English language and graduate employability

2019 ◽  
Vol 61 (1) ◽  
pp. 79-93 ◽  
Author(s):  
Siti Zaidah Binti Zainuddin ◽  
Stefanie Pillai ◽  
Francisco Perlag Dumanig ◽  
Adriana Phillip
Keyword(s):  
Public Schools ◽  
University Students ◽  
Language Proficiency ◽  
English Language ◽  
University Education ◽  
Content Type ◽  
Graduate Employability ◽  
Long Run ◽  
Wide Range ◽  
Malaysian Students

PurposeThe purpose of this paper is to examine the perspectives of Malaysian employers and students on the need for English language proficiency and skills for employment.Design/methodology/approachInterviews were conducted with employers from various organisations. Additionally, questionnaires were disseminated to undergraduates at four public universities in Malaysia. These were done to ascertain the perspectives of different stakeholders on the importance of English in securing employment, the effect of a marked regional accent or dialect on employability and industry’s expectations and requirements for new employees.FindingsEmployers and students agree that English plays a major role in employability. Whilst there was general agreement by both parties that good grammar and a wide range of vocabulary are important, the findings indicated several mismatches in terms of students’ perceptions and employers’ expectations. Among them is the use of the colloquial form of English at the workplace which was not favoured by employers. Employers also generally felt that knowledge of different types of writing styles could be learnt on-the-job. Furthermore, employers pointed out other essential skills for employability: the ability to communicate in other languages, confidence and a good attitude.Practical implicationsCognisant of the fact that English is essential in improving employability, initiatives to improve the level of English among Malaysian students must continue to be put in place. University students should be made aware of the different language skills sought by employers early in their university education. The mismatches between the perceptions of university students and the expectations of employers should be considered when planning English language courses and degree programmes. More structured feedback from industry on both would help to better prepare students for the world of work and to ease the transition from campus to career.Social implicationsIn relation to graduate employability, these English-language elite groups would have an advantage in securing employment especially in multinational companies, and this will, in a long run, create a larger gap between students from the international and public schools.Originality/valueWith the standpoint of two important parties, employers and students, a more comprehensive idea of the effect of English language on employability has been obtained.

The morphing assessment terrain for English learners in US schools

2017 ◽  
Vol 16 (1) ◽  
pp. 110-126
Author(s):  
Mary Hutchinson ◽  
Xenia Hadjioannou
Keyword(s):  
No Child Left Behind ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Proficiency Tests ◽  
Content Type ◽  
State Tests ◽  
The Usa ◽  
Key Policy ◽  
Every Student Succeeds Act

Purpose The purpose of this paper is to provide an overview of the public policy reshaping the assessment terrain for English learners (ELs) across the USA and to consider the implications and impact of these practices on sustaining and supporting a diverse student population in today’s schools. Design/methodology/approach The authors review the literature and publicly available policy documents to trace key policy trends over the past 15 years that have shaped the current educational landscape and assessment practices for ELs in the USA. Findings In the USA, the 2015 Common Core State Standards (CCSSs) assessments generated worrisome results for ELs, as significant numbers had failing scores in English language arts and math. These results are juxtaposed to public policies that impact the educational experience of ELs, including No Child Left Behind and the CCSS, and which, despite their stated intentions to ameliorate the achievement gap, are found to be assimilationist in nature. Indeed, a review of the initiatives of developing common EL standards and English language proficiency tests and the recommendations for EL accommodations in state tests suggests several areas of concern. The recently passed Every Student Succeeds Act focuses on this vulnerable population, but there are concerns that the continued focus on accountability and testing will do little to facilitate academic progress for these students. Practical implications The paper recommends a need to reevaluate the support and testing process for ELs to stem widespread failure and ascertain the sustenance of democratic and diversified schools. Originality/value The study provides an overview of key policy trends, outlines and critiques recent changes in the assessment of ELs and draws implications for practice.

Method for automatic key concepts extraction

2019 ◽  
Vol 37 (1) ◽  
pp. 2-15 ◽  
Author(s):  
Sudarsana Desul ◽  
Madurai Meenachi N. ◽  
Thejas Venkatesh ◽  
Vijitha Gunta ◽  
Gowtham R. ◽  
...  
Keyword(s):  
Coming Out ◽  
English Language ◽  
Hybrid Approach ◽  
Ontology Learning ◽  
Specific Domain ◽  
Content Type ◽  
Concept Extraction ◽  
Nuclear Domain ◽  
Wide Range ◽  
Key Concepts

PurposeOntology of a domain mainly consists of a set of concepts and their semantic relations. It is typically constructed and maintained by using ontology editors with substantial human intervention. It is desirable to perform the task automatically, which has led to the development of ontology learning techniques. One of the main challenges of ontology learning from the text is to identify key concepts from the documents. A wide range of techniques for key concept extraction have been proposed but are having the limitations of low accuracy, poor performance, not so flexible and applicability to a specific domain. The propose of this study is to explore a new method to extract key concepts and to apply them to literature in the nuclear domain.Design/methodology/approachIn this article, a novel method for key concept extraction is proposed and applied to the documents from the nuclear domain. A hybrid approach was used, which includes a combination of domain, syntactic name entity knowledge and statistical based methods. The performance of the developed method has been evaluated from the data obtained using two out of three voting logic from three domain experts by using 120 documents retrieved from SCOPUS database.FindingsThe work reported pertains to extracting concepts from the set of selected documents and aids the search for documents relating to given concepts. The results of a case study indicated that the method developed has demonstrated better metrics than Text2Onto and CFinder. The method described has the capability of extracting valid key concepts from a set of candidates with long phrases.Research limitations/implicationsThe present study is restricted to literature coming out in the English language and applied to the documents from nuclear domain. It has the potential to extend to other domains also.Practical implicationsThe work carried out in the current study has the potential of leading to updating International Nuclear Information System thesaurus for ontology in the nuclear domain. This can lead to efficient search methods.Originality/valueThis work is the first attempt to automatically extract key concepts from the nuclear documents. The proposed approach will address and fix the most of the problems that are existed in the current methods and thereby increase the performance.

scholarly journals Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

2019 ◽  
Author(s):  
Prisla Devi Krishnan ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Face To Face ◽  
Post Test ◽  
Malaysian Students ◽  
Education Transformation

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

ESL Learning via Facebook Among Science and Non-Science University Students

2021 ◽  
Vol 11 (2) ◽  
pp. 1-17
Author(s):  
Shaidatul Akma Adi Kasuma
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Language Proficiency ◽  
English Language ◽  
Academic Experience ◽  
Science Students ◽  
Language Abilities ◽  
Motivation To Read ◽  
Willingness To Use ◽  
Learning Interest

This study examines science and non-science students' perceptions of the effects of Facebook on their ESL learning. A questionnaire was used to gather data from 631 university students in Malaysia. The findings suggest the science students' more positive views of Facebook for ESL learning compared to their non-Science counterparts, although the differences in percentages between the two groups are small. The science students perceived higher confidence and motivation to read, speak, and write in English, in online and offline environment, after being exposed to Facebook. The science students also indicated a higher level of English language proficiency compared to the non-science students, which may explain their better perceived confidence and willingness to use Facebook in ESL environment. The incorporation of Facebook as a social media should therefore be seen as facilitating a variety of preferred learning styles and strategies in boosting students' learning interest, improving their language abilities, and providing them with the best academic experience.

Language testing and technology: problems of transition to a new era

ReCALL ◽  
2008 ◽  
Vol 20 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Patricia Dooey
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Test Validity ◽  
Language Testing ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
Technological Advances ◽  
Wide Range ◽  
Computer Based

AbstractTechnological advances have revolutionised methods of both teaching and testing in languages, and practitioners have eagerly embraced the opportunity to provide more innovative ways of doing this. The unique features offered by technology make it increasingly possible to test for a wide range of language skills required for a specific purpose. With the increasing need to test for English language proficiency and the importance placed on this facility, technology is being utilised to address issues of practicality, speed and efficiency. However, such advantages should not be embraced without due consideration for the essential qualities of any test; validity and reliability. With the inevitable shift towards computer-based testing, certain areas need special consideration. While computer-based tests can provide constructive diagnostic information to complement the language learning process, they should be used more selectively in other contexts, for example in high-stakes tests, examples of which are International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL). These tests provide an assessment of English language proficiency, a key component of university admissions criteria. This paper examines a number of issues related to the design and application of computer-based tests, with particular reference to construct validity, computer familiarity and practicality. It is recommended that in the short term at least, test-takers be offered the choice of test medium in the interests of fairness and equity.

scholarly journals New empirics of monetary policy dynamics: evidence from the CFA franc zones

2016 ◽  
Vol 7 (2) ◽  
pp. 164-204 ◽  
Author(s):  
Simplice Asongu
Keyword(s):  
Monetary Policy ◽  
Granger Causality ◽  
Money Supply ◽  
Monetary Union ◽  
Policy Implications ◽  
Content Type ◽  
Long Run ◽  
Wide Range ◽  
Short Run ◽  
Cfa Franc

Purpose – A major lesson of the European Monetary Union crisis is that serious disequilibria in a monetary union result from arrangements not designed to be robust to a variety of shocks. With the specter of this crisis looming substantially and scarring existing monetary zones, the purpose of this paper is to complement existing literature by analyzing the effects of monetary policy on economic activity (output and prices) in the CEMAC and UEMOA CFA franc zones. Design/methodology/approach – VARs within the frameworks of Vector Error-Correction Models and Granger causality models are used to estimate the long- and short-run effects, respectively. Impulse response functions are further used to assess the tendencies of significant Granger causality findings. A battery of robustness checks are also employed to ensure consistency in the specifications and results. Findings –H1. monetary policy variables affect prices in the long-run but not in the short-run in the CFA zones (broadly untrue). This invalidity is more pronounced in CEMAC (relative to all monetary policy variables) than in UEMOA (with regard to financial dynamics of activity and size). H2. monetary policy variables influence output in the short-term but not in the long-run in the CFA zones. First, the absence of cointegration among real output and the monetary policy variables in both zones confirm the neutrality of money in the long term. With the exception of overall money supply, the significant effect of money on output in the short-run is more relevant in the UEMOA zone, than in the CEMAC zone in which only financial system efficiency and financial activity are significant. Practical implications – First, compared to the CEMAC region, the UEMOA zone’s monetary authority has more policy instruments for offsetting output shocks but fewer instruments for the management of short-run inflation. Second, the CEMAC region is more inclined to non-traditional policy regimes while the UEMOA zone dances more to the tune of traditional discretionary monetary policy arrangements. A wide range of policy implications are discussed. Inter alia: implications for the long-run neutrality of money and business cycles; implications for credit expansions and inflationary tendencies; implications of the findings to the ongoing debate; country-specific implications and measures of fighting surplus liquidity. Originality/value – The paper’s originality is reflected by the use of monetary policy variables, notably money supply, bank and financial credits, which have not been previously used, to investigate their impact on the outputs of economic activities, namely, real GDP output and inflation, in developing country monetary unions.

scholarly journals MALAYSIAN STUDENTS’ PERCEPTIONS OF THEIR INTERACTIONS IN UK SEMINARS

2020 ◽  
Vol 5 (2) ◽  
pp. 384-405
Author(s):  
Zurina Khairuddin ◽  
Zulaikha Khairuddin ◽  
Nadia Ibrahim
Keyword(s):  
Language Proficiency ◽  
International Student ◽  
English Language ◽  
Group Discussion ◽  
Educational Background ◽  
First Year ◽  
Verbal Interactions ◽  
First Year Students ◽  
Academic Cultures ◽  
Malaysian Students

Background and Purpose: Coming from different social and academic cultures, students may exhibit perceptions which are in contrast to the convention of the targeted culture. Hence, this study aims to explore how first-year Malaysian students perceive their interactions in UK seminars.   Methodology: Employing qualitative research method, nine Malaysian students were chosen based on two criteria: they have to be first-year students and registered in content modules in UK university. The data were collected from interview and focus group discussion, and the audio-recordings were transcribed and analysed utilising thematic analysis.   Findings: The participants of this study perceive their interactions differently. Semek, Enot, Fatin, Ammar, Ming and Izlin mentioned that they responded during seminar discussion if they were nominated by the tutor and most agreed that they did not ask questions because information was provided to them or they could ask the tutor or their friends after the seminar. Fatin however disagreed and asserted that students should ask questions if they did not understand the academic content well. Qaisara, Puspa and Semek also shared that their lack of English language proficiency influenced their lack of contribution which was not the case for Fatin and Ming. Being marginalised as an international student was one of the reasons Semek did not contribute to the seminar discussions in contrast to Qaisara who felt the need to contribute.   Contributions: The findings of this study suggest that academic institutions should be flexible in encouraging students to be engaged in seminars as coming from different educational background, these students may require additional help to socialise in academic setting and consequently become expert members.   Keywords: Malaysian students, students’ perceptions, students’ interactions, UK seminars, verbal interactions.   Cite as: Khairuddin, Z., Khairuddin, Z., & Ibrahim, N. (2020). Malaysian students’ perceptions of their interactions in UK seminars.  Journal of Nusantara Studies, 5(2), 384-405. http://dx.doi.org/10.24200/jonus.vol5iss2pp384-405

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 THE ENGLISH READING HABITS OF GRADUATE STUDENTS AT DALIAN UNIVERSITY OF TECHNOLOGY, CHINA

2021 ◽  
Vol 38 ◽  
pp. 269-280
Author(s):  
Muhammad Farshad Panhwar ◽  
Uzma Murad Panhwar ◽  
Abida Siddiqui
Keyword(s):  
Graduate Students ◽  
University Students ◽  
Language Proficiency ◽  
English Language ◽  
Likert Scale ◽  
Reading Habits ◽  
English Reading ◽  
University Of Technology ◽  
Attitudes Towards Reading

The study is set to know, analyze, and finally realize the reading habits of the students at Dalian University of Technology (DUT), specifically the English language (L2). The study aims to find out the reading habits of the students. Five-point Likert scale questionnaire was made to investigate the participants’ general attitudes towards reading and their reading preferences. 12000 questionnaires were distributed out of which 641 were returned after being filled in. The data collected through the questionnaire were analyzed using SPSS Statistics 20 program. It is made out of the conducted survey that the students at DUT have healthy reading habits and their attitude towards reading is positive. Moreover, it is made out that the reading habits of the students have a remarkable impact on their academic performances. The research in the end has made some suggestions and recommendations to foster reading habits and attitudes among university students for better language proficiency.

scholarly journals The Importance of Getting Automated Grammar Feedback via Grammarly, for Increasing Students' English Language Proficiency

2022 ◽  
Author(s):  
Michael Stefanus Soegiyarto ◽  
Radya Ayufa Putri ◽  
Samiaji Dwi Saputra
Keyword(s):  
Artificial Intelligence ◽  
University Students ◽  
Language Proficiency ◽  
English Language ◽  
Native Language ◽  
English Language Proficiency ◽  
Significant Part ◽  
Technological Advancement ◽  
Grammar Rules ◽  
To Receive

In the last decade, technology has played a significant part in human civilization. One example of technological advancement is the rise of Artificial Intelligence (AI) as a tool for learning. One digital application, namely Grammarly, is an AI tool used to edit sentences to eliminate grammar errors and deliver conciseness and engagement for the readers. We conducted research involving Indonesian university students, in which they do not possess English as a native language. Using this application to receive feedback and help with learning writing in English, we hope to find out how Grammarly as an AI tool for learning has a significant effect on English proficiency. The results showed that Grammarly had helped them form English sentences, learn grammar rules, and improve their writing performance overall.

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