scholarly journals USE OF WHATSAPP FOR ENGLISH LANGUAGE PROFICIENCY AMONG B.ED. TRAINEES

2017 ◽  
Vol 5 (9(SE)) ◽  
pp. 1-6
Author(s):  
N. Ramakrishnan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Text Messages ◽  
Professional Degree ◽  
Audio Files ◽  
Voice Calls ◽  
Cellular Mobile

Whatsapp has attracted over 1.2.billion people worldwide. It uses the Internet to make voice calls, one to one video calls; send text messages, images, GIF, videos, documents, user location, audio files, phone contacts and voice notes to other users using standard cellular mobile numbers. Its use in the administrative side is also on the increase. Recently IAS officers and CEOs have created Whatsapp groups to pass on messages. It is in vogue now. It has many conveniences of sending JPEG, PDF files, photos, videos and audio. There are many apps which are competing with Whatsapp but Whatsapp has emerged as number one among them. The study here is to know the use of Whatsapp for language learning. Overall perception is that the use of English language in the Whatsapp and other social media is on the increase. Immediately it has struck all of us one question that is does it increase the language proficiency of students and others? If so, what would be the effect on the learning of foreign language? It is doing a yeoman service to the students to develop competency in foreign language. English is the most common and widely used language. It is a library and laboratory language too. Development of English language proficiency among B.Ed. trainees is very crucial as it leads to better transaction in the classroom. The marketing of their professional degree is also possible with sound knowledge in English. So, it is the natural quest of the researcher here is to study the use of Whatsapp for Development of English Language Proficiency among B.Ed. trainees. The study was conducted among 200 B.Ed. trainees in Madurai district. It is proved from the above table that the B.Ed. students are using whatsapp more for development of English Language proficiency than expected.

The Correlation between Iraqi EFL Preparatory School Students’ Language Learning Styles and Language Proficiency

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Khattab Jabbar Jassim Al Saadey ◽  
Prof. Dr. Salam Hamid Abbas ◽  
Prof. Dr. Salam Hamid Abbas
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
School Students ◽  
Preparatory School

Learning styles usually viewed as having a direct impact on foreign language learning. Knowing of students’ learning styles contributes significantly to the development of the level of students in the foreign language where they deal with language inputs differently and each student has a different learning style. Accordingly, foreign language teachers should be aware of the students’ individual differences in general and learning styles in particular. This study aims to find out: 1. Iraqi EFL preparatory school students’ learning styles. 2. Iraqi EFL preparatory school students’ level of language proficiency. 3. The correlation between Iraqi EFL preparatory school students’ learning styles and level of language proficiency. 4. Which of the learning styles do contribute to the interpretation of variation in language proficiency of Iraqi EFL preparatory school students. This study is a correlational research in which the population consists of 325 students from different Iraqi preparatory schools during the academic year 2020/2021. The data is gathered by employing a questionnaire to assess students' learning styles and an English language proficiency test to assess students’ proficiency represented by language skills. After their validity and reliability are verified, the instruments are applied to the research sample. The results of the statistical manipulation showed the following: 1. Iraqi EFL preparatory school students show weak level of language proficiency. 2. The dominant learning styles of Iraqi preparatory school students are random/intuitive style, followed by impulsive/reflective, while the sequential learning style comes third. While the use of closure/open oriented and deductive/inductive learning styles are not statistically significant. 3. Iraqi EFL preparatory school students’ learning styles are statistically correlated with their English language proficiency. 4. The visual, auditory, impulsive/reflective, and synthetic/analytic styles contribut

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals Editorial

2014 ◽  
Vol 37 (3) ◽  
pp. 190-197 ◽  
Author(s):  
Ingrid Piller
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Social Order ◽  
Social Inclusion ◽  
English Language ◽  
Equal Opportunity ◽  
Linguistic Diversity ◽  
English Language Proficiency ◽  
Editorial Introduction ◽  
Original Research

This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity.

Linguistic Expats and Bounded Fluency

2019 ◽  
pp. 42-57
Author(s):  
Tsedal Neeley
Keyword(s):  
Organizational Culture ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Home Country ◽  
Mother Tongue ◽  
English Language Proficiency ◽  
Conference Call ◽  
Remote Location ◽  
Japanese Employees

This chapter focuses on the Japanese linguistic expats and their linguistic shock, which initially presents a barrier to learning a foreign language. It provides the results of the seemingly insurmountable challenge at the mandate's announcement—base English language proficiency for the Japanese domestic workforce. Here, the term “linguistic expat” is used to describe employees like Kenji who live in their home country yet must give up their mother tongue when they enter their place of employment or sign into a conference call from a remote location. This chapter shows how this twist—a mismatch between language, nationality, and organizational culture—made the Japanese employees uncomfortable. Learning English, at least in the first phase, required that they form new perceptions of themselves, their company, and their jobs. The demands of the mandate made them feel anxious about their productivity and insecure about their future at Rakuten. Although the majority of the linguistic expats progressed in their acquisition of English, few were able to reach a level where fluency was automatic.

The discursive (mis)representation of English language proficiency

2020 ◽  
pp. 1-28
Author(s):  
Agnes Bodis
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
International Education ◽  
Critical Discourse Analysis ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Media Representation ◽  
The Media

Abstract International education constitutes a key industry in Australia and international students represent a third of university students at Australian universities. This paper examines the media representation of international students in terms of their English language proficiency. The study applies Critical Discourse Analysis to the multimodal data of an episode of a current affairs TV program, Four Corners, and social media comments made to the episode. Using Social Actor Analysis, the study finds that the responsibility for declining standards at universities is assigned to international students through representations of their language use as problematic. This is supported by the visual representation of international students as different. By systematically mapping out the English-as-a-problem discourse, the paper finds that the media representation of language proficiency and language learning is simplistic and naïve and the social media discussion reinforces this. This further contributes to the discursive exclusion of international students.

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