The utility of article and preposition error correction systems for English language learners: Feedback and assessment

2010 ◽  
Vol 27 (3) ◽  
pp. 419-436 ◽  
Author(s):  
Martin Chodorow ◽  
Michael Gamon ◽  
Joel Tetreault
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Machine Learning Techniques ◽  
College Level ◽  
Educational Testing Service ◽  
Psychology Course ◽  
English Articles ◽  
Effective Use

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.

scholarly journals Multilingual access: Language hegemony and the need for discoverability in multiple languages

2018 ◽  
Vol 79 (11) ◽  
pp. 617
Author(s):  
Kelly McElroy ◽  
Laurie M. Bridges
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Social Identities ◽  
Educational Institutions ◽  
Growing Up ◽  
English Speaking ◽  
English Speaking World

It is widely accepted that English is the current lingua franca, especially in the scientific community. With approximately 527 million native speakers globally, English ranks as the third most-spoken language (after Chinese and Hindu-Urdu), but there are also an estimated 1.5 billion English-language learners in the world.The preeminence of English reflects the political power of the English-speaking world, carrying privileges for those who can speak, write, and read in English, and disadvantages to those who cannot. This is also the case in scholarly communication. Linguist Nicholas Subtirelu identifies three privileges for native English speakers: 1) easier access to social, political, and educational institutions; 2) access to additional forms of capital; and 3) avoiding negative opinions of one’s speech.For example, we were both born into families that speak American English at home, we were surrounded by English books and media growing up, and our entire education was in English. Even defining who counts as a “native” speaker can be refracted through other social identities. As college-educated white Americans, our English is never questioned, but the same is not true for many equally fluent people around the world. 

scholarly journals MONOPHTHONGISATION OF ENGLISH DIPHTHONGS /aɪ/, /eɪ / and /Ͻɪ/ BY NATIVE SPEAKERS OF PASHTO

2021 ◽  
Vol 9 (3) ◽  
pp. 189-197
Author(s):  
Liaqat Iqbal ◽  
Asma Ali ◽  
Irfan Ullah ◽  
Ayaz Ahmad
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Distinctive Feature ◽  
English Language ◽  
Native Speakers ◽  
Original Study ◽  
Final Position ◽  
Phonological Variation

Purpose of the study: Phonological variation in diphthongs, when spoken as a second or foreign language, is an accepted phenomenon. The diphthongs of English when pronounced by native speakers of Pashto go through certain changes and sometimes, monophthised. The purpose of the present study is to investigate phonological variation, i.e., monophthongisation of English diphthongs. Methodology: For this purpose, 20 Pashto speakers of both soft and hard dialects were taken and they were asked to pronounce the words having the target diphthongs at initial, medial and final position, followed and preceded by voiced and voiceless sounds. PRAAT was used to analyze the data to measure the possible variations in the sounds. Main Findings: The findings show that the phenomenon of monophthongisation of English diphthongs is common in the speaking of native speakers of Pashto. The study further shows that there is the lengthening of some of the sounds and deletion as well in certain contexts. This makes the variety of English spoken by the native speakers of Pashto a separate variety. Applications of this study: This study has applications for English language learners and teachers. The learners and teachers of English can benefit from this research and they can work on the problematic diphthongs that are usually monophthised. In this way, these sounds can be practised and the problems can be rectified. Novelty/Originality of this study: This is an original study where the problematic diphthongs have been considered and researched that how these English diphthongs are monophthised by the native speakers of Pashto making it a distinctive feature of the native Pashto speakers of English.

Learner-Initiated Language Learning Through Social Media Sites (SMSs)

2020 ◽  
pp. 69-88
Author(s):  
Rashad Ali Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Formal Education ◽  
Native Speakers ◽  
Authentic Materials ◽  
English Speaking ◽  
New Research

Social media sites have become an essential part of communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their uses and perceived benefits of using social media sites in English beyond formal education. The study came up with a conclusion that Yemeni EFL learners were actively participating in social media sites and were aware of their language-related benefits. The participants reported that social media sites were helpful for building various aspects of their English proficiency but found them most useful for their writing and reading skills, expanding their vocabulary, having access to authentic materials, and communicating with English speaking friends, both native and non-native speakers. They ranked their usefulness in the following order: Facebook, WhatsApp, and Twitter.

Developmentally Distinct Learning Experiences Among Adult English Language Learners

2018 ◽  
Vol 30 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Jennifer Ouellette-Schramm
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Basic Education ◽  
Learning Experience ◽  
Qualitative Interviews ◽  
Learning Experiences ◽  
Developmental Theory ◽  
College Level ◽  
Adult English Language Learners

Many adult English language learners (ELLs) aspire toward postsecondary educational programs but do not go on to obtain college credentials after beginning classes in Adult Basic Education (ABE) or community college English as a second or other language classes to prepare for college-level English. Understanding how adult ELLs experience learning in such programs may help programs support adult ELL persistence. A lens that has illuminated qualitative differences in adult learning experience is that of constructive-developmental theory (CDT). This small qualitative case study used a CDT lens and grounded theory to investigate developmental perspectives and learning experiences among nine ABE ELLs in a college preparation class. Data included two qualitative interviews per participant, demographic questionnaires, and reading scores. Findings included notable developmental diversity among participants and qualitatively distinct learning experiences related to finding motivation, ways of learning, and navigating challenge. This article discusses these different learning experiences, including supporting developmentally diverse adult ELLs.

scholarly journals DIFFERENT INTERPRETATION OF AMBIGUITIES SENTENCES (A Study of Class C the Second Semester Postgraduate Students Majoring English of State University of Semarang)

2018 ◽  
Vol 6 (2) ◽  
pp. 33
Author(s):  
Humaira Humaira
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Ambiguous Sentence ◽  
State University ◽  
Postgraduate Students ◽  
Structural Ambiguity ◽  
Class C ◽  
The Given

Ambiguityis strictly speaking, used to describe aword, phrase, or sentence when it has more thanone interpretation.Sometimes we found many ambiguities sentences when we are reading or listen to the English sentences. Multiinterpretations not only happen from the English language learners, but also in native speakers themselves. Thisstudy investigated about is there any different interpretation of ambiguities sentences made by students of class c,second semester students of PPs Unnes?, and what types of ambiguous sentence majority missing in theirtranslating. The objectives of study were to know that the students of PPs Unnes have different interpretations whenthey are translating the ambiguities sentences and to identifying the types of ambiguities. This study used descriptivequalitative approach; ten postgraduate students from Class C PPs Unnes participated in this study as respondents.All were university students majoring in English. They were given 5 ambiguous sentences. Sentences includedifferent sources of ambiguity such as, structural ambiguity, and lexical ambiguity. The subjects were asked totranslate the sentences into Indonesian language. The result of study presented that participants who are not nativespeakers of English exhibited the different interpretations in translate both the given types of ambiguous sentences.Almost all of ten respondents have different interpretations in each ambiguous sentence. Most respondents showdifferent translating majority in lexical ambiguous sentences.

scholarly journals ELLs in Higher Education: Self-Efficacy Beliefs and Goal Orientation

2020 ◽  
Author(s):  
Alessandro Benati ◽  
HONG SHI ◽  
Hassan Mohebbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Goal Orientation ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
College Level ◽  
Mastery Goals ◽  
Mastery Goal Orientation ◽  
Avoidance Goals

Abstract The present study aims to investigate the self-efficacy and goal orientation of college-level English Language Learners (ELLs). It further explores the relationship between self-efficacy and goal orientation. The data was collected from 198 ELLs by using an English Language Learning Survey. The participants had positive self-efficacy towards their English learning. ELLs who were more than 25 years old had a higher level of self-efficacy than those who were less than 25 years old. Moreover, females had a greater mastery goal orientation tendency than males. We also witnessed a positive correlation between self-efficacy and mastery goals, whereas self-efficacy was negatively correlated with performance-avoidance goals. Based on the findings of this study, teachers are encouraged to provide scaffolding and set assessment focus on ELLs improvement and mastery of content to enhance their self-efficacy and facilitate adopting mastery goals.

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