scholarly journals HUBUNGAN ANTARA TINGKAT KREATIVITAS VERBAL DENGAN KEMAMPUAN BERBAHASA INGGRIS PADA MAHASISWA JURUSAN PSIKOLOGI ISLAM IAIN PONTIANAK ANGKATAN 2017/2018

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Isyatul Mardiati Mardiati
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Psychology Students ◽  
English Language Proficiency ◽  
Islamic State ◽  
State Institute ◽  
Verbal Creativity ◽  
Islamic Psychology ◽  
The Relationship

Abstract This study described about: (1) the level of verbal creativity of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak  2017/2018; (2) English language proficiency of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak  2017/2018; (3) the relationship between the level of verbal creativity and English language proficiency of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak  2017/2018. The sample in this study were students of the Department of Islamic Psychology, Faculty of Ushuluddin, Adab and Da'wah, Islamic State Institute of Pontianak. The results of this study are that there is a positive correlation between verbal creativity with English language proficiency in Islamic Psychology students From this research, it can also be seen that the level of verbal creativity of Islamic Psychology students is quite high with a percentage of 49.2% and English proficiency of students has a high category in reading skills. Keywords: Verbal Creativity, English Proficiency

scholarly journals The Relationship Between English Language Proficiency and Politeness in Making Requests: A Case Study of ESL Saudi Students

2019 ◽  
Vol 9 (2) ◽  
pp. 89
Author(s):  
Abdullah Alshakhi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
The United States ◽  
English Language Proficiency ◽  
Language Learner ◽  
Second Phase ◽  
Saudi Students ◽  
Two Phases ◽  
The Relationship

The acquisition of language as well as the acquisition of social consideration, or politeness, are two sets of separate skills. However, the lack of language knowledge by an English language learner can result in social mistakes that can be perceived as impolite by native speakers. The present study aimed to explore the relationship between English language proficiency and politeness in making requests at retail shops, specifically focusing on Saudi students in the United States. There were five participants in this study: two Saudi ESL students with low English proficiency; two Saudi Ph. D. students with advanced English proficiency, and an American waiter who speaks English as a native language. The study was conducted by using a qualitative research method in two phases. The first phase included observing all participants during interaction, and the second phase included interviewing a server at one of the restaurants where the students visited. The main findings revealed that there was no strong correlation between politeness and English language proficiency in making requests. However, there were some factors found in this study that contributed to politeness level, such as intonations and the use of politeness markers.

scholarly journals A Study on the Relationship between English Language Proficiency and Intercultural Communication Competence among Arab Students in Malaysia

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Abdul Qahar Sarwari ◽  
Muhammad Nubli Wahab
Keyword(s):  
Intercultural Communication ◽  
Language Proficiency ◽  
English Language ◽  
Communication Competence ◽  
Personal Characteristics ◽  
English Language Proficiency ◽  
Negative Effects ◽  
Intercultural Communication Competence ◽  
Arab Students ◽  
The Relationship

This study was carried out to evaluate the relationship between English language proficiency (ELP) and intercultural communication competence (ICCC) of Arab students in Malaysia. This study included both of the quantitative and the qualitative data sets to further the information. The participants of this study were 108 Arab students from nine different Asian and African nationalities. Based on the results of this study, English language was the main means of education for the participants, and the main means of their communication with students from other cultures. The results from this study found some significant correlations between the attributes of ELP and ICCC. The good levels of ELP encouraged and enabled individuals to be involved in daily interactions with their peers from different countries who speak different languages, and their interactions helped them to improve the levels of their ELP. Moreover, the participants who obtained higher scores in English language proficiency test got higher mean scores in ICCC as well. Based on the results, in some cases, their personal characteristics and the low levels of their ELP had negative effects on the process of interactions among Arab and other students. The results of this study may add some interesting information in the literature regarding the relationships between ELP and ICCC of Arab students in an Asian multicultural collegiate environment.

The Relationship Between Oral Language and Reading in English-Only, Proficient Bilingual, and Emergent Bilingual Adolescents

2019 ◽  
pp. 112-132 ◽  
Author(s):  
Becky H. Huang
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
English Language ◽  
English Language Proficiency ◽  
Emergent Bilinguals ◽  
English Only ◽  
Adolescent Groups ◽  
Language Assessments ◽  
Reading Measures ◽  
The Relationship

The chapter examined the English language and reading outcomes and the relationship between language and reading for two bilingual adolescent groups (Proficient Bilinguals and Emergent Bilinguals) and their English-only peers (n = 78 total). Participants completed a variety of English language assessments, and their scores from a standardized accountability reading assessment were collected from their teachers. Results from the study showed that Proficient Bilinguals performed comparably to their English-only peers in all language and reading measures, suggesting that simply being bilingual does not detract from adolescents' English language proficiency. Furthermore, the relationships between oral language and reading differed as a function of participants' English language proficiency. Oral language skills correlated with reading for both bilinguals and English-only adolescents, but the relationships were more robust for bilinguals than for English-only adolescents. Finally, the relationship between speech production and reading was significantly only for Emergent Bilinguals and not for Proficient Bilinguals.

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals Introducing and Testing a Measurement Tool for English Language Proficiency: Aisha’s Tool

2019 ◽  
Vol 9 (3) ◽  
pp. 319
Author(s):  
Aisha M. Alhussain
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Measurement Tool ◽  
Proficiency Tests ◽  
Test Results ◽  
High Performing ◽  
Highly Effective ◽  
Study Participants

The IELTS English proficiency tests are discussed as being highly effective in determining students’ level of proficiency in the language. However, the study points out that the processes involved in the administration of the tests along with the associated cost make affect the effectiveness of its use in the assessment of learners. A Sentence Pattern test is offered as an alternative with 97 participants taking part in the assessment to test its effectiveness. Each of the non-native study participants is subjected to both the SP test and the IELTS test for the establishment of the correlation in the results posted for the two tests. The findings demonstrate that the students’ performance in the IELTS test correlated with their corresponding SP test results. High performing students in the IELTS test also posted high scores in their SP test. As demonstrated in the study, the correlation in the results illustrates the effectiveness of the SP test as an alternative for the IELTS tests in proving English language proficiency.

scholarly journals The Relationship Between Lexical Frequency Profiling Measures and Rater Judgements of Spoken and Written General English Language Proficiency on the CELPIP-General Test

2016 ◽  
Vol 32 ◽  
pp. 43 ◽  
Author(s):  
Scott Roy Douglas
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Lexical Frequency ◽  
Frequency Bands ◽  
Language Tests ◽  
General Test ◽  
Quota Sampling ◽  
The Relationship ◽  
Independent Confirmation

Independent confirmation that vocabulary in use unfolds across levels of performance as expected can contribute to a more complete understanding of validity in standardized English language tests. This study examined the relationship between Lexical Frequency Profiling (LFP) measures and rater judgements of test-takers’ overall levels of performance in the Speaking and Writing modules of the CELPIP-General test. In particular, the potential of measures such as lexical stretch and number of frequency bands accessed was examined. Randomized quota sampling from previously rated test-taker responses resulted in 200 speaking samples and 200 writing samples being compiled to create corpora of 211,602 running words and 70,745 running words respectively. Pearson r was used to examine the relationships between the LFP measures and rater judgements of CELPIP levels. Results point to significant correlations, with increasing CELPIP levels of performance generally accompanied by test-takers’ increasing ability to produce greater numbers of words, deploy a greater variety of words, rely less on high-frequency vocabulary, tap into mid-frequency vocabulary, and access a greater number of frequency bands. These results underline the contribution of independently obtained lexical measures toward a fuller understanding of concurrent validity in standardized English language proficiency testing. La confirmation indépendante que le vocabulaire d’usage se répand sur plusieurs niveaux de performance tel que prévu peut contribuer à une meilleure interpréta- tion de la validité des tests standardisés de langue anglaise. Ce e étude a examiné le rapport entre les mesures de profilage de la fréquence lexicale et les évalua- tions de la performance globale des élèves aux modules de parole et de rédaction du Programme canadien d’évaluation du niveau de compétence linguistique en anglais (CELPIP). Plus précisément, on a examiné le potentiel des mesures telles l’étendue lexicale et le nombre de bandes de fréquences a eintes. L’échantillon- nage par quota aléatoire de réponses d’élèves déjà évaluées a entrainé la formation de 200 échantillons de parole et 200 échantillons de rédaction représentant deux corpora, un de 211 602 mots liés et l’autre de 70 745 mots liés. On a employé le coe cient de corrélation de Pearson pour examiner les rapports entre les mesures de la fréquence lexicale et les évaluations en fonction des niveaux du CELPIP. Les résultats dévoilent des corrélations signi catives entre, d’une part, les meilleures performances au CELPIP et, d’autre part, une capacité à produire une quantité et une variété plus importantes de mots; à moins recourir aux mots les plus fréquents; à puiser dans du vocabulaire à fréquence moyenne; et à accéder à un plus grand nombre de bandes de fréquence. Ces résultats soulignent la contribution des mesures lexicales obtenues indépendamment à la compréhension de la validité concourante des évaluations standardisées des compétences linguistiques en anglais. 

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