scholarly journals Diagnosing Engineering Students’ Competence of English Language Skills at Entry Level Academic Programme

2021 ◽  
Vol 3 (9) ◽  
pp. 23-30
Author(s):  
Rajakumar Guduru ◽  
Ramya Devi Bommanaboina
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Engineering Students ◽  
Language Skills ◽  
Economic Education ◽  
School Level ◽  
Entry Level ◽  
Wide Range ◽  
Core Subjects ◽  
English Language Skills

In the Indian context, an academic study program at the Indian Institutes of Technology (IITs) comprises a mixed group of learners coming from various social-economic, education, and a wide range of linguistic backgrounds. These learners secure admission into various engineering programs at IITs, having qualified for the Joint Entrance Exam (JEE), a national-level competitive exam. To qualify for this exam, students prepare rigorously, even at the school level. The JEE exam tests students’ knowledge in the core subjects such as Physics, Chemistry, Mathematics, Aptitude and Reasoning; hence, students seem to focus more on these core subjects but not on the English language. These learners vary widely in their English language proficiency level in terms of oral and written English proficiency. It is believed that the level of language proficiency of learners has a direct influence on their academic performance in the program in which they are admitted. Therefore, the study aims at diagnosing 405 engineering students’ competence of English language skills at the entry-level undergraduate engineering study programs of Bachelor of Technology at the Indian Institute of Technology, Bhubaneswar. A diagnostic test that comprised the components of English language skills was designed and administered to 405 students. The results were analyzed and interpreted qualitatively and quantitatively. It was found that the majority of the students who performed well in the test had better education backgrounds. For the students who performed poorly, the study recommends possible implications besides some remedial measures.

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 Do Enclaves Matter in Immigrant Adjustment?

2019 ◽  
pp. 323-360
Author(s):  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
...  
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This chapter is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non-English-speaking countries. Linguistic concentrations reduce the immigrant’s own English language skills. Moreover, immigrants’ earnings are lower the lower their English language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

scholarly journals OMANI SCHOOL SUPERVISOR PERSPECTIVES OF CONTEXTUAL FACTORS IMPACTING UPON STUDENTS’ LIMITED ENGLISH PROFICIENCY: AN EXPLORATORY STUDY

2016 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
RAHMA AL-MAHROOQI ◽  
CHRISTOPHER DENMAN ◽  
FAISAL AL-MAAMARI
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Proficiency ◽  
Limited English Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Language Skills ◽  
Contextual Factors ◽  
School Students ◽  
English Language Skills

Since the beginning of Oman’s “modern era” in 1970, English has assumed a central role in the country’s education system and has acted as a lingua franca across a variety of domains. However, despite this, graduates of Omani public schools are often reported as lacking the English-language linguistic and communicative abilities demanded by higher education institutions and the world of work. Consequently, most high school graduates entering tertiary education are required to enrol in foundation programs to improve their English language skills, while the employability of graduates seeking jobs straight from high school has also been reported as being negatively affected. Within this context, the current research explored the ways in which contextual factors relate to Omani school graduates’ development of English language skills. To achieve this, eight high school English language teaching supervisors responded to an on-line, open-ended question about the contextual factors they believed caused Omani school students to graduate with low English language proficiency. Results indicate that participants believed families, parents, and “Englishness” are the most important contextual factors contributing to this issue. The practical implications of these findings are discussed.

Design Principles for an Intelligent-Augmented-Reality-Based M-Learning Application to Improve Engineering Students' English Language Skills

2018 ◽  
pp. 881-899
Author(s):  
Derya Bozdogan ◽  
Buket Kasap ◽  
Utku Kose
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
English Language ◽  
Engineering Students ◽  
Language Skills ◽  
Design Procedure ◽  
Design Principles ◽  
Board Structure ◽  
Game Based Learning ◽  
English Language Skills

Introducing an intelligent augmented reality based M-learning application designed and developed for improving engineering students' English language skills, this chapter reports a work-in-progress that focuses on system design procedure. The application consists of Artificial Intelligence (AI) based functions to ensure an effective learning flow while taking advantages of game-based learning by providing a story board structure with a content tree. Four design principles “fair use, flexible use, fault tolerance, educational climate” by Elias in addition to Stockwell and Hubbard's principles for mobile supported language learning have been taken into account. Furthermore, the proposed system here employs an effective approach combining both real and virtual environments to achieve an Augmented Reality based learning experiences for students. After the introduction of the application, the chapter outlines how it will be processed in the future.

Design Principles for an Intelligent-Augmented-Reality-Based M-Learning Application to Improve Engineering Students' English Language Skills

2017 ◽  
pp. 215-232 ◽  
Author(s):  
Derya Bozdogan ◽  
Buket Kasap ◽  
Utku Kose
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
English Language ◽  
Engineering Students ◽  
Language Skills ◽  
Design Procedure ◽  
Design Principles ◽  
Board Structure ◽  
Game Based Learning ◽  
English Language Skills

Introducing an intelligent augmented reality based M-learning application designed and developed for improving engineering students' English language skills, this chapter reports a work-in-progress that focuses on system design procedure. The application consists of Artificial Intelligence (AI) based functions to ensure an effective learning flow while taking advantages of game-based learning by providing a story board structure with a content tree. Four design principles “fair use, flexible use, fault tolerance, educational climate” by Elias in addition to Stockwell and Hubbard's principles for mobile supported language learning have been taken into account. Furthermore, the proposed system here employs an effective approach combining both real and virtual environments to achieve an Augmented Reality based learning experiences for students. After the introduction of the application, the chapter outlines how it will be processed in the future.

scholarly journals Do Enclaves Matter in Immigrant Adjustment?

2005 ◽  
Vol 4 (1) ◽  
pp. 5-35 ◽  
Author(s):  
Chiswick Barry R. ◽  
Paul W. Miller
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This paper is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non‐English speaking countries. Linguistic concentrations reduce the immigrant's own English language skills. Moreover, immigrant's earnings are lower the lower their English‐language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

scholarly journals A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students

2017 ◽  
Vol 8 (5) ◽  
pp. 30 ◽  
Author(s):  
Hamad H. Alsowat
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Language Skills ◽  
School Level ◽  
Research Areas ◽  
The Future ◽  
Efl Students ◽  
University Level ◽  
The University ◽  
English Language Skills

This systematic review study sought to examine the teaching of English language skills in Saudi Arabia by systematically analyzing the previous studies on language skills which were published within the past ten years and identify the research areas to be bridged in the future. The study employed the systematic review approach. The search strategy yielded 221 studies for inclusion in the systematic keyword map, and 95 studies for in-depth review. The findings of this systematic review revealed that students sampling presented (80.09%) in those studies, and female students participated in only (24.43%) of those studies. In addition, (73.30%) of the conducted studies were at the university level indicating a limit interest of the school-level research. In addition, (68.52%) of those studies focused on writings kills , reading skills and achievement indicating the necessity to give more attention to speaking, listening, pronunciation, vocabulary and grammar research at all education sectors in the future. The in-depth review also indicated an obvious focus on reading and writing skills and most the studies were undertaken at the university level. The findings were discussed and a number of language skills research gaps were pointed out. 

scholarly journals A SWOT analysis of the Communicative English Language Skills Improvement Programme: A Tool for Autonomous EFL Learning

2020 ◽  
Vol 28 ◽  
pp. 97-108
Author(s):  
Betlem Soler Pardo ◽  
María Alcantud Díaz
Keyword(s):  
English Language ◽  
Swot Analysis ◽  
Language Skills ◽  
Pilot Project ◽  
Easy Access ◽  
Framework Analysis ◽  
Digital Revolution ◽  
Wide Range ◽  
Improvement Programme ◽  
English Language Skills

The digital revolution of recent years has led to new ways of learning by combining innovative and traditional methods. In order to engage the students in these new methods, a pilot project called the Communicative English Language Skills Improvement Programme (CELSIP) has been designed. Thus the learners will be able to achieve a higher level of communication in English through a wide range of multimedia resources, such as audio-books, learning apps, educational websites, TV series, films, board games, and music. These multimodal tools are of easy access to students since the vast majority are user-friendly. Hence, the main objective of this paper is to analyse and verify the feasibility of the CELSIP using a SWOT framework analysis to show the self-learning potential regarding English as a foreign language. In order to do so, we shall first describe the characteristics of the project named CELSIP. It is hoped that the SWOT analysis will provide an objective and critical perspective of the Programme's usefulness and effectiveness as a whole. Also, this analysis could offer prompts involved in the analysis of what is effective and less effective in the programme sections and procedures.

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