English Proficiency
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2022 ◽  
Vol 7 (1) ◽  
pp. 441-458
Robert Long

Background and Purpose: In order to compete with native speakers, EFL and ESL students are under more pressure to produce native-like academic papers. This has led to more reliance on online grammar checkers, but these can be ineffective with regards to identifying and giving feedback on particular grammatical forms, phrasing and issues relating to style. Language learners may not be effectively correcting these errors. Hence, this study aims to examine the effectiveness of one online grammar checker, grammarly.com, with that of self-editing.   Methodology: This case study employed a descriptive approach to data analysis. 199 essays were collected from undergraduates at four universities in Kyushu, dated from April, 2019 to January, 2020.  99 essays were proofed by an online grammar checker, while 100 essays were self-edited. The English proficiency level of the participants was at the lower to intermediate range (i.e., TOEIC 300 to a TOEIC 500). The online grammar checker Grammarly was utilized by all participants to minimize issues relating to feedback. In the analysis of data, the complexity, accuracy, and fluency (CAF) of the essays was assessed in order to examine the significant changes between the first and other drafts, and the types of errors produced.   Findings: Results showed that there were no significant differences found in terms of the methods of editing, although the participants who employed online grammar checkers had better results. It was also shown that there were no significant differences in terms of syntactical complexity with either method of editing. There were fewer errors committed by the participants who self-edited, but there were no significant differences in the edited drafts with regards to errors/100 ratios, error-free clauses, and error-free clause ratios. The study showed marginal differences between the two methods of proofing but indicated that online tools can be useful for identifying certain grammatical errors.   Contributions: This paper argues that educators need to work more with EFL learners on the editorial and proofing process, but online grammar checkers may be a useful pedagogical tool to help low-proficient L2 learners.   Keywords: Writing quality, editing, online grammar checkers, proofing, syntactical complexity.   Cite as: Long, R. (2022). Online grammar checkers versus self-editing: An investigation of error correction rates and writing quality. Journal of Nusantara Studies, 7(1), 441-458. http://dx.doi.org/10.24200/jonus.vol7iss1pp441-458

2022 ◽  
Vol 15 (1) ◽  
pp. 345-350
Luke Kahler ◽  
Joseph LeMaster

Introduction. Approximately 41.6% of the US population who speak a language other than English (20% over all) and have limited English proficiency (LEP) status.1 Health outcomes for patients with LEP status or who are language discordant (speak a different language than their clinicians) have been studied in several settings, including the hospital and outpatient, with results widely demonstrating that these patients have worse outcomes when a professional interpreter is not used consistently. 2,3 The aim of this study was to investigate the impact of preferred language and language discordance on medication adherence. Methods. Data were collected via review of pharmacy-acquired medication profiles for three primary language cohorts: Nepali, Spanish, and English. Total Days of Adherence, Adherence Ratio, and Maximum Days Non-adherent were calculated and compared between language groups. We examined these statistics for regular and long-acting insulin, metformin and ACE inhibitors, testing for differences between language groups and those who experienced greater vs less than the median value for language concordant clinical encounters. Results. The most adherent group over all (highest adherence-ratio) were the Nepali-speaking, but the results showed high variability across outcomes and medications. Conclusions. After adjustment and stratification for greater vs lesser language concordant patient visit experience, we found that language-spoken plays an important role in the clinical encounter, and that LEP patients could have improved outcomes in their adherence to medications by having providers who speak their language or use an interpreter.

2022 ◽  
Vol 2022 ◽  
pp. 1-9
Guangli Li

In the era of “Internet +” big data, the theory and technology of English corpus are becoming more and more mature. Corpus is an important method to reflect some language characteristics and clarify some language phenomena. In terms of cultural exchanges, Chinese students majoring in English have obvious cultural differences at home and abroad and lack the atmosphere and context for cultural exchanges. In addition, students have problems such as insufficient cultural communication skills. The big data neural network model is adopted in this paper to compare and analyze the intermediary sentences in the corpus to explore the development trend of English proficiency. Through the analysis of typical cases, it explores the weak links in the corpus teaching process and summarizes a method focusing on the combination of use of corpus and English teaching.

2022 ◽  
Jacky Deng ◽  
Malek Rahmani ◽  
Alison Flynn

Making decisions and constructing arguments with scientific evidence and reasoning are essential skills for all members of society, especially in a world facing complex socioscientific issues (climate change, global pandemics, etc.). Argumentation is a complex linguistic practice, but little is known about how students from diverse language backgrounds engage in argumentation. The goal of this study was to identify how students’ English language proficiency/history was associated with the reasoning demonstrated in their written arguments. We found that students with lower English proficiency and less English history produced fewer causal responses compared to students with higher English language proficiency and history. Follow-up interviews with fifteen participants revealed that students’ comfort communicating in English on assessments depended on a combination of general and academic language experiences. Findings suggest a need to identify what barriers students from diverse language backgrounds encounter during argumentation to ensure students from all language backgrounds have equitable opportunities to demonstrate their abilities.

2022 ◽  
Vol 12 (1) ◽  
pp. 37
Nouf Aljasir

This mixed-method exploratory study was conducted to investigate the types of beliefs that Saudi self-learners of English as a foreign language bring to the learning process. It also examined the possible links between those beliefs and self-rated English proficiency and explored whether individual factors, such as age and gender, played a role in shaping the learners’ beliefs. Data were collected from 243 participants, using three instruments, two quantitative and one qualitative. The first was the Background Information Questionnaire, which was designed specifically for this study and consisted of two parts. The first part collected demographic data about the learners, and the second part elicited the participants’ self-rated English proficiency in the four basic skills of listening, speaking, reading, and writing. The second questionnaire was a modified version of Horwitz’s (1985) Beliefs about Language Learning Inventory (BALLI) and consisted of 27 items. The qualitative data were collected using one-on-one retrospective interviews, mainly to support and interpret the questionnaire results. The findings revealed that the beliefs of the participants were mostly realistic. Further, a significant positive correlation at the .01 level was found between the learners’ belief that they had foreign language aptitude and their self-rated English proficiency. The results of independent samples t-tests revealed two significant differences in learner beliefs according to gender and four significant ones according to age. The study concluded by offering recommendations and suggestions for further research in the field.   Received: 3 December 2020 / Accepted: 27 January 2021 / Published: 3 January 2022

2022 ◽  
Vol 13 (1) ◽  
pp. 101-109
Huina Su

Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele & Li, 2020). A growing number of scholars begin to study learners’ emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level of FLE was much lower than the international and domestic samples, while the level of FLCA showed the opposite pattern. There was no significant gender difference emerged for FLE, while female participants reported more FLCA than their male counterparts. Moreover, no significant difference was found in the levels of both FLE and FLCA between intermediate and low English proficiency students. Qualitative data analysis confirmed that FLE was closely related to teacher factors while FLCA was more related to learners themselves. Based on these findings, pedagogical implications were provided for EFL teaching in China.

2022 ◽  
Michael Stefanus Soegiyarto ◽  
Radya Ayufa Putri ◽  
Samiaji Dwi Saputra

In the last decade, technology has played a significant part in human civilization. One example of technological advancement is the rise of Artificial Intelligence (AI) as a tool for learning. One digital application, namely Grammarly, is an AI tool used to edit sentences to eliminate grammar errors and deliver conciseness and engagement for the readers. We conducted research involving Indonesian university students, in which they do not possess English as a native language. Using this application to receive feedback and help with learning writing in English, we hope to find out how Grammarly as an AI tool for learning has a significant effect on English proficiency. The results showed that Grammarly had helped them form English sentences, learn grammar rules, and improve their writing performance overall.

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110684
Zhonggen Yu ◽  
Mingle Gao

Although the flipped pedagogical approach has been exhaustively explored, the effect of video length remains sparsely studied. Through a mixed design, videos, and three ratio scales, this study determined the effect of video length on English proficiency, student engagement, and satisfaction in a flipped English classroom in China. We concluded that: (1) The short video (shorter than 5 minutes)-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with medium videos (10–20 minutes); and (2) The medium video-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with long videos (longer than 30 minutes). Designers of videos could make every effort to provide short videos to improve English proficiency, engagement, and satisfaction. They could also seriously consider a scale, a mobile platform, quizzes, pictures, and multimedia in the future design and innovation of videos.

2021 ◽  
Vol 1 (4) ◽  
pp. 63-69
Satriani Satriani ◽  
Muhammad Hasbi

The service team provides solutions based on the results of an analysis of the situation and problems faced by partners to increase opportunities for youth members to be immediately accepted to work after completing their education at vocational high schools. In terms of the solution's form, namely training and mentoring for youth members to practice spoken English using the drilling and repetition method, the results obtained at the end of this service were: (1) positive and enthusiastic response from members of the youth organization; (2) increased awareness of the importance of spoken English proficiency; (3) willingness to take risks in order to participate; (4) increased spoken English vocabulary, grammar, and pronunciation; (5) greater access to recorded voices of foreign speakers; and (6) more opportunities to practice speaking English in dynamic and enjoyable (but not monotonous) settings. (7) the availability of foreign speakers' voices in the form of mp3 recordings; (8) in their spare time, members of the youth organization are encouraged to listen to foreign speakers' voices, imitate them, and practice independently; and (9) after the training and mentoring is completed, the future availability of online sites for accessing and downloading learning media files.

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