scholarly journals Bridging the Gap for English Language Testing Study in Fiji: Proposing an Evaluation of the Writing Proficiency Level of Pre-first Year and Post-first Year Undergraduate Students

2020 ◽  
Vol 11 (3) ◽  
pp. 351
Author(s):  
Prashneel Ravisan Goundar
Keyword(s):  
University Students ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Longitudinal Research ◽  
Language Testing ◽  
First Year ◽  
Quantitative Methodology ◽  
Writing Proficiency ◽  
Proficiency Levels

Language testing is a complex field of study as there are various factors that need to be taken into account when preparing and assessing the students’ language proficiency. However, it plays a pivotal role in society. With the results of language tests used for immigration purposes, university entrance qualifications as well as employment opportunities. Scholars attest that it is obligatory for language teachers to constantly ‘assess their students’ oral and written performances’, and the Common European Framework of Reference for Language (CEFR) offers a variety of oral and writing scales which provide the ‘opportunity for a common standard’. This paper argues the significant gaps that are yet to be address in a language testing research and highlights why a study needs to be conducted in Fiji with the university students. The article discusses applying a quantitative methodology thus, a longitudinal research design to conduct a language testing study on writing proficiency levels of undergraduate students; compare the writing proficiency levels of pre-first year and post-first year university students by using academic essay tests of the same cohort; and finally determine undergraduate students’ progress (or lack of) in written English over the course of their program.

scholarly journals Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives

2020 ◽  
Vol 12 (2) ◽  
pp. 321-340
Author(s):  
Tzu-Ling Hua
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Global Education ◽  
Global Economy ◽  
English Language ◽  
First Year ◽  
Pedagogical Practice ◽  
English Medium Instruction ◽  
The One ◽  
Psychology Course

English-medium instruction (EMI) has become a global education phenomenon in recent decades, especially in higher education. However, its implementation is still facing criticism. On the one hand, learners are welcoming the envisaged benefits of preparing them with professional content knowledge and English language proficiency to compete in the new global economy; on the other hand, they are reluctant to take the courses because of the challenges and difficulties EMI creates. Meanwhile, EMI lecturers are concerned about students’ inability to survive, or better still thrive through EMI learning. EMI lecturers are experts in their professional domain but are not trained or prepared to teach EMI courses yet. This qualitative study examines the perception of first-year undergraduate students taking the EMI foundation psychology course in Taiwan, focusing on their perspectives of factors facilitating or hindering their EMI learning, and their suggestions for improving the situation. The results not only point out what kinds of teaching practices contribute to challenges for EMI learners in their learning process but also the underlying reasons and the pedagogy practice that students suggest can be used to improve the situation. Insights provided by this study can be used to assist EMI lecturers in examining their pedagogical practice and expand their knowledgeability about pedagogy. They can also be used as a way forward for assisting in the development of EMI teacher training and professional development, and the implementation of EMI.

scholarly journals 28. How Much Language Do They Need? The Dilemma English-Medium Universities Face When Enrolling English as an Additional Language Students

2011 ◽  
Vol 3 ◽  
pp. 172 ◽  
Author(s):  
Janet Von Randow
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Academic Language ◽  
Subsequent Development ◽  
First Year ◽  
Domestic Students ◽  
Language Background ◽  
Language Needs ◽  
Post Entry

Although international and domestic students applying to English-medium universities may well meet the minimum language entry requirement, recent research indicates that this level of language proficiency often does not provide students with the means to cope effectively with their academic studies (Barthel, 2007; Elder, 2003; Read & Hayes, 2003). To resolve this dilemma our major, multicultural New Zealand university is addressing the problem through implementation of the Diagnostic English Language Needs Assessment (DELNA), a post-entry programme administered to all first-year undergraduate students, regardless of their language background. We use the diagnostic outcomes to guide individual students with particular needs to appropriate forms of academic language enrichment. This paper outlines DELNA’s history and administration, student responses to the assessment and the subsequent development and uptake of language support options.

scholarly journals INSIGHTS ON TEACHING CHESS TO UNDERGRADUATE UNIVERSITY STUDENTS

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
William Bart
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
First Year ◽  
State University ◽  
Correct Usage ◽  
Undergraduate University Students ◽  
The Usa ◽  
Computer Based

The purpose of this study was to explore how undergraduate university students react to chess instruction. Certain patterns emerged from 10 offerings of a Freshman Seminar entitled “Beginners’ Chess and 21st Century Thinking Skills”. The course enrolled only first-year and second-year undergraduate students at a large public state university in the USA. The students tended to have little or no knowledge of chess prior to the course. The course made extensive use of chess-related websites available on the Internet such as chess.com, lichess.org, and chessgames.com. The instruction involved the projection of a chess-related website projected onto a large classroom screen with the use of an instructor’s computer connected to a projector that projected the computer-based image onto the screen. The course had 10-20 students in each annual offering of the course that lasted 15 weeks. The student evaluations of the course were very positive, indicating that the students enjoyed the course very much. The course involved instruction in chess on topics such as tactics and basic checkmates along with instruction on the cognitive psychological foundations of chess on topics such as problem solving and critical thinking. The primary task in the course was that each student had to prepare a critical evaluation of two of their own chess games that included correct usage of proper algebraic notation for the chess moves. The chess activity that the students enjoyed the most was group competition.

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.

Gender and Language

2021 ◽  
pp. 161-177
Author(s):  
Didem Koban Koç
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
The Other ◽  
First Year ◽  
Teaching Program ◽  
Linguistic Features ◽  
The Social ◽  
Social Meanings

The present study investigated gender differences in the use of linguistic features as well as the social meanings attached to those differences. Academic essays, written by 44 (22 male, 22 female) first-year undergraduate students enrolled in the English Language Teaching program at a government university were analyzed with respect to the use of linguistic features (adjectives, empty adjectives, intensifiers, linking adverbials) as well as the number of words and sentences used by the students. The results showed that, in comparison to males, females used more adjectives, intensifiers, and words. Males, on the other hand, used more empty adjectives and linking adverbials than females. Based on the results, pedagogical implications are discussed, and recommendations are provided in order to increase teachers' awareness of gender differences and improve students' writing skills.

scholarly journals A Study on the Relationship between University Students’ Chinese Writing Proficiency and Their English Writing Proficiency

2011 ◽  
Vol 4 (2) ◽  
pp. 55 ◽  
Author(s):  
Xiaoyu Huang ◽  
Xueying Liang ◽  
Effie Dracopoulos
Keyword(s):  
University Students ◽  
Mother Tongue ◽  
Pearson Correlation ◽  
Positive Transfer ◽  
First Year ◽  
Writing Proficiency ◽  
Significance Level ◽  
English Writing ◽  
Language Writing ◽  
Chinese Writing

Up to now, most researchers have been paying attention to the negative transfer of mother tongue to second language writing. Few studies, if any, have touched upon the positive transfer. Therefore, the purpose of this study is to investigate the positive transfer of Chinese to 26 first-year university students’ English writing holistically and segmentally in the use of words, grammar, coherence, and content and organization. The result of the Pearson correlation coefficient turned out to be 0.43 at the 5% significance level, indicating a positive relationship between the Chinese writing and the English writing. The questionnaires have also confirmed the result of the correlation analysis. In particular, the positive transfer of Chinese seems to be more apparent in the content and organization of the English writing, followed by coherence and use of words. Thus, it can be concluded that the positive transfer of mother tongue can facilitate English writing.

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 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

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