scholarly journals Reticence is not a Virtue in Aviation: Improving English Speaking Proficiency of Future Aviation Specialists

2021 ◽  
Vol 13 (2) ◽  
pp. 498-515
Author(s):  
Liudmyla Herasymenko ◽  
Svitlana Muravska ◽  
Maryna Lomakina ◽  
Nadiia Martynenko ◽  
Iuliia Mazurenko
Keyword(s):  
Problem Solving ◽  
Language Proficiency ◽  
English Language ◽  
Speaking Proficiency ◽  
Information Gap ◽  
Grammatical Skills ◽  
English Speaking ◽  
The Impact ◽  
Experimental Group ◽  
Speaking Skills

English language proficiency is a vital requirement for air-to-ground communication for aviation specialists. A special attention should be paid to developing speaking skills of future pilots, air traffic controllers and engineers. Our research has shown that future aviation specialists come across certain challenges in the process of communication in English: insufficient aviation knowledge to give an opinion, low motivation to speak, poor grammatical skills and insufficient knowledge of vocabulary items, uneven participation in discussions, and fear of making mistakes. To overcome these challenges some recommendations were formulated for teachers to follow. The problem-solving activities were chosen and designed to enhance students’ speaking skills. They include value-clarification tasks, discussions, role-plays, information-gap activities, describing pictures, and discussing videos. This research aims to define the impact of applying these problem-solving activities on developing students’ speaking skills. 120 second year students in aviation specialties took part in this experiment. They were divided into a control and an experimental group of equal numbers. In both groups, the teachers taught the same Aviation English content which corresponded to the syllabus. In addition, in the experimental group the teacher implemented the problem-solving activities, which contributed significantly to the development of future aviation specialists’ speaking skills.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

The effectiveness of using of storytelling technique in improving the English-Speaking Skills of beginner pupils

2021 ◽  
pp. 65-67
Keyword(s):  
Primary Schools ◽  
English Language ◽  
English School ◽  
Information Culture ◽  
Male And Female ◽  
English Speaking ◽  
Experimental Group ◽  
Descriptive Method ◽  
Share Information ◽  
Speaking Skills

Story telling is an art of converting events into meaningful phrases and sentences. Sometimes stories are told to share information, culture, norms and awareness and sometimes the sole purpose of telling stories is just entertainment. However, storytelling is not just limited to this. It can effectively be used in teaching of English language. Particularly this research is focused on the useful technique of storytelling to develop speaking skills among beginner level students. From Wad Medani English School (GR 1), at El Gezira state, Sudan, thirty students were selected as a sample for this research including both male and female. It was an experimental study with analytical descriptive method. Collected data was run on SPSS and findings were interpreted after gaining results from the software. Statistically significant results were obtained for the students of experimental group which were levels of knowledge (0.005), comprehension (0.010), application (0.004), analysis (0.045), synthesis (0.004), and evaluation (0.035). After this, storytelling technique was adopted by providing schools with the necessary aids. Similar sort of research is also suggested at Sudanese primary schools.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2020 ◽  
Vol 11 (4) ◽  
pp. 508-518
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

scholarly journals ANALYSIS OF STUDENTS’ ABILITY IN USING ENGLISH FOR TAKING ORDER PROCEDURE IN RESTAURANT

2018 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Ida Nyoman Tri Darma Putra
Keyword(s):  
Data Analysis ◽  
Standard Deviation ◽  
English Language ◽  
English Speaking ◽  
The Mean ◽  
English Students ◽  
Academic Year ◽  
Speaking Skills

The aim of this study to analyze students' English speaking skills in conducting taking orders procedure in restaurants.  This study is conducted in order to overcome the problems encountered by the students in speaking activities in taking orders. To measure the ability of students in speaking English in taking orders, the researchers observed the procedures that the students did not perform and measure the students’ competence of English language. Samples of this study are the fourth semester students in Hospitality courses Diploma Degree of Mataram Tourism Institute in Academic Year 2018/2019. The results of this study indicated that the level of completeness of the procedure in taking student orders in STP Mataram is in average. More than 50% students have conducted the appropriate procedure when taking orders in using English. From the result of data analysis in measuring the students’ competence in speaking English, the mean score is 78.90 with standard deviation is 12.14. From the result, it is converted and get score 3.1. The score showed that the ability of English students from 40 students in STP Mataram classified as Good Criteria.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

scholarly journals The Impact of Mediation on EFL Learners’ Interpretation

2017 ◽  
Vol 1 (2) ◽  
pp. 197
Author(s):  
Mandana Yousefi
Keyword(s):  
English Language ◽  
Peer Mediation ◽  
Language Test ◽  
Efl Learners ◽  
Paired Sample ◽  
Self Confidence ◽  
Effective Role ◽  
English Language Institute ◽  
The Impact ◽  
Experimental Group

<p><em>The present study was an attempt to examine the EFL intermediate learners’ interpretation performance in translating texts from English to Persian on mediated mode vs. non-mediated one focusing on two different kinds of mediation (clip-mediated vs. peer-mediated mode). It has also investigated the participants’ attitudes toward the mediation sessions. It was conducted in an English Language Institute in Bojnourd, Iran. To this aim, a standardized 50-item Nelson English Language Test was administered to 31 participants. Following the homogenizing procedure, the number of the participants decreased to 24. Then, they were randomly divided into two equal groups (control and experimental), each consisting of 12 students. Both groups took part in interpretation classes twice a week, during which the experimental group received mediation as the treatment. The collecte</em><em>d data were analyzed by conducting ANCOVA and paired-sample t-test. </em><em>The results indicated that the EFL learners’ interpretation performance was better in mediated mode vs. non-mediated one, and peer-mediation was more effective than clip-mediation in improving their listening performance. In addition, all the participants stated </em><em>mediation had an effective role in improving their interpretation performance by reducing their anxiety and increasing their self-confidence.</em></p>

scholarly journals Improving English Language Speaking Skills Using “Absyak” On-Line Learning Model for Second Semester in Higher Education

2020 ◽  
Vol 3 (2) ◽  
pp. 684-694
Author(s):  
Abd. Syakur ◽  
Sugirin Sugirin ◽  
Margana Margana ◽  
Esti Junining ◽  
Yulianto Sabat
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Student Activities ◽  
Gap Technique ◽  
Information Gap ◽  
On Line ◽  
On Line Learning ◽  
Information Gaps ◽  
Speaking Skills

This study aims to improve students' speaking skills. The research sample consisted of 30 students (20 female students and 8 male students) all of whom were studying English, the majority of the sample were second semester students, the form of this study was to analyze (1) teaching and learning plans to speak through the task of information gaps that exist in "Absyak" on-line learning media websites, (2) the implementation of teaching speaking through structured tasks and information gaps with "absyak" on-line learning media websites, (3) teaching teaching evaluation systems through the task gap "absyak" information media website-based online learning, (4) improvement of student speaking using the information gap task on "absyak" website-based on-line learning. This is a classroom action research that takes place in 2 cycles. The subjects of the study were the second semester students of Surabaya Pharmacy Academy, Regular Class A consisting of 30 students in the academic year 2019/2020. Data collected by tests, observation notes and documentation. Data were analyzed descriptively qualitatively. The results showed that learning that was designed using the information gap technique with "absyak". Website-based online learning with cycle procedures. Cycle I results are still not optimal, then continue to the second cycle. In cycle II the results are maximum. Student activities increase every cycle II for learning, student activity, performance indicators, learning processes, completeness scores increase, decrease the number of unfinished and success indicators. Based on the results of research 11 which has been conducted 11 with 1 application of information gap techniques and "absyak" on-line learning website in learning Speaking in the second semester students of the Surabaya pharmacy academy that there is a significant increase in speaking skills from the results of learning achievements of cycle I and cycle II. This means that the students' speaking skills from the stages are increasingly increasing and succeeding well.

scholarly journals The Students’ Attitudes towards the NESTs versus NNESTs and their Impacts on the Students’ Motivations to Learn English Language at KAU

2021 ◽  
pp. 1-35
Author(s):  
Haneen Saad Al Muabdi
Keyword(s):  
Second Language Acquisition ◽  
Mixed Method ◽  
English Language ◽  
Efl Learners ◽  
King Abdulaziz University ◽  
English Speaking ◽  
Native English Speaking ◽  
Students Attitudes ◽  
Native English Speaking Teachers ◽  
The Impact

Motivation is one of the crucial aspects of second language acquisition. Students’ motivation can be influenced by their teachers. The present study aims to investigate the impact of the two types of teachers on EFL learners’ motivations to learn English. These are NESTs (Native English-speaking teachers) and NNESTs (native English-speaking teachers). Hence, it examines learners’ attitudes and perceptions towards the two types of teachers. This study employed a mixed method by distributing a questionnaire contains quantitative and qualitative tools. It consists of twenty items of Likert scales and two open-ended questions. The present study subjects are 31 female students at King Abdulaziz University in Jeddah, Saudi Arabia. The results of the study demonstrate that learners have a positive attitude toward NESTs and NNESTs. Despite that, the tendency to learn with NNESTs is higher than NESTs. The findings also show that both types of teachers motivate students to learn English. Moreover, it suggests that the methodology and teachers’ personalities are more important than the teachers’ nativeness.

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