Journal articles: 'Certificate of Proficiency in English'

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Achiri-Taboh, Blasius, and Rodrick Lando. "English in Cameroon: Issues of Teacher Language Proficiency." International Journal of English Language Teaching 4, no. 1 (January 25, 2017): 20. http://dx.doi.org/10.5430/ijelt.v4n1p20.

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Over the last three decades, the standards of English in Cameroon as well as the performance of students in theEnglish language at the General Certificate of Education (GCE) examination have been on a steady decline. Whilemany Cameroonians keep making their way into the English language teaching industry as a result of the rapidexpansion of English as a global lingua franca, the quality of language input administered to learners seems to leavemuch to desire. Thus, although a number of studies have attributed the continuous downward spiralling of standardsto a variety of reasons, this study set out to investigate the extent to which teachers of English as a second language(ESL) in Cameroon master the language they teach, as a demonstration that the teacher is one of the major problemsto be addressed. Our main objectives were to test teachers’ language skills. Employing the Homogeneous PurposiveSampling Technique, a total of 40 ESL teachers in Tiko and Buea Sub-divisions of the South West Region ofCameroon were investigated using questionnaires and interviews. Of the 40, 36 showed difficulties with spelling, 33with punctuation, 30 with pronunciation, 28 with capitalization, 27 with sentence construction, and five withagreement.

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Zhang, Jian, and Michael Daller. "Lexical richness of Chinese candidates in the graded oral English examinations." Applied Linguistics Review 11, no. 3 (September 25, 2020): 511–33. http://dx.doi.org/10.1515/applirev-2018-0004.

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AbstractThe main purpose of this study is to explore the lexical richness of Chinese candidates of different proficiency levels in a graded examination in spoken English (GESE), which is an exam developed by Trinity College, London and administered in Beijing, China by trained local examiners. We compared 5 lexical indices and the mean length of utterances (MLU) of the GEGE candidates of three proficiency levels. The quantitative results first indicate that lexical richness plays an important role in these oral interviews and there are significant correlations between the lexical indices, the MLU and the proficiency level of the candidates. Furthermore, candidates who pass the oral exams have significantly higher scores for lexical richness. There are significant differences between the lexical richness scores at the Initial level (GESE Grade 2) and at the Elementary level (Grade 5). But only some measures show significant differences between the Elementary level (Grade 5) and the Intermediate level (Grade 7), which casts some doubt on the validity of the classification system. One reason for this result might be the fact that a Grade 7 certificate leads to higher chances in the admissions process for prestigious secondary schools and there is a strong interest by candidates and by private preparatory schools to get a certificate at this level. Some candidates might have enrolled on this level without meeting the criteria fully. Overall, our results show that measures of lexical richness and MLU are good predictors for success in oral interviews, but that factors other than proficiency play a role when it comes to the placement of students in Grade 7. The unique contribution of the present study resides in the fact that we use a large sample drawn randomly from a huge corpus of oral interviews. On this basis, we can gain further insights in the role that vocabulary knowledge plays in oral interviews.

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Macqueen, Susy, and Luke Harding. "Test review: Review of the Certificate of Proficiency in English (CPE) Speaking Test." Language Testing 26, no. 3 (June 24, 2009): 467–75. http://dx.doi.org/10.1177/0265532209104671.

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Banach, Małgorzata. "CERTYFIKATOWE TESTY Z JĘZYKA POLSKIEGO I ANGIELSKIEGO NA POZIOMIE C2 W UJĘCIU PORÓWNAWCZYM." Neofilolog, no. 53/1 (September 30, 2019): 71–88. http://dx.doi.org/10.14746/n.2019.53.1.5.

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The amendment to the Polish Language Act in 2015 has resulted in significant changes in the system of the state certificate examinations in Polish as a foreign language. One of the changes is a revised format of the certificate examination at C2 level. The author begins by briefly presenting the recent revisions to the test. The Polish examination is then compared with its English equivalent: C2 Proficiency, a renowned British test which has undergone numerous changes since its first administration in 1913. The comparative analysis is focused on the structure of both examinations and their parts, task types that are used and skills that are tested. Through showing similarities and differences between the analyzed language proficiency tests the author reflects on practical implications of various choices made by experts who are responsible for test design and development.

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Alderson, J. Charles. "AIR SAFETY, LANGUAGE ASSESSMENT POLICY, AND POLICY IMPLEMENTATION: THE CASE OF AVIATION ENGLISH." Annual Review of Applied Linguistics 29 (March 2009): 168–87. http://dx.doi.org/10.1017/s0267190509090138.

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The language of international aviation communication is English, but numerous aviation incidents and accidents have involved miscommunication between pilots and air traffic controllers, many of whom are not native speakers of the language. In 2004 the International Civil Aviation Organization (ICAO) published a set of Language Proficiency Requirements and a Proficiency Rating Scale, and by 5 March 2008, air traffic controllers and pilots were required by the ICAO to have a certificate attesting to their proficiency in the language used for international aeronautical communication. Although some organizations made efforts to produce tests by the deadline, in the event an implementation period was allowed, with a new deadline of March 2011. This article describes a number of surveys of tests of aviation English, the implementation of the ICAO requirements, and the rating scales. It concludes that many of the assessment procedures appear not to meet international professional standards for language tests, the implementation of the language assessment policy is inadequate, and much more careful and close monitoring is needed of the quality of the tests and assessment procedures required by the policy.

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Malafeev, Alexey. "Language Exercise Generation." International Journal of Conceptual Structures and Smart Applications 2, no. 2 (July 2014): 20–35. http://dx.doi.org/10.4018/ijcssa.2014070102.

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This manuscript presents an approach to the automatic generation of open cloze exercises based on arbitrary English text. The exercise format is similar to the open cloze test used in Cambridge English certificate exams (FCE, CAE, CPE). The presented method also makes it possible to adjust the difficulty of the resulting exercises to better suit specific proficiency levels. Three experiments were conducted to evaluate the usefulness of the machine-generated exercises, compare them with authentic Cambridge English tests and study the difficulty-setting capabilities. The experiments showed that the generation method used was quite effective. With some customization, the method can be applied to generating similar exercises for other languages.

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Anastasiadou, Sofia D., and Chrysanthi S. Tiliakou. "Classical Item Analysis of the Greek State Certificate of English Language Proficiency "A" Level Exam." International Journal of Literacies 20, no. 3 (2014): 39–53. http://dx.doi.org/10.18848/2327-0136/cgp/v20i03/48819.

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Perrotti-Garcia, Ana Júlia. "A Tradução no dia a dia. Um glossário pessoal inglês-português, de Jorge Rogério Penha Rodrigues." Scientia Traductionis, no. 16 (June 23, 2016): 218. http://dx.doi.org/10.5007/1980-4237.2014n16p218.

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Jorge Rodrigues é um tradutor bastante dedicado, e pelo que costuma divulgar, muitas vezes passa noites traduzindo, para entregar seus trabalhos sempre dentro do prazo e com qualidade. O autor tem diversas certificações internacionais, entre elas Proficiency in English pelas universidades de Michigan (EUA) e Cambridge (Reino Unido), além do International Legal English Certificate também pela universidade britânica. Além do inglês, Jorge atua como tradutor de francês, e tem espanhol e italiano fluentes. Jorge tem o título de Tradutor Público e Intérprete Comercial (TPIC, ou, como se diz popularmente, “tradutor juramentado”) e Perito do Tribunal de Justiça do Estado de Sergipe.

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Isbell, Daniel R. "Assessing C2 writing ability on the Certificate of English Language Proficiency: Rater and examinee age effects." Assessing Writing 34 (October 2017): 37–49. http://dx.doi.org/10.1016/j.asw.2017.08.004.

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Aziz, Othman H. "Enhancing Listening Comprehension through Testing." Journal of University of Human Development 1, no. 4 (September 30, 2015): 379. http://dx.doi.org/10.21928/juhd.v1n4y2015.pp379-391.

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Listening comprehension is one of the important skills in foreign language learning, however, there has been relatively little research in this field. For that matter, testing listening skill has not had a long history either. Currently the situation is different and the listening test has been given sufficient weight in language testing and assessment. Almost all standardized and proficiency English language tests throughout the world include listening component (e.g. TEFOL, ILETS, various Cambridge Exams). Certain universities have even included a listening component in their entrance examination (e.g. in Japan); while other educational institutions have made an English proficiency certificate (which has a listening component) a graduation requirement (e.g. HCT in UAE). This study aims at investigating the effect of 'pre-test preparation' on test achievement. The subjects were a group of 3rd year university students on a B.A. degree programme in English, in Kurdistan region, Iraq. The project extended over a period of three months; during which the students were being prepared to sit for two proficiency (standardized) listening tests, namely Cambridge Preliminary (known as PET). Results of the first test, as expected, were rather unsatisfactory. The students were made aware of their mistakes through analysis of their test results. After a period of two months the students were put through another listening test of the same level of proficiency to find out if their familiarity with the test processes and procedures would affect their test achievement. The results showed remarkable improvement. It is hoped that this study and the suggestions that are made, would be of benefit for teachers and test-takers alike, in tackling some issues related to listening comprehension.

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Qu, Xin. "A Rasch-Based Validation of ELT Certificate-LORT." English Language Teaching 13, no. 9 (August 25, 2020): 94. http://dx.doi.org/10.5539/elt.v13n9p94.

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The present study was executed with the purpose of validating ELT Certificate Lesson Observation and Report Task (ELTC-LORT), which was developed by China Language Assessment to certify China’s EFL teachers by performance-based testing. The ELT Certificate has high-stakes considering its impacts on candidates’ recruitment, ELT in China and quality of education, so it is crucially important for its validation so as to guarantee fairness and justice. The validity of task construct and rating rubric went through a process suited for many-facet Rasch measurement supplemented with qualitative interviews. Participants (N = 40) were provided with a video excerpt from a real EFL lesson, and required to deliver a report on the teacher’s performance. Two raters graded the records of the candidates’ reports using rating scales developed to measure EFL teacher candidates’ oral English proficiency and ability to analyze and evaluate teaching. Many-facet Rasch analysis demonstrated a successful estimation, with a noticeable spread among the participants and their traits, proving the task functioned well in measuring candidates’ performance and reflecting the difference of their ability. The raters were found to have good internal self-consistency, but not the same leniency. The rating scales worked well, with the average measures advancing largely in line with Rasch expectations. Semi-structured interviews as well as focus group interviews were executed to provide knowledge regarding the raters’ performance levels and the functionalities of the rating scale items. The findings provide implications for further research and practice of the Certificate.

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Li, Wen. "The Role of Language Capability in Migration Choice of International Medical Students." International Medical Student Education 3, no. 1 (June 22, 2020): 27–35. http://dx.doi.org/10.51787/imse202000104.

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Background:An alarming proportion of healthcare workers from low- and middle-income countries (LMICs) migrate to foreign countries, especially to high-income countries (HICs), to seek employment. The aim of this study was to explore the role of language capability in migration choice of China-educated international medical students (IMSs), mainly from LMICs in Asia and Africa. Methods:A questionnaire was delivered electronically to final-year IMSs at 4 universities in China from June, 2019 to July, 2019. The questionnaire comprised questions on language capability and migration choices of IMSs. Chi-square test was used to determine whether participants’ English language proficiency, Chinese language proficiency, and capability of speaking multi-languages were associated with their migration choices. Results:A total of 202 valid responses were obtained and 91 (45%) participants showed intention of choosing a foreign country. The intention of staying outside the home country was associated with the capability of speaking multi-languages (speaking at least another non-English foreign language apart from Chinese) by IMSs. Higher-level Chinese proficiency certificate holders were more likely to choose China as the destination country. The capability of speaking a non-English/non-Chinese foreign language did not correspond to the intention of migrating to the country where this language is spoken. Furthermore, the intention of migrating to a non-English/non-Chinese speaking foreign country did not correspond to the capability in the language spoken in this foreign country. Conclusion:The effect of language capability on migration choice of China-educated IMSs was explored in this study. The findings indicate that language capability has played some role in IMSs’ migration choice. However, migration decision-making process is complex and is affected by various factors. Therefore, further studies should be conducted to explore correlations among factors affecting migration choice of IMSs.

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Pan, Yi-Ching. "LEARNERS’ PERSPECTIVES OF FACTORS INFLUENCING GAINS IN STANDARDIZED ENGLISH TEST SCORES." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 1 (March 14, 2016): 63. http://dx.doi.org/10.15639/teflinjournal.v27i1/63-81.

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There has been an increased level of attention devoted to the consequences of test use in recent years; however, the majority of washback studies focused on teaching. In fact, little research has addressed learners’ perspectives to analyze possible determinants of test results. To address this issue, this study first compared the pre-and-post standardized English tests of two groups of Taiwanese university students, and six students from each of the groups were interviewed at a later date to investigate the possible factors that may influence their score gains. A control group of 140 Taiwanese university students at a school without any English proficiency certificate exit requirement was compared to a contrast group of 136 similar students at a school that required the students to pass an English certification test in order to graduate. The major finding indicates that the amount of time spent on language learning plays an essential role in determining the degree to which student scores improve. This study subsequently offers pedagogical implications for the instruction of English at institutes of tertiary education.

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Csapó, Zsolt, András Nábrádi, Krisztián Kovács, and Tünde Csapóné Riskó. "MBA education at the University of Debrecen and its further development towards Double Degree Programmes." Applied Studies in Agribusiness and Commerce 11, no. 1-2 (June 30, 2017): 167–70. http://dx.doi.org/10.19041/apstract/2017/1-2/20.

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University of Debrecen is the oldest higher educational institution in continuous operation in Hungary based in the same city. MBA training at Debrecen Agricultural University was initiated by 0257-91/1 Tempus Joint European Project Grant. The project was coordinated by the Netherlands Institute for Management (RVB) Maastricht. Participating institutions include University College in Dublin, Agricultural University in Wageningen and Debrecen Agricultural University. Minimum requirements established were a BSc (or equivalent) degree, an English certificate of language proficiency and one letter of reference from work supervisors or former teachers. Application requirements included a completed application form, Curriculum vitae, a certified copy of degree(s), an official copy of language knowledge certificate, a letter of recommendation and the receipt of registration fee payment. The academic year began on 1 September 1991, and project studies were carried out in small groups. Practical experience that had been gained before enrolment was taken into account and after the successful completion of the requirements students were granted MBA degrees. JEL CODE: I21, I25

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Celo, Evis, Lorenc Danaj, and Jonil Celo. "Maritime English - Teaching Competencies in Facilitating Difficulties with Students." European Journal of Multidisciplinary Studies 1, no. 2 (April 30, 2016): 95. http://dx.doi.org/10.26417/ejms.v1i2.p95-103.

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Recognizing ship operating which differ in their organizing way helps in prevention of human injuries ;loss of life and avoidance of damage to the environment,in particular to the maritime environment and its property. The main aim is developing English for Maritime and having the right communication in different, specific and also in dangerous situation at sea. This paper consist on recognizing deeply the IMO standard on sea level including the IMO convention; SOLAS convention, MARPOL as well as STCW certificate and code too. So, advancing knowledge, understanding properly the right message at the sea including proficiency in having adequate knowledge of English language in order to enable officers - new students to communicate with other ships - coast stations to perform the officers duties. A great importance is based on cooperation of standard Marine Communication Phrases and use of International English both in written and oral form.. Not only that,but also multilingual communication crew, including abilities to use the IMO standard with Marine Communication Phrases! Difficulties and progresses are evident, but the necessity and the particular availability of Modern and Post Modern time let upon us this task open

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Malloy-Diniz, Leandro Fernandes, Wellington Borges Leite, Paulo Henrique Paiva de Moraes, Humberto Correa, Antoine Bechara, and Daniel Fuentes. "Brazilian Portuguese version of the Iowa Gambling Task: transcultural adaptation and discriminant validity." Revista Brasileira de Psiquiatria 30, no. 2 (April 28, 2008): 144–48. http://dx.doi.org/10.1590/s1516-44462008005000009.

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OBJECTIVE: The Iowa Gambling Task is a neuropsychological task developed in English, most widely used to assess decision-making. The aim of this work was to adapt the Iowa Gambling Task to Brazilian Portuguese, compare it with the original version and assess its validity. METHOD: We assessed 75 Brazilian adults divided into three groups: 1) 25 healthy volunteers holding the Proficiency Certificate in English tested using the English version of the Iowa Gambling Task; 2) 25 healthy volunteers who did not speak or read English tested using the Iowa Gambling Task-Portuguese; 3) 25 Attention Deficit Hyperactivity Disorder subjects tested with the Iowa Gambling Task-Portuguese. RESULTS: No difference between groups 1 and 2 was observed. Nonetheless, we found significant differences between Attention Deficit Hyperactivity Disorder subjects and the other 2 groups on blocks 3, 4, 5, and on net score. CONCLUSION: Our results are similar to those previously described in the literature concerning adults without neuropsychiatric diseases. Since those two versions were equivalent and Attention Deficit Hyperactivity Disorder subjects performed significantly worse than healthy volunteers we can conclude that the adaptation of the Iowa Gambling Task to Brazilian Portuguese is valid and can be used for research purposes in the Brazilian context.

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Anastasiadou, Sofia D., and Chrysanthi S. Tiliakou. "The Greek State Certificate in English Language Proficiency (KPG) Level A: Item Difficulty, Learning Ability and Cultural Background through Regression Analysis." Procedia - Social and Behavioral Sciences 197 (July 2015): 1501–6. http://dx.doi.org/10.1016/j.sbspro.2015.07.101.

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Erfani, Shiva Seyed, and Hoda Mardan. "The Relationship between Big-Five Personality Traits, English Language Proficiency Scores on IELTS, and Academic Success of Iranian Foreign Students." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1046. http://dx.doi.org/10.17507/tpls.0711.13.

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There is a potential to supply personality as a psychological factor in terms of the Big-Five Model including Extraversion, Agreeableness, Consciousness, Openness to Experience, and Neuroticism. This study was an attempt to examine the relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. The participants of the study included 202 Iranian students (126 males and 76 females) who studied at English speaking universities in different countries including Armenia, Austria, Australia, Canada, Cyprus, Germany, Hungary, India, Italy, Malaysia, New Zealand, Pakistan, Philippines, Sweden, the United Arab Emirates, the United Kingdom, Ukraine, and the United States of America. The necessary data for this study were collected from participants' first-semester academic reports to measure the degree of academic achievement, academic IELTS certificates to determine the language proficiency of candidates, as well as International Personality Item Pool Big-Five inventory to identify the participants’ personality traits. The data were gathered via different communication tools. The correlational analyses showed that there were significant relationships amongst personality traits and Iranian foreign students’ language proficiency. Neuroticism was the only psychological trait, negatively correlated with both language proficiency and academic success of Iranian foreign students. The study also revealed that there was a high correlation between the scores on IELTS and academic success of Iranian foreign students. Finally, multiple regression analysis indicated the causality among the Big-Five personality traits, English language proficiency score on IELTS, and academic success of Iranian foreign students. These bear testimony to the idea of cognitive approach in that one’s underlying mental processes are in charge of second language learning process.

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Eizaga-Rebollar, Bárbara, and Cristina Heras-Ramírez. "Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors." Lodz Papers in Pragmatics 16, no. 1 (July 28, 2020): 87–121. http://dx.doi.org/10.1515/lpp-2020-0005.

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AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.

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Anastasiadou, Sofia D., and Chrysathi S. Tiliakou. "Investigation of the discriminating ability of the Greek State Certificate of Language Proficiency by means of Vacor method: The case of Greek speaking and Turkish speaking students from the Muslim minority of Thrace." International Journal of Learning and Teaching 8, no. 2 (July 17, 2016): 109. http://dx.doi.org/10.18844/ijlt.v8i2.517.

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The present research aims at exploring the discriminating ability of the Greek State Language Certificate known as KPG, administered in May 2012, which examined the English language at A1/A2 Levels according to the scale of the Common European Framework of Reference for Languages. The proposition of this paper pertains to the evaluation of the examination via the Vacor technique.The main target is the accuracy of differentiation of level A1 from level A2. More specifically, the goal is to identify items which differentiate the two levels for the Greek speaking as well as for the Turkish speaking students, of the Muslim minority of Thrace. Accordingly, the suitability of items leading to the differentiation and classification of the students’ linguistic ability in English, into levels is investigated. The technique Vacor is proposed, by means of which the suitability of each item and its contribution to the candidates’ ranking into A/A2, is checked. Therefore, the method is applied in two different groups, as mentioned earlier, and the results are compared. The present study confirms the choice of Vacor technique concerning the suitability of KPG qualification for English A1/A2 of May 2012.

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Kuo, Shiue-mei. "Assessing Tertiary-level ESP Enhancement Criteria for Ameliorating Occupational Mobility: Commerce and Industry Perceptions." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1157. http://dx.doi.org/10.17507/tpls.0606.04.

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English for Specific Purposes (ESP) is designed to be learned and practiced as an essential component for employment preparation or occupational mobility. Learners aspire to utilize their ESP skills to enhance their occupational achievement and mobility. The objective of this study is to determine how to effectively enhance ESP learning to meet occupational needs with limited resources and time constraints. This study was conducted using an analytic hierarchy process to prioritize all factors of ESP enhancement plans among participants who often engage in staff acquisition, performance appraisal, and career development planning in the global business community. While aiming to enhance learners’ ESP level to improve their competitiveness in the workforce, this study considers four main criteria. Each criterion has sub-criteria/alternatives; these amount to 19 in total. The results show that among the four criteria, the main concerns of participants are the employees’ ESP proficiency certificate accreditation; and among the 19 sub-criteria/alternatives, the Test of English for International Communication (TOEIC) ranked the highest for achieving occupational mobility. All these factors can facilitate the determination and prioritization of the targets for ESP enhancement as well as for acquainting ESP practitioners with employers’ requirements and effectively meeting them by altering the lesson plans accordingly. Moreover, learners can strengthen their employment potential by using the ESP qualification to achieve a smoother career path.

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Culpepper, Steven Andrew, and Yinghan Chen. "Development and Application of an Exploratory Reduced Reparameterized Unified Model." Journal of Educational and Behavioral Statistics 44, no. 1 (August 13, 2018): 3–24. http://dx.doi.org/10.3102/1076998618791306.

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Exploratory cognitive diagnosis models (CDMs) estimate the Q matrix, which is a binary matrix that indicates the attributes needed for affirmative responses to each item. Estimation of Q is an important next step for improving classifications and broadening application of CDMs. Prior research primarily focused on an exploratory version of the restrictive deterministic-input, noisy-and-gate model, and research is needed to develop exploratory methods for more flexible CDMs. We consider Bayesian methods for estimating an exploratory version of the more flexible reduced reparameterized unified model (rRUM). We show that estimating the rRUM Q matrix is complicated by a confound between elements of Q and the rRUM item parameters. A Bayesian framework is presented that accurately recovers Q using a spike–slab prior for item parameters to select the required attributes for each item. We present Monte Carlo simulation studies, demonstrating the developed algorithm improves upon prior Bayesian methods for estimating the rRUM Q matrix. We apply the developed method to the Examination for the Certificate of Proficiency in English data set. The results provide evidence of five attributes with a partially ordered attribute hierarchy.

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JURASEK, Miroslav, Tomislav POTOCKY, and Tereza VACINOVA. "F O R E I G N L A N G U A G E T E A C H I N G M E T H O D O L O G Y." Ezikov Svyat (Orbis Linguarum) 18, no. 1 (March 27, 2020): 148–55. http://dx.doi.org/10.37708/ezs.swu.v18i1.18.

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The capability to use cultural cues in order to function effectively in culturally diverse situations has been measured by the fashionable concept of cultural intelligence (CQ) and its four dimensions (metacognitive CQ, cognitive CQ, motivational CQ and behavioral CQ) in a lot of previous studies and research. This capability is an important asset of the competitive portfolio for almost all companies in today's globalized world. Our study builds on a recent intensive research and brings anew the issue of CQ into the Czech environment. Specifically, the relationship between language skills and cultural intelligence is examined. Using the PLS – SEM statistical method, a sample of 100 respondents studying in the English BA program at one Czech private university and coming from different countries (mostly from China) was analyzed to demonstrate that there was a positive correlation between foreign language proficiency and all dimensions of CQ. On the contrary, another hypothesis (proposed in one previous study) was not confirmed: purposeful preparation for a language exam and its successful passing does not stimulate the development of the motivational (or any other) dimension of CQ or, in any case, no significant difference was found between the two groups of those who possess a language certificate and those who do not.

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Zakharova, Irina, Aleksandra Kobicheva, and Natalia Rozova. "Results Analysis of Russian Students’ Participation in the Online International Educational Project X-Culture." Education Sciences 9, no. 3 (July 2, 2019): 168. http://dx.doi.org/10.3390/educsci9030168.

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The purpose of the paper is to assess the experience of Russian students in the online project class. The authors studied the impact of the international project “X-Culture” on the level of development of socio-cultural competencies of students and their knowledge of the English language. An additional aspect of the analysis was the question of the connection of students’ perception of the goal of participation in the international project “X-Culture” with their self-motivation and self-assessment of the success of the results achieved. The study used both quantitative and qualitative methods—student testing, database analysis provided by the project “X-culture”, and focus group records. The result of the participation has been inconsistent. As expected, such sociocultural competence as the level of proficiency in English increased among the majority of students, as confirmed by the values of the student’s criterion for the results of language testing, conducted before and after the project. At the same time, average indicators of sociocultural competences such as “interpersonal skills”, “creativity”, “leadership”, and “friendliness” have deteriorated during the project that is confirmed by the trends lines of time series. The focus group revealed differences in terms of participation in the X-Culture project, their connection with self-motivation, and student satisfaction with the results achieved. Students who have achieved high levels of sociocultural competences have set themselves the goals of participation in the project related to the improvement of professional competencies and intercultural communications. At the same time, students were most satisfied with their activities in the project and the results achieved, aimed at obtaining new professional knowledge and skills, and students whose goal was simply to obtain an international certificate of the project participant.

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Ajayi, Eloho, Atsoufui kpehor, Shristi Khanal, Samavia Munir, and Adrian Estepa. "9. Influenza Vaccine Rates Amongst Patients With Limited English Proficiency In A Primary Health Care Clinic; Our 3 Years Experience." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S27. http://dx.doi.org/10.1093/ofid/ofaa439.054.

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Abstract Background Influenza has been recognized to be a significant cause of morbidity and mortality. It was the cause of 10.1% of all deaths recorded on death certificates during the week ending January 20, 2018.In order to reduce the risk of influenza, Centers for Disease Control recommends that every person six months and older who have no contraindications be vaccinated with the influenza vaccine. Limited English Proficiency (LEP) describes individuals who have limited ability to speak, read, write or understand English language. Sadly, there is an increasing body of data that suggest that patients with LEP are less likely to seek out medical attention in a timely manner, are less adherent to medically recommended preventive and therapeutic measures. The purpose of this study was to determine the rate of acceptance of the Influenza vaccine amongst patients with LEP in our resident ran out-patient clinic. Methods This study was retrospective, data was obtained through chart review of the electronical medical records (EMR). Patients had to be at least 18 years old and registered patients at our primary health care clinic to be enrolled in this study. Data was gathered for the 2015–2016, 2016–2017 and 2017–2018 influenza seasons. The months of October to May were designated as the Influenza season as these months have been identified as the time frame that the influenza virus has the most activity. Results 109 of 499 the randomly selected participants were not included in the final analysis due to reasons like: no visit to the primary health care clinic during specified periods, ability to communicate in English, insufficient data in to the EMR. Data from 390 patients were analyzed. 43.3% spoke Spanish, 36.2% were Portuguese speaking and 20.5% spoke other languages. A large majority of patients across all language groups did not receive the influenza vaccine each season. Table 1 Figure 1 Figure 2 Conclusion Results from this study indicate that there was an alarmingly low rate of influenza vaccination among patients with LEP in our primary care clinic in during the 2015–2016, 2016–2017 and 2017–2018 influenza seasons. This highlights the need for implementing interventions aimed at both understanding why this vaccination gap exist and improving the vaccine acceptance rate amongst this venerable population. Disclosures All Authors: No reported disclosures

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J.H., Baharuddin, Indri Astuti, and Aloysius Mering. "The Development of Computer-Based Test (CBT) Based on Hypertext Preprocessor (PHP)." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (September 30, 2020): 311. http://dx.doi.org/10.26737/jetl.v5i2.2197.

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<p>This study aims to produce design, to know the profile and to determine the level of effectiveness of the Hypertext Preprocessor (PHP) based on Computer-Based Test (CBT) to Test of English For Academic Proficiency (TEAP) IKIP PGRI Pontianak. The development research method is the ADDIE development design model. The research subjects were students of the eighth semester English study program and the lecturers and staff who served at UPT Bahasa of IKIP PGRI Pontianak. Data collection tools used interviews and TEAP user questionnaires then analyzed with the formula from Khabibah. PHP-based CBT profile in the form of a web that can be accessed online and integrated with multiple-choice item analysis. This study found that TEAP requires a system that can automatically be correcting, storing test results, analysing test results and distributing test certificates. The results showed that the effectiveness level of the respondents' opinion of the test participants with a percentage score of 77% in good category and from the opinion of respondents who implement TEAP is very effective and can analyze the level of difficulty, difference power and distractor analysis properly and quickly. This illustrates that PHP-based CBT is suitable for the TEAP program.</p>

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Buarki, Hanadi, and Mashael Al-Omar. "Library and information science as a career in Kuwait." Journal of Librarianship and Information Science 52, no. 3 (September 8, 2019): 764–80. http://dx.doi.org/10.1177/0961000619871992.

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The Library and Information Science discipline is in constant flux, facing myriad impediments with the development of technology. Per se, the field introduced information and communications technology into its curriculum which has changed librarians’ roles in information handling. Moreover, the integration of the term ‘information’ changed the nomenclature thereby giving a new name of Information Science/Studies, embracing an enormous range of subjects. The present study investigates the previous and current skills of alumni at the Department of Library and Information Science, College of Basic Education, Kuwait. Descriptive analysis of the distributed survey revealed frequencies and percentages data on participants’ gender, marital status, age, grade point average, certificate obtained, employment sector, years of experience, and salary. Qualitative data revealed comments on employment issues, difficulties faced, and the Department of Library and Information Science curriculum. The findings suggested that the majority of the alumni have benefited from their major as their employment is relevant (84%), it is within their specialisation and most of them (56%) are employed in a library setting. The most frequently learned skill is ethics (54%), and the skills that needed improvement are library skills and English language proficiency. The research data initiated a list of skills required and organisations employing the alumni. It is recommended that LIS alumni should be equippedwith multi-tasking skills to work at the job market institutions, and that LIS schools should start offering a PhD qualification in Kuwait. This research contributes to decisions in curriculum updating from the viewpoint of alumni to meet the requirements of the job market. The research is the first study to collect data from LIS alumni in Kuwait at CBE, PAAET and realises their concerns. Departments sharing a similar curriculum can benefit as the research is an initial step that should be regularly taken to update the curricula.

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Balanaieva, Oksana V., Hanna M. Salashchenko, Kateryna V. Shurupova, Anastasiia O. Devos, and Alla I. Romanchuk. "Development of Skills of Intercultural Communication in the Process of Studying at Higher Educational Institutions." International Journal of Higher Education 9, no. 7 (August 7, 2020): 243. http://dx.doi.org/10.5430/ijhe.v9n7p243.

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The article proves that the need for the development of intercultural communication skills in the learning process is due to external causes of globalization and internal requirements of the modern ethnocultural situation in Ukraine, as well as the needs of pedagogical science, which takes into account global development trends: anthropocentrism, search for value orientations and new worldview, the need for acquisition of intercultural interaction skills that ensure competitiveness in the global community. According to the author, the skills of intercultural communication of future specialists are characterized by the integrity of formation of personal qualities and abilities, the ability to switch from one culture-specific code to another, taking into account their differences, flexibly vary communication strategies and tactics, maintain a positive attitude; choice of verbal and non-verbal means. In this regard, the author proposed the idea of using Web 2.0 in the formation of intercultural communication skills. Experimental application of a special method of working with educational Internet resources based on Web 2.0 technologies was tested in the Practical English academic course. It was found that the use of Web 2.0 in the development of intercultural communication skills in the process of studying at higher educational institutions opens up a wide range of opportunities for educational practice: the use of free electronic resources used for educational purposes; independent creation of network content; interpersonal interactions of the subjects of the educational process. To analyse the results obtained and objectively consider the dynamics of changes in the level of development of intercultural communication skills, control and measuring materials selected were the assignments of the Level 6 Certificate of General Language Proficiency (CAE Advanced) and a test to determine the level of development of learning strategies - the Strategy Inventory for Language Learning (SILL) Version 7.0. It was found that the use of educational Internet resources based on Web 2.0 technologies activates the professionally significant qualities of future specialists, the ability to carry out intercultural communication, expands the horizons of the worldview and the sphere of professional activity to the maximum possible extent, professional mobility, which is a condition and basis of professionalism and mastery. The proposed methods, techniques and technologies can be used regardless of the foreign language and have transnational significance.

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Selasdini, Vidya, and Antoni Arif Priadi. "Online Assessment System for Certificates of Proficiency Revalidation." PROSIDING POLITEKNIK ILMU PELAYARAN MAKASSAR 1, no. 4 (March 3, 2021): 164–83. http://dx.doi.org/10.48192/prc.v1i4.337.

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The seafarer must attend and follow the assessment again as the final stage of the revalidation process. Many Seafarers might feel difficult with this condition because they actually have not enough time to do it. The problem studied in this research is how validation and assessment can be carried out online to the Certificate of Proficiency participants in Sekolah Tinggi Ilmu Pelayaran (Maritime Higher Education). This research aims to make a validation model and assessment carried out to the Certificate of Proficiency participants online to accelerate maritime certification services. This type of research is quantitative. From the research results, it is concluded that the implementation of online BST certificate revalidation at STIP can be carried out by still paying attention to the requirements starting from the registration process, evaluation to the issuance of the revalidation certificate. The legality of a certificate revalidation carried out online is the same and legal as a revalidation certificate that is carried out regularly. The entire series of processes are carried out by applicable SOP’s and does not provide any loopholes for fraudulent acts.

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Christensen, Stan. "English Proficiency." Physics Today 40, no. 5 (May 1987): 134–36. http://dx.doi.org/10.1063/1.2820051.

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SARFRAZ KHAN, JUNAID, SAIMA TABASUM, OSAMA MUKHTAR, Tahira Bano, and Maryam Iqbal. "ENGLISH LANGUAGE PROFICIENCY;." Professional Medical Journal 19, no. 02 (February 22, 2012): 172–79. http://dx.doi.org/10.29309/tpmj/2012.19.02.2004.

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Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical & Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p<0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p<0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p<0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.

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Purwanti, Debora, Hilda Puspita, and Mulyadi . "THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS." Journal of English Education and Teaching 2, no. 2 (September 10, 2018): 68–82. http://dx.doi.org/10.33369/jeet.2.2.68-82.

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This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

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Purwanti, Deborah, Hilda Puspita, and Mulyadi . "THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS." Journal of English Education and Teaching 3, no. 1 (August 2, 2019): 79–94. http://dx.doi.org/10.33369/jeet.3.1.79-94.

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This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

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Kirubai, Mrs Joyce Deva, and Dr J. Joel Dr.J.Joel. "Assessing English Language Proficiency." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 309–10. http://dx.doi.org/10.15373/2249555x/may2014/89.

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Hong, Oi-Saeng. "Limited English Proficiency Workers." AAOHN Journal 49, no. 1 (January 2001): 21–26. http://dx.doi.org/10.1177/216507990104900110.

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Andrew, Anthony. "English Medium Instructions on English Language Proficiency." Asian Research Journal of Arts & Social Sciences 4, no. 4 (January 10, 2017): 1–10. http://dx.doi.org/10.9734/arjass/2017/37756.

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Jung, Jae-Hee. "Developing English Proficiency by Using English Animation." Cartoon and Animation Studies 37 (December 31, 2014): 107–42. http://dx.doi.org/10.7230/koscas.2014.37.107.

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Jewell, Mary. "Moving Beyond Intermediate English Proficiency." Journal of Adolescent & Adult Literacy 53, no. 3 (November 2009): 259–62. http://dx.doi.org/10.1598/jaal.53.3.8.

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Jepsen, Christopher. "Bilingual Education and English Proficiency." Education Finance and Policy 5, no. 2 (April 2010): 200–227. http://dx.doi.org/10.1162/edfp.2010.5.2.5204.

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In 2001, California instituted a statewide test measuring English proficiency for English learners, students who are not proficient in English. In 2003 and 2004, nearly 500,000 English learners in grades 1–5 took this test each year. The relationship between bilingual education receipt and English proficiency is estimated using value-added regression models for each section of the test—listening and speaking, reading, and writing. In these regression models, students in bilingual education have substantially lower English proficiency of 0.3 standard deviations or more compared with other English learners in first and second grades. In contrast, the difference between bilingual education and other programs is usually less than 0.1 standard deviations for students in grades 3–5. These results hold for ordinary least squares, school fixed effects, and propensity score models.

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Orr, T. "Assessing proficiency in engineering English." IEEE Transactions on Professional Communication 45, no. 1 (March 2002): 40–44. http://dx.doi.org/10.1109/47.988361.

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Miller, Rhonda D., and Antonis Katsiyannis. "Students With Limited English Proficiency." Intervention in School and Clinic 50, no. 2 (July 26, 2013): 121–24. http://dx.doi.org/10.1177/1053451213496161.

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How to address the educational needs of students with limited English proficiency (LEP) is a particularly challenging and often controversial endeavor. Failure to address the needs of students with LEP often results in denial of meaningful educational opportunities and leads to disproportionate representation in special education programs. This article reviews relevant legislation and litigation regarding students with LEP and provides recommendations for improved practice. The case law reviewed addresses (a) equal opportunities for all students, regardless of native language, English language proficiency, or disabilities, (b) nondiscriminatory assessments, (c) assessments done in a timely fashion, and (d) parental involvement.

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Liang, Bryan A. "Limited English and Health Proficiency." Journal of Patient Safety 3, no. 2 (June 2007): 57–60. http://dx.doi.org/10.1097/01.jps.0000242993.31907.0a.

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Shih, Chih-Min. "The General English Proficiency Test." Language Assessment Quarterly 5, no. 1 (January 29, 2008): 63–76. http://dx.doi.org/10.1080/15434300701776377.

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Liang, Brian A. "Limited English and Health Proficiency." Journal of Patient Safety 3, no. 1 (March 2007): 3–5. http://dx.doi.org/10.1097/pts.0b013e318032392f.

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Kumwenda, Kinsman Kondwani, and Martin Bright Msendema. "Readiness of Human Capital in Implementation of E-Marking of National Examinations in Malawi." Advanced Journal of Social Science 8, no. 1 (August 21, 2021): 220–30. http://dx.doi.org/10.21467/ajss.8.1.220-230.

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The aim of this study was to investigate readiness of the Malawi National Examinations Board (MANEB) examiners’ in e-marking of national examinations and general use of technology with focus on their computer proficiency and perception. The study followed an explanatory sequential mixed methods research design and data was collected from sampled examiners through a questionnaire, a focus group discussion (FGD) and a computer proficiency assessment test. The findings show that over 90% of the participants had moderate to very high computer proficiency levels. The findings also show that both age and gender did not have any effect on the technology readiness index (TRI) of Primary School Leaving Certificate of Education (PSLCE) examiners but on Malawi School Certificate of Education (MSCE) examiners. The findings also indicate no effect of the examiners’ years of marking experience on their TRI. The distribution of examiners across TRI segments shows that the number of examiners increases with the increasing order of adoption propensity. In line with this, most examiners showed positive perception of e-marking of national examinations as well as moderate to very high computer proficiency level.

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Maharjan, Babu Raja, Uttam Shrestha, Ashis Shrestha, Balakrishnan M. Acharya, Ambika Poudel, Sarala KC, and Rajesh N. Gongal. "Perception of Students and Faculty on Problem Based Learning in Proficiency Certificate Level Nursing Program." Journal of Nepal Health Research Council 18, no. 4 (January 22, 2021): 779–84. http://dx.doi.org/10.33314/jnhrc.v18i4.2667.

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Background: Patan Academy of Health Sciences intended to implement problem based learning in proficiency certificate level nursing program who have just completed grade 10. Presently in Nepal, the available literature on use of problem based learning as teaching learning methods is limited to undergraduate medicine who have passed 10+2 or equivalent. It was conducted to measure the perception of students and faculty on problem based learning in nursing program.Methods: Nursing faculty who have been involved in teaching learning of nursing curriculum were trained to conduct problem based learning and write problem based learning case. Prior to run problem based learning case, students were also oriented for the problem based learning process. A 44 students and seven faculty returned the filled data collection tool. Results: Both the students and tutors perceived that the problem based learning is an effective teaching learning method. They also found that the attributes of problem based learning such as self-directed learning, collaborative learning, team work and fun learning. Students were eager to have more problem based learning session in their curriculum. Faculty also perceived that problem based learning can be a better teaching learning methods and it can be implemented in proficiency certificate level nursing.Conclusions: This study shows the acceptance of problem based learning as a teaching learning methods in proficiency certificate level nursing program by both the students and faculty.Keywords: Nursing curriculum; PBL; perception.

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Richards, Jack C. "Teaching English through English: Proficiency, Pedagogy and Performance." RELC Journal 48, no. 1 (February 9, 2017): 7–30. http://dx.doi.org/10.1177/0033688217690059.

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CHEN, JENN-YEU, JUI-JU SU, CHAO-YANG LEE, and PADRAIG G. O'SEAGHDHA. "Linguistically directed attention to the temporal aspect of action events in monolingual English speakers and Chinese–English bilingual speakers with varying English proficiency." Bilingualism: Language and Cognition 15, no. 2 (October 3, 2011): 413–21. http://dx.doi.org/10.1017/s1366728911000320.

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Chinese and English speakers seem to hold different conceptions of time which may be related to the different codings of time in the two languages. Employing a sentence–picture matching task, we have investigated this linguistic relativity in Chinese–English bilinguals varying in English proficiency and found that those with high proficiency performed differently from those with low proficiency. Additional monolingual English data, reported here, showed further that high-proficiency bilinguals performed similarly to the English monolinguals, suggesting that Chinese speakers’ sensitivity to the time of an action event might be modifiable according to the extent of their experience with a tensed language.

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Ahmed, Saeed. "The Content Analysis of the English Text-General Certificate English." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 3 (2014): 01–10. http://dx.doi.org/10.9790/7388-04310110.

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Thi Hong Nhung, Pham. "General English Proficiency or English for Teaching? The Preferences of In-service Teachers." RELC Journal 49, no. 3 (March 28, 2017): 339–52. http://dx.doi.org/10.1177/0033688217691446.

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At the implementation level of the national project ‘ Teaching and Learning Foreign Language in the Public-Sector Educational System for the 2008–2020 Period’, the Vietnamese Ministry of Education and Training (MOET) provided large-scale general English proficiency training for key English teachers and classroom English training for a pilot group of teachers. This research explores in-service teachers’ perceptions of the usefulness of the training and of the changes which occurred in their classrooms as a result of the training. The findings have shown that although in-service teachers across different levels of proficiency appreciate both sets of training, they found classroom English training more relevant and practical to their teaching context. The results of the study also suggest that in contexts with insufficient numbers of qualified foreign language teachers, high proficiency standards for teachers compared with their current level of proficiency, and limited support for in-service teachers to achieve and maintain the required proficiency, classroom English training can be considered as a strategic choice and hence, should be prioritized.

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Journal articles on the topic 'Certificate of Proficiency in English'

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