English language proficiency admission requirements of domestic English as a second language students and performance in a nursing program

2022 ◽  
Vol 38 ◽  
pp. 104-113
Author(s):  
Ellen M. Gajewski
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Nursing Program ◽  
Admission Requirements ◽  
Language Students ◽  
And Performance

scholarly journals Sociolinguistic Factors in the Development of English Language Proficiency Among Students in Malaysia

ELT-Lectura ◽  
2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Melvina Melvina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
School Environment ◽  
English Language ◽  
English Language Proficiency ◽  
Contributing Factors ◽  
Home Support ◽  
Native Language Proficiency ◽  
Malaysian Students

Sociolinguistics factors influence the level of English Language proficiency among Malaysian students. Thereare three contextual factors involved which are the participants, the environment and culture. Participants refer to the students who come from different backgrounds with diverse needs and goals of learning the language. Language distance, native language proficiency, prior knowledge of the second language, dialect and register language status and attitudes play a crucial role in this factor. Besides that, the participants’ integrative and instrumental motivations are also contributing factors to the different level of proficiency in second language acquisition. The second factors is the environment which includes home support, the school environment and the community. Home support is concerned with atmosphere that parents create at home regarding language use, the school environment refers to peer groups, teachers and the learningprocess, whereas the community deals with the society that the students interact with. Finally cultural factors such as cultural differences and settings also have brought the different levels of proficiency among students in Malaysia.

scholarly journals English language proficiency and academic performance of Nursing Students speaking English as a second language

2018 ◽  
Vol 17 (4) ◽  
pp. 5-11
Author(s):  
Manal F. Alharbi ◽  
Sahar M. Yakout
Keyword(s):  
Academic Performance ◽  
Second Language ◽  
Nursing Students ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Grade Point ◽  
Correlational Design ◽  
Language Acculturation ◽  
Open Questions

Abstract Introduction. Students who speak English as a second language (ESL) may face considerable challenges at English language universities. Aim. To investigate the English language proficiency and academic performance of ESL bachelor’s degree nursing students. Methods. A correlational design was used with a sample of 136 nursing students who completed a structured questionnaire on socio-demographic characteristics, variables that affect language proficiency, open questions, and English Language Acculturation Scale (ELAS) to identify their English proficiency. Results. Forty-three percent of the participants experienced difficulty in understanding the second language in clinical practice, 68% experienced challenges in studying the second language, and 47% were embarrassed to speak English. Approximately 71% of the participants had low ELAS scores and 58% had a good grade point average (GPA). Regression analysis revealed that internal motivation, study challenge, and entrance GPA were predictors of academic performance. Conclusions. The results suggest that students’ grades were correlated with their use of English to read and write during their studies. Thus, faculty administrators should have concrete plans for improving and monitoring the English language proficiency of students throughout their enrolment.

scholarly journals El Idioma Inglés como segunda lengua en los profesionales de la carrera de enfermería

2017 ◽  
Vol 1 (6) ◽  
Author(s):  
Marianela San Lucas Marcillo ◽  
Marieta Azua Menéndez ◽  
José Tigua Anzules
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Written Language ◽  
English As Second Language ◽  
Palabras Clave ◽  
Nursing Career ◽  
Nursing Professionals ◽  
Nursing Professional

La presente investigación se realizó en la Universidad Estatal del Sur de Manabí, básicamente en los profesionales y estudiantes de la carrera de enfermería. El nuevo perfil competencial exige que posean competencias específicas en inglés hablado y escrito. El aprendizaje del idioma Inglés tiene como propósito específico adquirir características especiales que vayan con la carrera, en comparación con el inglés general, ya que no es suficiente.   Por otra parte,   ellos consideran importante el aprendizaje del idioma inglés, indicando también la inconformidad en aprender pero que de acuerdo a las necesidades actuales se debe tener en cuenta cómo ha influenciado el aprendizaje de este idioma, por lo tanto, es necesario adquirir conocimiento de este lenguaje con fines específico, para que los estudiantes y profesionales de la carrera de enfermería no presenten barreras que  obstaculicen su  vida laboral. A pesar de que todos coinciden en la importancia del dominio del idioma Inglés en el mundo actual, uno de los objetivos del profesional es ser motivado a comprender y aprender el inglés  con fines específicos, cuyo campo es el idioma inglés con enfoque en el área de la salud.   De acuerdo a los métodos utilizados en esta investigación fueron: el histórico-lógico, inductivo-deductivo y la observación, encuestas a estudiantes y entrevistas a los profesionales en enfermería. Se obtuvo como resultado que el  idioma ingles es fundamental como segunda lengua hablada y escrita. Palabras clave: Propósito específico, competitivo, segunda lengua, idioma inglés, imprescindible, obstáculo    Abstract  English as second language in the nursing professional  This research was performed at the Estatal del Sur de Manabí University, basically professionals and students of the nursing career. The new competence profile required with specific competence in spoken and written English. Learning the English language has a specific purpose acquire special features that go with the race, compared to general English, as it is not enough. Moreover, they consider important to the English language, also indicating the disagreement to learn but that according to current needs should take into account how learning has influenced the language, therefore, it is necessary to acquire knowledge This language with specific purposes for students and career professionals nursing do not present barriers to their working life. While all agree on the importance of English language proficiency in today's world, one of the objectives of the professional is to be motivated to understand and learn English for specific purposes, whose field is English with a focus on the area the health. According to the methods used in this research it was: the historical and logical, deductive and inductive observation, student surveys and interviews with nursing professionals. It resulted that the English language is essential as a second spoken and written language.  Keywords:   Specific purpose, competitive, second language, English language, indispensable obstacle

scholarly journals Summarization in English as a Foreign Language: A Study Comparing Summary Performances to Summarizers’ Vocabulary Size

2021 ◽  
Vol 14 (5) ◽  
pp. 77
Author(s):  
Makiko Kato
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Rating Scales ◽  
Native Language ◽  
English Summary ◽  
English Language Proficiency ◽  
Vocabulary Size ◽  
Size Groups

The study examined the impact of a first language’s summarizing skill and second language vocabulary size on summary performances in a second language. A total of 40 English as a Foreign Language (EFL) learners from a Japanese university with a mixed level of English language proficiency were asked to write a summary in English (i.e., their non-native language, L2) and in Japanese (their native language, L1) from a text written English and Japanese respectively. The effect of L1 summarizing skill on L2 summary performances was examined using multiple regression analysis. L1 summary performances (i.e., summarizing skill) slightly influenced English summary performances for summary writers with lower-level English language proficiency but not L2 summary performances for those with higher-level English language proficiency. The participants’ vocabulary size measured by Nation’s (2007) test was positively correlated with their English summary performances. Moreover, the results showed that the vocabulary size in the highest and smallest-vocabulary size groups was correlated with scores on two rating scales (i.e., Language use and Source use) in their English summary. In contrast, the vocabulary size in the middle-level vocabulary size groups was correlated with their scores on two different rating scales (i.e., Main idea coverage and Integration) in their English summary. This study concluded that L1 summary performance had not impact on L2 summary performances because several characteristics influence of summary writers’ English vocabulary size. The study made several recommendations to EFL teachers who teach summary writing and for further study.

scholarly journals Communicative system-activity approach in teaching english as a second language

2021 ◽  
Vol 2 (5/S) ◽  
pp. 83-88
Author(s):  
Zarnigor Bakhriddinova ◽  
Gulmira Juraboyeva ◽  
Odina Bakhriddinova ◽  
Otabek Yusupov
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Broad Sense ◽  
Teaching English ◽  
System Activity ◽  
Speech Activity

This article outlines communicative system-activity approach in teaching English as a second language. This approach is the implementation of such a method of teaching, in which an orderly, systematic and mutually related teaching of the English language as a means of communication is carried out in the conditions of simulated (reproduced) speech activity in the classroom - an integral and integral part of the general (extralinguistic) activity. As a result of this approach in teaching, the system of English language proficiency as a means of communication in the broad sense of the word is formed, implemented and operates.

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