Search Results (29)

Long COVID, where symptoms persist after recovering from COVID-19, can affect cognitive functions like language. However, little is known about its impact on children’s language skills, especially across different school levels. This study investigated the impact of long COVID on language proficiency among 1244 children (Asian; 53.5% boys) from kindergartens (N = 408, M_age = 4.42 ± 1.26 years), primary schools (N = 547, M_age = 9.69 ± 1.96 years), and secondary schools (N = 289, M_age = 14.97 ± 1.85 years) in Hong Kong. Language proficiency was assessed using the Language Experience and Proficiency Questionnaire (LEAP-Q), which measured speaking, listening, reading, and writing in both Chinese and English. Participants were categorized into three groups: long COVID, recovered from COVID-19, and no history of COVID-19. One-way and two-way ANOVAs were used to analyze the differences in language proficiency across these groups and school levels. Children with long COVID symptoms exhibited significantly lower overall language proficiency, particularly in speaking and listening, compared to those in the recovered and no-COVID groups. The effect was more pronounced among primary and secondary students, with secondary school students showing the most substantial deficits. No significant differences were found between the recovered and no-COVID groups. The results suggest that long COVID might have detrimental effects on children’s linguistic proficiency. The language development of older students who suffered from long COVID could benefit from receiving targeted educational and therapeutic interventions. Full article

This study utilizes the danmaku on the Bilibili platform as the research subject to examine how their characteristics vary according to the nature or focus of English teaching videos. By employing social network analysis, the study reveals distinctive features in danmaku. For videos categorized under linguistic knowledge (phonetics, vocabulary, and grammar), the danmaku comments predominantly center around topics such as phonetics, vocabulary, and grammar. Conversely, in videos categorized under language skills (listening, speaking, reading and writing), the danmaku comments primarily reflect a vocabulary review for three of the four skills, with only the listening skill showing slight deviations. This underscores the centrality of vocabulary in skill-oriented videos. The findings highlight the unique role of danmaku in distinguishing between knowledge and skills within the context of English teaching videos. Full article

The implementation of technology in language teaching is essential, as it can have a positive impact on the learning and teaching environment. For example, podcasts have been proven to be helpful to support learning. Therefore, the current study examines the use of podcasts to educate EFL learners about the important controversial issue of sustainability. In an exploratory stage of action research, a survey was conducted to evaluate the satisfaction of a convenience sample of 25 undergraduate EFL learners being educated about sustainability, following their use of podcasts on the topic as part of an English language listening and speaking course. The results revealed positive responses from the participants. As such, this study recommends the use of podcasts to educate EFL learners about sustainability through the medium of English and will proceed to further implementation. Full article

The development of TED Talks textbooks has been a welcoming addition to English for Academic Purposes (EAP) pedagogy. The textbooks offer educators and learners a suitable framework for practicing all four of the language skills (i.e., listening, reading, speaking, and writing). However, the use of TED Talk resources could create specific vocabulary challenges for learners as they progress through each unit in the textbook. Research suggests that although textbook frameworks encompassing listening resources benefit learners with a familiar lesson approach, the varying vocabulary load and the presence of academic vocabulary and multiword units (MWUs) presented between the chosen resources and the textbook itself could lead to comprehension difficulties for learners. This study investigates the vocabulary of 12 TED Talks included in the commercial textbook Keynote 2 to understand the lexical profile, vocabulary load, and the academic and multiword unit coverage for each of the chosen listening texts. The results showed that the TED Talks selections and the textbook provided inadequate vocabulary practice, limited academic vocabulary exposure, and a lack of item repetition for learners. The study suggests the inclusion of ideal supplementary materials and appropriate TED Talk selections to help provide educators with suitable guidance to support their learners’ varying vocabulary knowledge. Full article

The four basic language skills, listening, speaking, reading, and writing play, a crucial role in the development of an individual’s skills in other disciplines. The current study aims to underpin the relationship between language skills and mathematics skills by focusing on the language and mathematics curricula of two consistently high-achieving countries, Hong Kong and Singapore, in the Program for International Student Assessment (PISA) rankings. In the current study, the convergent parallel mixed method was utilized that qualitative and quantitative data were composed together. Primarily, the outcomes of four language skills were determined in the native language teaching curricula of the two countries. The topics and themes related to four basic language skills were determined from the two mathematics curricula. The curricula were examined by document analysis from qualitative research methods. The analysis was conducted by examining the native language teaching and the mathematics curricula of both countries by the content analysis method. Later, the findings of the document analysis were used to develop machine learning models to find a possible positive relationship between language skills and the PISA scores. Although a number of previous studies have found a reasonable relationship between language skills and mathematics skills, the current study results were contradictory to the ones performed previously in the literature, and considering the curricula no positive relationship between the language and mathematics skills was found. The findings of the current study were further supported by the artificial neural network (ANN) and Adaptive Neuro Fuzzy Inference System (ANFIS) model performance metrics. Compared to an acceptable level of 0.80, significantly low R² values of 0.35 and 0.39 for the ANN and ANFIS models, respectively, indicated very little relationship between the language and mathematics skills. Full article

Among the most popular learning management systems (LMS) available worldwide is Moodle. This current study examines how learners’ attitudes toward English as a foreign language (EFL) and their language proficiency are affected by Moodle’s interactive language-learning activities. Thirty-three undergraduate students participated in this study. We investigated the effects of engaging language-learning exercises that were practiced on Moodle using an experimental research design. To find out if the experimental and control groups differed significantly from one another on pre- and post-measures regarding the development of language skills and attitudes toward language classrooms, a number of statistical tests were employed. We conducted a data analysis using SPSS software. The results demonstrated that there were differences favoring the experimental group in the development of language skills and the attitudes of learners toward the language classroom. There were no apparent differences in forming structures, speaking, or listening compared to the control group’s learners. On the other hand, there were notable differences in the overall score, writing and reading skills, and lexical item mastery. Additionally, significant differences in the language acquisition growth of the experimental and control groups were found using an independent-sample t-test in the post-test, with the experimental group benefiting. Full article

This study focused on assessing the language needs of English-speaking animal professionals in their interactions with Hispanic/Spanish-speaking animal caretakers. A survey was administered to a target audience of non-Spanish speaking and bilingual animal professionals to identify communication gaps while interacting with Hispanic/Spanish-speaking animal caretakers. The data was analyzed with descriptive and inferential statistics, including ordinal regression analyses to examine the impact of demographic variables on respondents’ answer choices. The results showed that English-speaking professionals struggled with written and oral communication, which differed compared to bilingual professionals (p < 0.05). Additionally, responses of female professionals varied regarding the aspects of Spanish necessary for interacting with Hispanic/Spanish-speaking animal caretakers, as well as the topics likely to be addressed when agriculture professionals communicate with animal caretakers (p < 0.05). Communication difficulties in the oral medium for both oral receptive skills (listening) and oral productive skills (speaking) were reported as the major barriers that animal professionals need to overcome in their attempt to communicate with the Hispanic/Spanish-speaking workforce in farm settings. This emphasizes the need to address oral communication barriers, and to a lesser degree, the development of reading and writing skills. The topics: typical clinical signs of illness, euthanasia, treatment—drugs, and identification of sick or injured animals were identified as the most likely to be addressed during on-farm interactions. These findings indicate that there are gaps in communication that need to be overcome to improve communication with on-farm Hispanic/Spanish-speaking animal caretakers and consequently contribute to enhancing animal health, welfare, and production. Full article

The purpose of this study is to conduct an in-depth needs analysis in order to create a sustainable business English course. Drawing critical insights from the development and implementation of a sustainable curriculum, a mixed-methods approach was carried out that involved data collected via a structured questionnaire administered to 117 university students of business administration and accounting. The findings indicated that a substantial majority of respondents perceived their level of English language proficiency to be low, with merely 25% evaluating their English skills as either “good” or “excellent”. Several language skills such as speaking, listening, and writing were recognized as communicative needs for effective business communication and studies, with over 86% interested in registering for the course. Regarding pedagogical needs, the emergence of preferences for face-to-face teaching, making the course mandatory, varying perspectives regarding the frequency and duration of courses, and inclination towards small group learning were established. For the sustainability of the business English course, this study suggests an integrated, responsive, and adaptive course that emphasizes interactive learning and curriculum alignment with global business trends. Full article

This study aimed to ascertain if there was a significant impact on the acquisition of English language competence, motivation, attention, and emotions towards English as a Second Language (ESL) after the development of gamification based on the famous Among us game with primary education students aged 7–8 years (n = 24) from a state school in Ciudad Real (Castilla-La Mancha). An experimental method with a pretest–post-test design was considered, in which the control group followed a transmission instructional model, and the experimental group underwent an eight-session gamified experience using Information and Communication Technologies (ICT). Four ad hoc tests were designed and implemented to assess writing, reading, speaking, and listening skills, while various test adaptations were used to measure attention and motivation variables. The results show that gamification helped to improve the variables analyzed, showing significant enhancements in reading from the experimental group, as well as a more positive attitude towards the English subject, increased active participation, and fewer negative inclinations towards mistakes. The study suggests that incorporating gamification can have a positive impact on learning outcomes and may serve as a means of bridging linguistic inequalities and promoting equitable access to language learning opportunities. However, further research is necessary to explore the potential of gamification in this regard. Full article

Blended teaching, characterized as a combination of online instruction and face-to-face teaching is effective in maintaining high student retention, promoting learners’ motivation and saving costs in EFL teaching. However, as low learning efficiency can lead to a reduced performance related to students’ blended learning, it is necessary to study the effectiveness of blended teaching. This study aims to examine the effects of the “SPOC and Flipped classroom”-based blended teaching strategy on first-year English-major students’ achievements in five English language skills compared with those of the traditional face-to-face classroom teaching strategy. For this research, a quasi-experiment was conducted for one semester, employing an “SPOC and Flipped classroom”-based blended teaching strategy in two undergraduate classes for first-year English-major students. A total of 64 students majoring in English at a Chinese university in Shandong province participated in the quasi-experiment and were divided into the control class (N = 32, (intact group), with 6 men and 26 women) and the experimental class (N = 32, (intact group), with 4 men and 28 women). Intervention was performed in the experimental class, while a typical face-to-face classroom teaching strategy was employed in the control class. Findings of students’ overall achievements showed that the blended teaching strategy based on the SPOC and flipped-classroom approach was more effective in improving students’ achievements than face-to-face classroom teaching. Findings of students’ achievements in each of the five English language skills showed that the “SPOC and Flipped”-based blended teaching strategy was effective in enhancing students’ listening, reading, translating, and writing, but was not effective in speaking. Furthermore, students’ genders and regional backgrounds were considered as moderating variables of students’ achievements, and findings indicated that gender had no significantly positive effect on students’ achievements in the blended teaching intervention. However, a significant difference in achievements between the students from urban and rural areas was observed, which indicated that regional background had significantly positive effect on students’ achievements in blended teaching. The findings of the research implied that the implementation of well-designed blended learning that uses effective strategies could significantly improve students’ achievements in English language skills, but that there would be different results among students of different skill levels and regional backgrounds. Moreover, as the quality of EFL blended teaching improves, students’ academic performance will be enhanced. Full article

English-medium instruction (EMI) is taking hold within higher education in non-Anglophone settings, but there is insufficient research into the challenges students encounter when taking EMI courses online. This exploratory quantitative study conducted in Hong Kong examines the language and studying challenges faced by undergraduate students when in-person classes were suspended due to COVID-19. One hundred thirteen first- and second-year students completed a questionnaire, rating their perceived challenges in the areas of writing, speaking, reading, listening, and study skills. The results showed that they faced particular challenges with reading and study skills (especially self-motivation), as well as vocabulary range, which affected more than one skill. Corroborating existing research, students with less secondary school EMI experience reported greater challenges. As providing English for Academic Purposes (EAP) courses is a primary way to support the language skills of students in EMI settings, we offer guidance to EAP practitioners who seek to help their students overcome the challenges identified in this article. As online technology continues to deliver content in tertiary education, EAP courses must be closely aligned with the language and study skills needs of students in digital EMI environments. Full article

To demonstrate the potential of the fifth edition of the Headway EFL textbook as a means to cultivate sustainability awareness and competence in Education for Sustainable Development (ESD), this study aims to identify themes related to the Sustainable Development Goals (SDGs) within the textbook. The secondary objective is to identify grammatical concept exercises that can function as a means of augmenting sustainability competencies. Drawing on constructivism research philosophy, this study utilized a content analysis approach to identify themes and patterns of SDGs in the textbook. This involved connecting language skill development (reading, listening, writing, and speaking) within every topic unit of the textbook with each of the 17 Sustainable Development Goals (SDGs). Furthermore, we focused on identifying and correlating different grammatical tasks that have the potential of enhancing students’ anticipatory, system-thinking, normative, strategic, and interpersonal sustainability competencies. The findings indicated that, with the exception of SDGs 6 and 1, all of the remaining 15 Sustainable Development Goals (SDGs) are depicted throughout the six levels of the textbook. In addition, it was revealed that exercises pertaining to grammatical concepts, including passive voice, pronouns, conjunctions, adjectives, and emphatic language, simple future tense, serve as significant predictors and enhancers of the five core competencies of sustainability. The present study sheds more light on the current understanding of sustainability awareness and competencies that are crucial for advancing Education for Sustainable Development (ESD) initiatives across various levels of the educational system. Full article

Playing, which is one of the most important emotional needs of children, is also used as an effective teaching technique by numerous educators. Educative games played with students in classroom environments with certain objectives have a critical role in reinforcing the previous knowledge of children and improving their mental skills. In addition, it is believed that when properly planned and applied, play-based learning settings and games increase learning motivation of children and reduce their school-related stress and anxiety. The purpose of this study is to reveal the effectiveness of play-based learning settings and educational games played in these settings on the sustainability of children’s reading, writing, listening, and speaking habits. For this purpose, the themes of responsibility, tolerance, self-confidence, frugality, honesty, patriotism, and empathy were determined. Before the play-based learning environment was created, preliminary information was obtained about 20 students selected for the study through a questionnaire prepared in consultation with field experts. Subsequently, play-based learning environments were created by choosing bomb, creative drama, story cubes, puppets, two truths one lie, drama, and empathy games related to the themes in question. The themes and texts were given to 10 students through games for a total of 7 weeks, 1 week for each theme. In addition, the same themes were given to the remaining 10 students through traditional education. In the eighth week, the level of understanding of each student as regards the relevant theme was revealed through the questionnaire prepared based on the opinions of the experts. It was observed that the anxiety of the students in the classroom environment decreased considerably during seven weeks with the help of the play-based learning settings. In addition, it was determined that these students were more eager to read, write, listen to, and speak texts than the students who received traditional education, and that they comprehended the themes more easily. It can be said that educational games can be used as an effective method to increase the children’s interest in lessons and school, diversify their learning experiences, improve their performance and motivation, and enhance the sustainability of education. Full article

Using the situated expectancy value theory (SEVT), we explored self-perceived attainment perspectives of adults with low literacy on skill-based (i.e., reading, writing, listening, speaking) and life-based (i.e., management of day-to-day challenges, use of skills in daily living, confidence) improvements following a literacy-focused remediation program. Participants (N = 103; Canadian, urban adults) completed a remediation program for low literacy via one-on-one tutoring over a period of 1 year. Four to six months into the program, participants completed a survey that asked about their perspectives regarding improvements in skill- and life-based areas of functioning. A series of Chi-Square tests provided evidence for self-perceived improvements in skill-based functioning in reading, writing, listening and speaking. Perceived improvements were not noted in areas not targeted by the remediation, namely, math and computer literacy. Further, there was a significant, positive correlation between self-perceived improvement and (1) self-perceived ability to deal with daily challenges, (2) self-reported use of literacy skills in day-to-day activities, and (3) overall confidence. Together, these findings underscore the importance of including activity- and participation-based outcome measures when evaluating adult literacy remediation. In addition, this work demonstrates an application of SEVT to explore changes over time in continuing adult education. Full article

The use of subtitles in language-learning environments has received considerable attention. Nevertheless, conclusive findings have yet to be reached regarding the effectiveness of integrating subtitles into L2 classrooms. This meta-analysis examined the overall effectiveness of subtitles to enhance learners’ L2. A total of 26 experimental studies conducted between 2010 and 2022 were analyzed to examine the performance of L2 classroom learners based on integrating subtitles as a teaching/learning tool, compared to learners who did not use subtitles. A meta-analysis investigated how effect sizes varied depending on L2 skills (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation), institutional level (school, university, and language institute), participants’ native language (L1), language proficiency, and implementation mode. The results indicated that integrating subtitles into L2 classrooms have a medium effect size (d = 0.69), and the effect sizes of different variables affecting the use of subtitles in language learning are reported. Several pedagogical implications are discussed in light of the findings, which can help promote the successful integration of subtitles in L2 classrooms. Full article