of language transfer, affecting the usage of English prepositions by EFL learners.

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Sickinger, Pawel y Klaus Peter Schneider. "Pragmatic competence and the CEFR: pragmatic profiling as a link between theory and language use". Linguistica 54, n.º 1 (31 de diciembre de 2014): 113–27. http://dx.doi.org/10.4312/linguistica.54.1.113-127.

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The functional and communicative perspective on language advocated in the Common European Framework of Reference for Languages (CEFR), hides the fact that, while the CEFR programmatically emphasises the role of pragmatic competence in language learning, it provides little guidance in how to transform the domain of language learning, teaching and testing, accordingly. In the present paper, we argue for an extended and more detailed treatment of pragmatic competence in the context of the CEFR, that we think is necessary to enable practitioners to implement this conception of communicative competence in their everyday work. Whereas a gap between the CEFR’s programmatic vision and practical requirements has been noted and addressed, e.g. by the creation of reference level descriptions (RLDs) for individual languages, the pragmatic component has thus far not been thoroughly covered by the respective initiatives, such as the English Profile. Based on a review of definitions of pragmatic competence in the linguistic literature, we claim that a customised methodology will be necessary to fully integrate pragmatic competence into CEFR-based descriptions of language competence, especially if these descriptions are to be operationalised in language testing and certification. We then present our own approach to the issue of assessing pragmatic competence, which is part of an ongoing research project called Pragmatic Profiling (PRA.PRO). One of the main goals of this project is to establish pragmatic profiles of different varieties of English based on native speaker communicative behaviour, elicited via a variety of tasks in a standardized questionnaire format (the Questionnaire on English Usage), and other methods. The pragmatic norms derived from this empirical data can be directly compared with learner performance, which will ultimately allow us to assess divergence from native speaker norms and, thereby, evaluate levels of developing pragmatic competence in learners. Our primary concern is to point out that more empirical research is needed to link the levels of theoretical description and concrete communicative performance, and that the methodology employed in PRA.PRO is a promising route to achieving this goal

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Erickson, Ebidel. "An Analysis of Writers’ Errors in Producing Descriptive Texts; Intercultural Studies". Journal of Languages and Language Teaching 10, n.º 3 (25 de julio de 2022): 444. http://dx.doi.org/10.33394/jollt.v10i3.5389.

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In EFL context, errors analysis is done to illuminate the comprehension to improve learners’ writing processes and products. In grammatical construction, language grammars or structures must reflect the flexibility and conventionality of language usage and language users’ knowledge. This study aimed at identifying errors made by international learners at English studies programs in producing descriptive texts. This study was working in qualitative ways. 13 international learners who took master study of English studies are involved in this study. The sample was taken using purposive random sampling. The gender consisted of 7 females and 6 males. The level of English proficiencies is considered as the same level because the sample was bestowed Indonesian, Brazilian, Malaysian, and South Africa scholarship, in which the international English language testing system was achieved the passing grade. To gain the data, the researcher employed writing tests with asking the sample to describe their home town and families. The data are analyzed using qualitative works, i.e., data condensation, data display, and conclusion. Based on the data analysis, international learners still do some errors in producing descriptive texts. The errors covered omission, addition, selection or mis-formation, and mis-ordering. The errors are caused by misconception and misinterpretation of English. They try to transfer their language knowledge from their native language to their national language, then into target language (English). They have three transferring processes in mind. It is a strong possibility that makes them do some language errors in producing their writing products. Therefore, this study can be concluded that international learners who learn English in foreign countries still do such kinds of errors in producing their writing products.

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Fattah Soomro, Abdul. "Integrated Model towards Computer Assisted Language Learning Acceptance: Empirical Case Study of Saudi Universities". International Journal of Education and Literacy Studies 6, n.º 2 (30 de abril de 2018): 40. http://dx.doi.org/10.7575/aiac.ijels.v.6n.2p.40.

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Maximum utilization of technology in all fields of life including language education by a country has become inevitable to survive in the competitive world. Saudi government has already invested a lot of efforts and public finance to adopt modern teaching practices using Information Communication Technology (ICT) to supplement English Language Teaching (ELT) in Saudi Arabia. The present study applies Technology Acceptance Model (TAM) as a theoretical model to explore the effects of different factors on the attitudes of teachers towards using Computer-Assisted Language Learning (CALL) in the language learning contexts of Saudi Arabia. The current study investigates the effect of perceived usefulness and perceived ease of use on the attitude and intended usage behavior of Saudi English as a Foreign Language (EFL) teachers towards using CALL. In addition to these two factors borrowed from TAM, three other variables: social influence, facilitating conditions and management support are added into the model. To test the hypothesized model, this study applied a quantitative questionnaire survey approach with participants chosen randomly from 10 different universities in Kingdom of Saudi Arabia. A total of 421 valid responses received through online questionnaire from the teachers were used for the analysis to achieve research objectives and hypotheses testing. Structural Equation Modeling Analysis was employed to analyze the data. The findings of this study are found very encouraging and provide sufficient support to the proposed model of the study, which was consisting of TAM as the foundation theory. According to TAM, postulation perceived usefulness and perceived ease of use both are two significant elements that determine attitude and intended usage behavior. These hypotheses were found significant, thus provided external validity to the TAM postulations. In addition, the findings suggested that social influence, management support, and facilitating conditions are important factors that influence individuals’ intended behavior towards CALL usage.

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Petrov, Milen, Asen Asenov y Adelina Aleksieva-Petrova. "Software Server for Automatic Generation of Audio Lectures (uListenSrv)". International Journal of Advanced Corporate Learning (iJAC) 10, n.º 1 (30 de marzo de 2017): 55. http://dx.doi.org/10.3991/ijac.v10i1.6475.

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Facilitation of new methods for learning materials delivery and adoption of new learning experiences and practices in e-learning is always a challenge. Using synthesis of digital audio learning assets and learning objects as one of main sources for conducting learning is not new, but research on using audio lectures or combined audio with presentation lecture is not well investigated and adopted in traditional online learning environments. The main goal of current paper is to present requirements elicitation, software analysis, design, construction and testing of secure and reusable software architecture for production and delivery of learning resources with audio elements in university programming courses. Paper presents different architecture styles for designing the system and finish with presentation of development and usage of contemporary Software Server for Automatic Generation of Audio Lectures (uListenSrv). Main difference here is support of languages, not only in English, but not so popular languages, like Bulgarian language.

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Gul, Mubshar y Noor Muhammad. "Impact of Psychological and Communication Barriers towards English Speaking at Secondary School Level in District Toba Tek Singh". Journal of Education and Social Studies 3, n.º 1 (4 de abril de 2022): 12–17. http://dx.doi.org/10.52223/jess.20223102.

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The students make mistakes and face difficulties during the process of language learning and managing it accurately. The emotional and communication factors may impact upon learning and usage of the English language. The objective of this research study was to inquire about the impact of psychological and communication barriers toward English speaking at the secondary school level in the district Toba Tek Singh. The population for the research study was comprised of secondary schools students and teachers of 10th grades in the district of Toba Tek Singh. The Tehsil area of Toba Tek Singh was chosen for research work. Twenty secondary schools of tehsil Toba Tek Singh were chosen for a sample and the sample size comprised of 200 personnel, including 160 students and 40 teachers. The research was descriptive in nature, and the researcher developed a questionnaire that was used as a research tool for the collection of data from the sampled teachers and students. Statistical Testing was conducted from the experimentally collected data, and it was analyzed through different statistical approaches by using SPSS to find out and analyze the results for their reliability. It is concluded that English language learning plays significant role to change environment of society. The secondary school students and teachers lack in speaking English language in schools and classrooms. Their learning and speaking ability is hindered by some psychological and communication hurdles. It is also concluded from research study that these psychological and communication hurdles can be removed or minimized by imparting various communication skills and motivational training programs.

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Tizón-Couto, David y David Lorenz. "Realisations and variants of have to: what corpora can tell us about usage-based experience". Corpora 13, n.º 3 (noviembre de 2018): 371–92. http://dx.doi.org/10.3366/cor.2018.0154.

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This paper explores the potential of corpus data to account for language users’ mental representations of a high-frequency item that is prone to phonetic reduction. We present an analysis of the realisations of semi-modal have to in spoken American English, which is a candidate for to-contraction (compare wanna and gotta) but has no clearly established contracted form. The study therefore focusses on the potential reduction of to and its conditioning by speech rate and phonetic environment. Three variants are extracted from the data, a citation form [hævtʊ] (or [hæftʊ]), a ‘schwa variant’ [hævtə] (or [hæftə]), and a reduced form that is akin to to-contraction [hævɾə] (‘havda’). The first two can alternate freely, but are subject to preferences based on the following sound, while the contracted form is strongly tied to rapid speech. These results suggest that the citation form and schwa variant are generally stored exemplars of have to, while ‘havda’ is more weakly represented in the system (as an outcome of on-line articulatory reduction). In this it clearly differs from conventionalised contractions such as gotta and wanna. On the methodological level, the study shows that thorough analysis of spoken corpus data provides insights into exemplar representations, though experimental hypothesis testing is also necessary.

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McCAFFERTY, KEVIN y CAROLINA P. AMADOR-MORENO. "‘[The Irish] find much difficulty in these auxiliaries . . .puttingwillforshallwith the first person’: the decline of first-personshallin Ireland, 1760–1890". English Language and Linguistics 18, n.º 3 (28 de octubre de 2014): 407–29. http://dx.doi.org/10.1017/s1360674314000100.

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Among prescriptivists, the Irish have long had a reputation for not following the rule requiring a distinction betweenshallwith first-person andwillwith other grammatical subjects. Recent shift towardswillwith all persons in North American English – now also affecting British English – has been attributed to the influence of Irish immigrants. The present study of data from theCorpus of Irish English Correspondence(CORIECOR) finds that Irish English has not always preferredwill. Rather, the present-day situation emerged in Irish English between the late eighteenth and late nineteenth centuries. This important period covers the main language shift from Irish to English, and simplification in the acquisition process may account for the Irish English use ofwill.In eighteenth-century Irish English,shallpredominated. Comparison with other colonial Englishes of the period – US English (Kytö 1991) and Canadian English (Dollinger 2008) – and with north-west British English (Dollinger 2008) shows broadly similar cross-varietal distributions of first-personshallandwill. Irish English shifted rapidly towardswillby the 1880s, but was not unusual in this respect; a similar development took place at the same time in Canadian English, which may indicate a more general trend, at least in colonial Englishes. It is thus doubtful that Irish English influence drove the change towards first-personwill.We suggest the change might be associated with increasing literacy and accompanying colloquialisation (Mair 1997; Biber 2003; Leechet al.2009: 239ff.). As Rissanen (1999: 212) observes, and Dollinger corroborates for north-west British English,willpersisted in regional Englishes after the rise of first-personshallin the standard language. Increased use ofwillmight have been an outcome of wider literacy leading to more written texts, like letters, being produced by members of lower social strata, whose more nonstandard/vernacular usage was thus recorded in writing. There are currently few regional letter corpora for testing this hypothesis more widely. However, we suggest that, in nineteenth-century Ireland, increasing literacy may have helped spread first-personwillas a change from below. The shift to first-personwillthat is apparent in CORIECOR would then result from greater lower-class literacy, and this might be a key to understanding this change in other Englishes too.

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Chodorow, Martin, Michael Gamon y Joel Tetreault. "The utility of article and preposition error correction systems for English language learners: Feedback and assessment". Language Testing 27, n.º 3 (julio de 2010): 419–36. http://dx.doi.org/10.1177/0265532210364391.

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In this paper, we describe and evaluate two state-of-the-art systems for identifying and correcting writing errors involving English articles and prepositions. Criterion SM, developed by Educational Testing Service, and ESL Assistant , developed by Microsoft Research, both use machine learning techniques to build models of article and preposition usage which enable them to identify errors and suggest corrections to the writer. We evaluated the effects of these systems on users in two studies. In one, Criterion provided feedback about article errors to native and non-native speakers who were writing an essay for a college-level psychology course. The results showed a significant reduction in the number of article errors in the final essays of the non-native speakers. In the second study, ESL Assistant was used by non-native speakers who were composing email messages. The results indicated that users were selective in their choices among the system’s suggested corrections and that, as a result, they were able to increase the proportion of valid corrections by making effective use of feedback.

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Vasylyshyna, Nataliia. "Modern Digital Instruments Applied in Teaching English for University Students". Engineering and Educational Technologies 10, n.º 4 (31 de diciembre de 2022): 47–58. http://dx.doi.org/10.30929/2307-9770.2022.10.04.04.

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The actuality of our research can be proven with the growing role of electronic means of communication and tools for training future specialists in higher institutions education. Also, the need to be able to work in a team and possess skills of social interaction force us to reconsider domestic educational models and implement electronic improvements and collaborative learning not as a means, but as a goal in the process of training specialists in higher education of Ukraine. Shifting the practice of teaching students to more visualized culture, a forced transition to a remote training should inevitably lead to the filling of the existing teaching methods with more visual aids such as video conferencing, presentations, video streaming, usage of online simulators. According to the "Concept for the Development of Distance Education in Ukraine", which was introduced by the resolution of the Ministry of Education and Culture of Ukraine back in 2000, distance education is considered as a form of learning that is implemented mainly through distance learning technologies which in turn are divided into pedagogical and informational. Consequently, the purpose of the article is to study the essence of digital tools types applied in teaching English at universities, which are aimed at formation of individual readiness for effective cross-cultural interaction. In particular, the main tasks of the ongoing study are to highlight top priority modern methods and online platforms that can be useful in shaping foreign languages communicative competence of modern students in current tough conditions. The general survey outcomes have witnessed that among the advantages of using digital tools compared to daytime study there are such practical conveniences as: flexibility in time, because some types of work can be performed outside of classes; reduction of transport and time costs; the possibility of organizing practical classes, consultations, assessments and exams, testing both individually and in groups. Speaking about the disadvantages of remote learning of foreign languages, not all students of a non-language educational institution have the potential, necessary for learning foreign languages, or sufficient computer skills literacy with this type of education, and require additional, individual work. Key words: digital education; English language; Information Communicative Technologies; online platforms; digital instruments; MyEnglishLab; innovative methods; skills tasks.

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Leveridge, Aubrey Neil y Jie Chi Yang. "Testing learner reliance on caption supports in second language listening comprehension multimedia environments". ReCALL 25, n.º 2 (27 de marzo de 2013): 199–214. http://dx.doi.org/10.1017/s0958344013000074.

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AbstractListening comprehension in a second language (L2) is a complex and particularly challenging task for learners. Because of this, L2 learners and instructors alike employ different learning supports as assistance. Captions in multimedia instruction readily provide support and thus have been an ever-increasing focus of many studies. However, captions must eventually be removed, as the goal of language learning is participation in the target language where captions are not typically available. Consequently, this creates a dilemma particularly for language instructors as to the usage of captioning supports, as early removal may cause frustration, while late removal may create learning interference. Accordingly, the goal of the current study was to propose and employ a testing instrument, the Caption Reliance Test (CRT), which evaluates individual learners’ reliance on captioning in second language learning environments; giving a clear indication of the learners’ reliance on captioning, mirroring their support needs. Thus, the CRT was constructed comprised of an auditory track, accompanied by congruent textual captions, as well as particular incongruent textual words, to provide a means for testing. It was subsequently employed in an empirical study involving English as a Foreign Language (EFL) high school students. The results exhibited individual variances in the degree of reliance and, more importantly, exposed a negative correlation between caption reliance and L2 achievement. In other words, learners’ reliance on captions varies individually and lower-level achievers rely on captions for listening comprehension more than their high-level counterparts, indicating that learners at various comprehension levels require different degrees of caption support. Thus, through employment of the CRT, instructors are able to evaluate the degree to which learners rely on the caption supports and thus make informed decisions regarding learners’ requirements and utilization of captions as a multimedia learning support.

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Xin Yan. "Development of English Composition Correction and Scoring System Based on Text Similarity Algorithm". Journal of Electrical Systems 20, n.º 6s (29 de abril de 2024): 501–8. http://dx.doi.org/10.52783/jes.2682.

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This study focuses on creating an innovative system that leverages a text similarity algorithm to provide accurate correction and scoring of English compositions. By harnessing advanced computational techniques, the system aims to streamline the grading process and offer more consistent feedback to students. The research methodology involves the design and implementation of the text similarity algorithm, which analyzes various linguistic aspects such as vocabulary usage, grammar, coherence, and organization. This algorithm is then integrated into a comprehensive scoring system that evaluates student compositions against reference texts and provides detailed feedback on areas for improvement. The effectiveness of the system is validated through rigorous testing using a diverse set of English compositions and comparison with human grading. The results of this investigation show how well the system that was created can automatically correct and score English papers with a high degree of correctness and dependability. By reducing the burden of manual grading and providing immediate feedback to students, the system has the potential to enhance the teaching and learning process in English language education. Overall, by developing a scalable and effective method for compositional assessment based on text similarity algorithms, this research advances educational technology.

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Cancellaro, Kevin. "Investigating the Gap between L2 Grammar Textbooks and Authentic Speech: Corpus-Based Comparisons of Reported Speech". Journal of Language and Education 1, n.º 1 (1 de marzo de 2015): 6–11. http://dx.doi.org/10.17323/2411-7390-2015-1-1-6-11.

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Corpus Linguistics (CL) has made significant inroads into the field of second language acquisition (SLA) and pedagogy. As more corpora have become available, researchers and teachers alike have begun to realize the importance of empirically testing ideas that have long been taken for granted and accepted as fact. This is especially true for grammar textbooks written for second language (L2) learners. Do the textbooks that are being used reflect real world grammatical usage? The current study is the first of two in which three corpora were used to examine real world usage of reported speech (RS) as compared to typical presentations of RS in popular L2 grammar U.S. textbooks as they existed in and up to the year 2007. Results show that indirect reported speech (IRS), direct reported speech (DRS) and alternative forms of RS constructions in combination are not only frequent in spoken English but also dependent on register and context. Further, simplifying RS explanations in terms of backshifing with the use of a past tense main reporting verb may be providing inaccurate information to L2 learners of American English. Results generally support, with some exceptions, the findings in previous studies which employed corpus-based analysis to study the relevance of EFL/ESL textbooks (Al-Wossabi, 2014; Barbieri & Eckhardt, 2007; Khojasteh &Shakrpour, 2014; Šegedin, 2008). A forthcoming study will examine new corpora and revised textbooks to measure the degree of change that has occurred since 2007, thereby seeking to replicate the results of a more general review on the same topic done by Khojasteh and Shakrpour (2014).

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Wijirahayu, Suciana y Rifki Irawan. "Profesi Engineer dan Strategi Mengatasi Kecemasan Berbahasa Inggris". Prosiding Seminar Nasional Teknoka 3 (24 de diciembre de 2018): 87. http://dx.doi.org/10.22236/teknoka.v3i0.2830.

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One of the reasons why the participants lack speaking skill is they felt anxious when communicating in English in a real situation, especially with foreigners. There are eight participants in this research joined in house training in one of the company in Jakarta-Indonesia The research is mainly qualitative with some descriptive statistics which employed some data collection techniques: two questionnaires, interview, classroom observation, and document analysis. The data were analyzed by ways of reducing, displaying, and interpreting data. Four participants detail expression related to their Foreign Language Anxiety (FLA) will be illustrated and discussed. The results of the study were most of the participants experience a high level of test anxiety, the sources of anxiety coming from people’s view, preparation, procrastination, expectation, negative consequences/ negative thinking, personal problem, time pressure, format usage, students’ age, students’ familiarity with the testing condition, testing situation factors, and not mastering the skill. The participants’ coping strategies are various which are mostly cooperating.

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Al-Ghadir, Abdul Rahman I., Abdullatif Alabdullatif y Aqil M. Azmi. "Gender Inference for Arabic Language in Social Media". International Journal of Knowledge Society Research 5, n.º 4 (octubre de 2014): 1–10. http://dx.doi.org/10.4018/ijksr.2014100101.

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The widespread usage of social media has attracted a new group of researchers seeking information on who, what and, where the users are. Some of the information retrieval researchers are interested in identifying the gender, age group, and the educational level of the users. The objective of this work is to identify the gender in the Arabic posts in the social media. Most of the works related to gender classification has been for English based content in the social media. Work for other languages, such as Arabic, is almost next to none. Typically people express themselves in the social media using colloquial, so this study is geared towards the identification of genders using the Saudi dialect of the Arabic language. To solve the gender identification problem the authors, a novel method called k-Top Vector (k-TV), which is based on the k-top words based on the words occurrences and the frequency of the stems, was introduced. Part of this work required compiling a dataset of Saudi dialect words. For this, a well-known widely used social site was relied on. To test the system, we compiled 1200 samples equally split between both genders. The authors trained Support Vector Machine (SVM) and k-NN classifiers using different number of samples for training and testing. SVM did a better job and achieved an accuracy of 95% for gender classification.

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Twose, Gareth. "What's in a clause?" Language and Literature: International Journal of Stylistics 17, n.º 1 (febrero de 2008): 77–96. http://dx.doi.org/10.1177/0963947007085056.

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In this article, I aim to identify and explicate stylistic distinctiveness in the use of - ed clauses in parts of Milton's Paradise Lost, in the process testing findings outlined in a 1968 article by Seymour Chatman. I compare the frequency of occurrence of the clause type in the Milton texts with that in a constructed corpus of Early Modern English poetry, and with that in the Helsinki corpus. I measure differences in usage of the clause type by focusing on the use of -ed clauses in stretched chains of control, and on the way adverbially functioning -ed clauses map onto conceptual semantic space. I demonstrate how literary effects are conditioned and enabled by the clause type's properties as outlined in cross-linguistic studies. I prove that in the data analysed Milton's use of -ed clauses is a distinctive feature of his style.

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Huang, Kuo-Hung y Ching-Ching Cheng. "EDITORIAL FOR THEMATIC ISSUE ON “EDUCATIONAL CHALLENGES IN EAST ASIA”". Problems of Education in the 21st Century 78, n.º 6A (25 de diciembre de 2020): 1062–64. http://dx.doi.org/10.33225/pec/20.78.1062.

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Globalization and education reform is becoming an important topic across the international arena. In response to global pressures for reform, national educational systems' quality is increasingly being compared internationally, and education changes are introduced. For example, uniformity of global curricula, instruction, and testing might result from worldwide trends such as the TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). Also, the growth of English language usage and immigrants might contribute to a growing uniformity of global educational practices for the global economy (Springer, 2008). Nevertheless, there is considerable criticism of the ever-increasing global uniformity in education because ignoring differences in contextual capacity and culture at the national and local levels will result in unintended and unexpected consequences for educational practice (Carnoy & Rhoten, 2002).

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Baharom, Nurbaizura, Mohd Sallehhudin Abd Aziz y Kemboja Ismail. "Portfolio Based Assessment in a Culturally Diverse ESL Classroom: Understanding Learners’ Autonomous Learning Practices". World Journal of English Language 12, n.º 2 (17 de marzo de 2022): 294. http://dx.doi.org/10.5430/wjel.v12n2p294.

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Purpose – The promotion of portfolios and portfolio-based assessment in the teaching of writing skills is not a novel approach at both secondary and tertiary levels. Apart from the interest on the writing process, portfolio is popular because of its role in enabling variation of writing forms. Interestingly, with portfolio assessment, students’ actual classroom performance is facilitated and assessed by the teacher, making it a student – centered assessment, which is advantageous in disclosing more useful and effective information for teachers and students. Apart from being advanced as an significant and beneficial tool in teaching as well as testing in English as a foreign language, portfolio is also seen as an alternative assessment tool that enables opportunities for authentic, active language learning, and evaluation of student progress. In addition, as formative assessment, portfolio assessment is also regarded as a type that promotes learner autonomy. The use of portfolio evaluation and the promotion of independent learning among English as a Second Language (ESL) tertiary students of various ethnicities will be discussed in this study.Methodology – Data was acquired from two students via face-to-face interviews for this pilot project. They were selected through purposeful, and homogeneous sampling. Sociocultural theory and a re-conceptualized conception of learner autonomy are the study's research parameters.Findings – While preparing and completing their portfolio-based assessment, these participants did experience or practise the three sub aspects (motivational, affective, and metacognitive) of this psychological element of autonomy.Significance – Portfolio evaluation allows students to exercise autonomous learning in its various psychological sub aspects, according to the findings of this study. The findings are hoped to aid both English as a Second Language (ESL) instructors and students in their efforts to better understand and improve the teaching and learning of writing skills through the usage of a writing portfolio.

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Okuda, Tomoyo. "Language tests and neoliberalism in “global human resource” development: A case of Japanese Universities". Applied Linguistics Review 10, n.º 4 (26 de noviembre de 2019): 539–59. http://dx.doi.org/10.1515/applirev-2017-0106.

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AbstractThis study looks into the increasing emphasis on the use of language tests for global workplace preparation in Japan. It presents particular usages of English language tests in higher education curricula designed to foster “Global Human Resources” (GHRs), a special global workforce with high levels of English proficiency deemed necessary by the Japanese government. Focusing on a government-initiated five-year funding program, “The Project for Promotion of Global Human Resources”, government documents and the project planning sheets of 11 universities are analyzed to trace how language tests act as a form of governmentality (Foucault. 2007 [1977]. Security, territory, population: Lectures at the Collège de France, 1977–1978 (Trans. by Graham Burchell). New York: Palgrave Macmillan) to maximize the number of GHRs. I describe how language tests are used to portray a reality about the lack of English proficiency among Japanese youth, how they work as a powerful accountability measure for universities, and how these tests are incorporated into language education curricula with the goal of increasing students’ language capital. Three functions of language tests are then identified in the universities’ proposed curricula: motivating, categorizing, and prioritizing through testing. These governing techniques represent how language tests can work to promote neoliberal forms of international education that instrumentalize language learning, stimulate inequitable competition, and (un)reward certain global subjectivities.

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Sumarno, Wahyu Kyestiati, Dwi Wahyuningtyas, Triubaida Maya Ardianti, Adinda Aulia Rahmawati, Putri Dian Shafira y Nur Imro’atus Solikha. "Expert Validation and Students’ Initial Field Trial Responses toward M-Write Academic Essay Writing Application". Metathesis: Journal of English Language, Literature, and Teaching 5, n.º 2 (3 de diciembre de 2021): 204. http://dx.doi.org/10.31002/metathesis.v5i2.4375.

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Proficiency in English academic writing is still a problem for many students. However, there are no such digital learning media that facilitates academic writing practices. Considering these problems, this research tried to develop an M-Write application, a learning media that combine metacognitive and process-genre writing exercises. This study aims to determine the feasibility level of M-Write as a website-based academic essay writing application. The method used in testing the feasibility of this product includes the alpha test and beta test. The alpha test was carried out by three English Education experts; each of them assessed the aspects of the content, language use, and design. While the beta test was carried out by 25 students of the Computer Science Faculty, UPN “Veteran” Jawa Timur. The data collection technique was done by using a questionnaire and interview. Data analysis was carried out using quantitative descriptive techniques. The results of this study indicate that the M-Write application reached appropriate criteria in terms of content, language use, and design aspects. The percentages of each of these aspects are 71.9%, 73.3%, and 71.9%. While the results of the applications usage assessment by students also showed that the application was appropriate to be used with an average percentage of 75.9%.

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Rahimi, Assoc Prof Dr Ali. "Message from editor". Global Journal of Foreign Language Teaching 7, n.º 1 (12 de septiembre de 2017): 1. http://dx.doi.org/10.18844/gjflt.v7i1.2409.

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Dear Readers, It is a great honor for us to publish seventh volume, first issue of Global Journal of Foreign Language Teaching (GJFLT). Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. The journal is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena. The scope of the journal includes, but is not limited to; the following major topics; cultural studies, curriculum development and syllabus design, discourse analysis and critical discourse analysis (CDA), general linguistics, globalization studies and world English’s, independent/autonomous Learning, Information and computer technology in TEFL, innovation in language, teaching and learning, intercultural education, language acquisition and learning, language curriculum development, language education, language program evaluation, language testing and assessment, literacy and language learning, literature, mobile language learning, pragmatics, second language, second language acquisition, second language acquisition theory, digital literacy skills, second language learners, second language learning, second language pedagogy, second language proficiency, second language speech, second language teaching, second language training, second language tutor, second language vocabulary learning, teaching English as a foreign/ second language, teaching language skills, translation studies, applied linguistics, cognitive linguistics. Metaphors of English as a foreign language, instructors’ ideas on the use of code-switching in EFL in Turkey, relationship between Iranian EFL Teachers' attitudes towards Iranian ''Prospect'' series and their TKT, Test-taking strategies and Iranian EFL learners’ vocabulary and structure test performance, Charles Taylor’s ontological hermeneutics and the question of existence in Marilynne Robinson’s Lila, infants’ word acquisition, bio-cognitive aspects of simple and progressive verb forms usage, learning style preferences of Persian learners and relationship between cultural awareness and Iranian EFL Learners' motivation topics are included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues. We present many thanks to all the contributors who helped us to publish this issue. Best regards, Prof. Dr. Ali Rahimi Editor – in Chief, Bangkok University

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Anggoro, Pius Dian Widi. "Design of Web Virtual Reality for Job Interview Preparation Simulation". Lontar Komputer : Jurnal Ilmiah Teknologi Informasi 11, n.º 3 (22 de diciembre de 2020): 132. http://dx.doi.org/10.24843/lkjiti.2020.v11.i03.p02.

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The implementation of Virtual Reality (VR) in education is a breakthrough in using technology to support the teaching-learning system. This study will provide more knowledge about the use of VR in English classes. Students can practice answering interview questions in their own place, as often as they need. Students also can practice answering interview questions. This research is use VR technology in a web platform for job interview simulation cases. In the early stages, the evaluation to review the use of VR technology that running on low-specification smartphones (Low-Cost Device), which require a lower internet connection. The WebVR and React 360 libraries were used to develop the virtual environments and JavaScript for the language. The Web Speech API was used to convert the test into conversations by taking questions from the web service on the Moodle learning platform that was connected to PostgreSQL. The first test methods were the web application performance, then followed by Alpha Testing, a validation test by media and material experts. Than it continued in Beta Testing where a product test by 15 English class students participants. The data collection technique used a questionnaire that has to be answered by the participants. The validity and reliability tests were carried out for product usage test. The results obtained from the assessment of media experts and participant provide an assessment score of 83.10 from the experts and 77.58 from the users. The average score obtained is 80.34 which is included in the feasible category. Therefore, this learning media is ready to be used to support learning in English class.

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Henderson, David, Pam D. McGrath y Mary Anne Patton. "Experience of clinical supervisors of international medical graduates in an Australian district hospital". Australian Health Review 41, n.º 4 (2017): 365. http://dx.doi.org/10.1071/ah15094.

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Objective Herein we record the experience of clinical supervisors of international medical graduates (IMGs) working as junior staff in a district hospital by examining supervisor perspectives on IMG performance, the factors affecting their performance and the requirements of supervision under these circumstances. Methods The present study had an open-ended exploratory qualitative design. Thirteen 13 open-ended, in-depth interviews were undertaken with supervisors of IMGs employed in a public district hospital in Queensland, Australia. Results The supervisors reported that, although performance was an individual and variable characteristic, IMGs tended to perform less well than Australian graduates and required more intensive supervision. Factors that affected performance were motivation and experience, and specifically lack of familiarity with the Australian healthcare system, lack of recent of practice, education, language, communication and cultural factors. English language proficiency was regarded as crucial to performance. Conclusions The additional work required to supervise IMGs in order to enable them to perform at a satisfactory level and successfully integrate into the Australian healthcare system needs to be recognised and resourced. Assistance with attaining proficiency in English and with communication skills over and above the standard required to pass the International English Language Testing System examination should be seriously considered as a means of improving performance. What is known about the topic? To date, there is little research available about the experience of supervisors of IMGs in Australia. What does this paper add? The findings of the present study make an important contribution to the literature by examining the critical role clinical supervisors of IMGs have in helping IMGs adapt to the Australian healthcare system and ensuring that they are able to provide quality health care. It identifies current challenges and highlights areas in need of attention to ensure a strong healthcare system for Australia. What are the implications for practitioners? Supervisors of IMGs need recognition of the extra time and expertise required in their role if they are to be effectively supported in their endeavours to integrate IMGs into the Australian health workforce. More attention needs to be given to the development of English language proficiency of IMGs, including colloquial usage, and communication in medical practice.

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Tollan, Rebecca y Bilge Palaz. "What Does That Mean? Complementizers and Epistemic Authority". Open Mind 8 (2024): 366–94. http://dx.doi.org/10.1162/opmi_a_00135.

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Abstract A core goal of research in language is to understand the factors that guide choice of linguistic form where more than one option is syntactically well-formed. We discuss one case of optionality that has generated longstanding discussion: the choice of either using or dropping the English complementizer that in sentences like I think (that) the cat followed the dog. Existing psycholinguistic analyses tie that-usage to production pressures associated with sentence planning (Ferreira & Dell, 2000), avoidance of ambiguity (Hawkins, 2004), and relative information density (Jaeger, 2010). Building on observations from cross-linguistic fieldwork, we present a novel proposal in which English that can serve to mark a speaker’s “epistemic authority” over the information packaged within the embedded clause; that is, it indicates that the speaker has more knowledge of the embedded proposition compared with their addressee and thus has a perspective that they believe their addressee doesn’t share. Testing this proposal with a forced-choice task and a series of corpus surveys, we find that English that is keyed to the use of embedded speaker (first-person) subject pronouns and occurs in sentences containing newsworthy information. Our account of that-optionality takes into account why that is associated with both (i) a dense information signal and (ii) semantic-pragmatic content, as well as extending to cases of non-optionality in subject/sentence-initial clauses (e.g., *(That) the cat is following the dog, I already know) and fragment answers (e.g., What do you already know? *(That) the cat is following the dog), where that is required.

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Vishnyakova, O. D., E. S. Markova y T. V. Leonov. "The Role of Prior Knowledge in Formative Assessment for Linguistic Competence Development". Professional Discourse & Communication 5, n.º 4 (11 de diciembre de 2023): 68–78. http://dx.doi.org/10.24833/2687-0126-2023-5-4-68-78.

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Formative assessment holds a pivotal role as a fundamental methodological category for evaluating students’ expertise levels before embarking on a new educational course. This monitoring approach revolves around the concept of prior knowledge, acting as the cornerstone for the development of new knowledge formats. The formative assessment procedure is designed to incorporate various methods, including tasks and surveys, with questionnaires being a key component. This study introduces a blended questionnaire tailored for first-year Master’s degree students majoring in linguistics. The questionnaire consists of four logically structured parts, systematically evaluating learners’ prior knowledge in the educational domains of General linguistics and Theory and Practice of the English language, with a specific focus on Modern English usage. Beyond theoretical inquiries, the blended questionnaire includes practical assignments, recognizing that linguistic knowledge is intricately linked to practical language skills. Thus, theoretical understanding is exemplified through actual linguistic representations. In addition to assessing prior knowledge, the questionnaire addresses students’ opinions on the formative assessment procedure’s educational utility. This extends to identifying their strengths and weaknesses in applying linguistic knowledge, aiding future curriculum planning and fostering a culture of overall assessment competency. Recognizing the significance of formative assessment for teachers’ professional growth, the study explores its role in constantly refining testing methods and updating materials to gauge students’ prior knowledge effectively. The obtained results underscore the need for further research in formative assessment, calling for the development of new identification methods and innovative formats for knowledge acquisition based on manifestations of prior knowledge. This study contributes to the ongoing discourse on formative assessment’s multifaceted role in shaping effective educational practices and enhancing both student and teacher learning experiences.

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Talanov, Sergei L. "Youth slang in students’ speech: Role in communication, scale of distribution, causes and peculiarities of usage". Alma mater. Vestnik Vysshey Shkoly, n.º 10 (octubre de 2023): 106–16. http://dx.doi.org/10.20339/am.10-23.106.

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The article analyzes the reasons, peculiarities of usage, role in communication, and the extent of spread of youth slang among students. In 2023, the author conducted a survey and testing of students and graduate students from universities in the Central Federal District in order to study their knowledge of everyday and student slang, as well as their knowledge of Russian language spelling and punctuation. It was found that slang is one of the important elements (attributes) of a student's social status, as it demonstrates belonging to a specific group and indicates the position a person occupies in the university hierarchy. Slang allows to describe everyday reality in the most concise, accessible, emotional and comprehensive way, while expressing one's attitude towards it (event, action, etc.). Additionally, it has been established that girls (who know slang) have a similar level of slang proficiency as boys, but unlike boys, they tend to use it less in everyday practice. It has been revealed that girls avoid using non-academic slang when communicating with boys, although they are perfectly capable of using it. Instead, they prefer actively using slang related to the educational process, rather than describing reality beyond its limits. It has been found that one of the main reasons for the rapid appearance of new words in youth slang is the swift adoption of borrowings from English, French, and other foreign languages, as well as active borrowing of words after watching foreign movies and listening to foreign music. Out-of-town students possess a different range of slang and jargon than those who study in universities in their own city. As a result, an exchange of slang and jargon takes place. Students, regardless of their field of study, mostly use slang related to the educational process, rather than everyday life. Girls, more than boys, use slang terms that express qualities of a person. Students and undergraduates of different nationalities use different slang words and jargon. It was revealed that students from different regions of Russia are familiar with different slang expressions, which creates certain difficulties and complicates interpersonal communication during their adaptation on the first year of studies. It has been established that the majority of girls, unlike boys, prefer to use jargon and slang with positive or neutral connotations rather than negative ones. The research shows that students who frequently use slang and jargon in their everyday activities (outside of studying) have lower academic performance compared to those who use slang less. In conclusion, the author suggests implementing measures aimed at studying the Russian language and literature among students.

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SPENADER, JENNIFER, ERIK-JAN SMITS y PETRA HENDRIKS. "Coherent discourse solves the pronoun interpretation problem". Journal of Child Language 36, n.º 1 (2 de septiembre de 2008): 23–52. http://dx.doi.org/10.1017/s0305000908008854.

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ABSTRACTMany comprehension studies have shown that children as late as age 6 ; 6 misinterpret object pronouns as co-referring with the referential subject about half the time. A recent review of earlier experiments testing children's interpretation of object pronouns in sentences with quantified subjects (Elbourne, 2005) also suggests that there is a ‘Pronoun Interpretation Problem’. In contrast, two experiments addressing English children's pronoun production (Bloom, Barss, Nicol & Conway, 1994; de Villiers, Cahillane & Altreuter, 2006) show almost perfect usage. The aim of this study is to verify this asymmetry between pronoun production and pronoun comprehension for Dutch, and to investigate the effects of coherent discourse and topicality on pronoun production and comprehension. Employing a truth-value judgment task and an elicited production task, this study indeed finds such an asymmetry in 83 Dutch children (age range 4 ; 5–6 ; 6). When object pronouns were clearly established as the topic of the target sentence, the Pronoun Interpretation Problem dissolved entirely. These results are compatible with the asymmetrical grammar hypothesis of Hendriks & Spenader (2005/2006) and suggest, contrary to many previous claims, that children are highly proficient at using pragmatic clues in interpretation.

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47

KOMAROVA, A. I. y I. JU OKS. "CREATING A COMBINATORY GLOSSARY OF GEOGRAPHY ESP VERBS: THEORY AND PRACTICE". Linguistics and Intercultural Communication, n.º 2_2023 (23 de septiembre de 2023): 92–107. http://dx.doi.org/10.55959/msu-2074-1588-19-2023-2-01-07.

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The paper presents the structure, content and organization of the glossary of English verbs and their word combinations functioning in the geographic register of scientific speech. The glossary is compiled at the Department of Foreign Languages for the Faculty of Geography. It is a kind of “active” lexicographic source which helps students and scientists to master ESP of geographic disciplines. Verbs are given as part of the most common lexical and grammatical collocations such as river flows, sea level rises, rain falls accompanied by brief contexts illustrating their real usage in scientific articles, textbooks and terminological dictionaries on geography. Verbs of different kinds: terminological verbs, verbs of general English, verbs of general scientific vocabulary are usually used in recurrent collocations and free word combinations. Their linguistic functioning is confined to a set of rather simple and logically based patterns. These verbal word combinations serve as the “building material” of scientific speech in the field of Earth sciences. Thus, our glossary contains the most essential information about the use of basic geographical verbs. It can also serve as the material for testing the knowledge of geographic ESP.

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Trzepiecinski, Tomasz y Hirpa G. Lemu. "Recent Developments and Trends in the Friction Testing for Conventional Sheet Metal Forming and Incremental Sheet Forming". Metals 10, n.º 1 (25 de diciembre de 2019): 47. http://dx.doi.org/10.3390/met10010047.

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Friction is the main phenomenon that has a huge influence on the flow behavior of deformed material in sheet metal forming operations. Sheet metal forming methods are one of the most popular processes of obtaining finished products, especially in aerospace, automobile, and defense industries. Methods of sheet forming are carried out at different temperatures. So, it requires tribological tests that suitably represent the contact phenomena related to the temperature. The knowledge of the friction properties of the sheet is required for the proper design of the conditions of manufacturing processes and tools. This paper summarizes the methods used to describe friction conditions in conventional sheet metal forming and incremental sheet forming that have been developed over a period of time. The following databases have been searched: WebofKowledge, Scopus, Baztool, Bielefield Academic Search Engine, DOAJ Directory of Open Access Journals, eLibrary.ru, FreeFullPdf, GoogleScholar, INGENTA, Polish Scientific Journals Database, ScienceDirect, Springer, WorldCat, WorldWideScience. The English language is selected as the main source of review. However, in a limited scope, databases in Polish and Russian languages are also used. Many methods of friction testing for tribological studies are selected and presented. Some of the methods are observed to have a huge potential in characterizing frictional resistance. The application of these methods and main results have also been provided. Parameters affecting the frictional phenomena and the role of friction have also been explained. The main disadvantages and limitations of the methods of modeling the friction phenomena in specific areas of material to be formed have been discussed. The main findings are as follows—The tribological tests can be classified into direct and indirect measurement tests of the coefficient of friction (COF). In indirect methods of determination, the COF is determined based on measuring other physical quantities. The disadvantage of this type of methods is that they allow the determination of the average COF values, but they do not allow measuring and determining the real friction resistance. In metal forming operations, there exist high local pressures that intensify the effects of adhesion and plowing in the friction resistance. In such conditions, due to the plastic deformation of the material tested, the usage of the formula for the determination of the COF based on the Coulomb friction model is limited. The applicability of the Coulomb friction model to determine the COF is also very limited in the description of contact phenomena in hot SMF due to the high shear of adhesion in total contact resistance.

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Moldovan, Maria y Nelida Nedelcut. "A new e-Learning Resource to Support Music Education in Romanian Schools". European Conference on e-Learning 21, n.º 1 (21 de octubre de 2022): 458–67. http://dx.doi.org/10.34190/ecel.21.1.565.

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The pandemic has demonstrated the need for e-learning tools to support Romanian music education. The lack of digital resources in the national language adapted to the Romanian music curriculum made it difficult for students to learn using foreign applications with a different music notation system from Romania’s during the online teaching period. In response to this, we created a software tool that supports musical instruction in line with the outcomes expected by the country's school music curricula. This study investigated the effect of the new software on improving learning outcomes and student motivation. The participants were three experimental groups from eight schools. Group A (n = 60 pupils) were required to use the software for six weeks, at least 15 minutes per day, five days a week. This was carried out under teacher supervision in classrooms and under teacher guidance at home. Group B (n = 61 pupils) were asked to use the software once a week for six weeks in their music lessons. Group C (n=10 teachers) lead the application's testing process. Each child was allocated a unique code (to ensure each pupil's anonymity), which enabled the researcher to observe their activity. The average total use per child in Group A was 48 sessions, and for Group B, it was 12 sessions. The results for Group A showed pupils had notably enhanced their learning outcomes. Of the (n=60) pupils, 96% reported feeling 'highly motivated' by the software. The tool's facility for personalised, needs-focused exercises with immediate feedback was identified as particularly helpful. Group B, who used the software occasionally, made slower progress, but 93% reported that the addition of the software was preferable to traditional classroom music education conducted without such individual-focused technology. Out of (n=121) pupils, 94% reported the software was easy to learn and use. Each of the ten teachers who led the testing process reported increased accuracy of the elements practised with the software after six weeks of usage and decided to continue using it. More exercise resources are currently being developed for the software. Now also in English, it is easily translatable into other languages.

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Nawaila, Muhammad Bello, Sezer Kanbul, Umar Mohammed Kani y Mohammed Mukhtar Magaji. "DLMA_NEU: Digital Literacy Mobile Application for Children". International Journal of Interactive Mobile Technologies (iJIM) 16, n.º 08 (26 de abril de 2022): 49–64. http://dx.doi.org/10.3991/ijim.v16i08.25213.

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This paper presents the design and implementation of DLMA_NEU, adigital literacy mobile application for Android that targets children between ages 7 and 18. It is a developmental study aimed at designing a digital literacy mobile application the study conducted in the following three phases: Phase 1. Literature review; mobile application store search, and interviewing experts in children’s digital literacy, Phase 2 Smart phones app development and Phase 3 Accessing the functionality and usability of the app. Thirty students from Near East College and 5 experts were used throughout the research process. The App is the first digital literacy mobile application in Turkish.DLMA_NEUemploys children’s opinions and also adds the interactive option. To use the application, a child is required to register first.And to provide representation, the application currently supports two languages (English and Turkish). The application supports chatting with friends, and educates children (via videos, text, cartoons and jokes) on how to interact online. The application also serves as an avenue for children to report cyber bullying and other online issues as well assimultaneously acquiring informationon internet usage habits. DMLA_NEU is currently at the testing stage by children from TRCN.

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