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Journal articles on the topic 'English language proficiency'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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

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Foiles Sifuentes, Andriana M., Maira A. Castaneda-Avila, and Kate L. Lapane. "English language proficiency, complete tooth loss, and recent dental visits among older adults in the United States." SAGE Open Medicine 8 (January 2020): 205031212096299. http://dx.doi.org/10.1177/2050312120962995.

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Objectives: This study sought to provide population-based estimates of complete tooth loss and recent dental visits among older adults in the United States by English language proficiency. Methods: We conducted a cross-sectional analysis of the 2017 Medical Expenditure Panel Survey among participants ⩾50 years of age (n = 10,452, weighted to represent 111,895,290 persons). Five categories of language proficiency were created based on self-reported English language ability and language spoken at home (Spanish, Other). Results: The prevalence of complete tooth loss was higher among those with li

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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 (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 componen

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Boyd, Monica, and Xingshan Cao. "Immigrant Language Proficiency, Earnings, and Language Policies." Canadian Studies in Population 36, no. 1-2 (2009): 63. http://dx.doi.org/10.25336/p6np62.

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This paper addresses two questions: 1) what are the impacts of language proficiency on the earnings of Canadian adult immigrants; 2) what are the current policy responses. Using a five-level scale of English/French language use, our analysis of Public Use Microdata File for the 2001 census confirms the positive association between proficiency in Canada’s charter language(s) and immigrant earnings. Compared to permanent residents who are highly proficient in English and/or French, those with lower levels of proficiency have lower weekly earnings. Quantile regressions reveal that the relative ad

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Tesfaye Alemu. "PERCEPTIONS OF PROFICIENT ENGLISH LANGUAGE USERS AND LEARNERS WITH LIMITED ENGLISH LANGUAGE PROFICIENCY ABOUT THE BENEFITS OF PROFICIENCY IN ENGLISH." Ethiopian Journal of Business and Social Science 2, no. 1 (2019): 28–52. http://dx.doi.org/10.59122/135757a.

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The main objective of this study was to identify the perceptions of proficient English language users (PELU) and learners with limited English language proficiency (LELP) about the benefits of proficiency in English and the priorities they give to the benefits. The distinction between proficient English language users (PELU) and learners with limited English language proficiency (LELP) was made based on the scores obtained by first-year students for English in the university entrance examination and the results of English proficiency tests administered in the first semester to first-year stude

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Wang, Cen, Sarah Verdon, Sharynne McLeod, and Van H. Tran. "Profiles of Linguistic Multicompetence in Vietnamese–English Speakers." American Journal of Speech-Language Pathology 30, no. 4 (2021): 1711–27. http://dx.doi.org/10.1044/2021_ajslp-20-00296.

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Purpose Speech-language pathologists work with increasing numbers of multilingual speakers; however, even when the same languages are spoken, multilingual speakers are not homogeneous. Linguistic multicompetence (aka multi-competence) considers competency across all languages and is associated with multiple demographic, migration, linguistic, and cultural factors. Method This article examines the linguistic multicompetence of adults with Vietnamese heritage living in Australia ( n = 271) and factors associated with varying profiles of multilingualism. Participants completed a self-report quest

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Yustitiasari, Hilda, Esti Junining, and Sahiruddin Sahiruddin. "The Relationship between Language Learning Strategies used by Vocational Students and Level of Proficiency." e-Journal of Linguistics 14, no. 1 (2020): 128. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p13.

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The vocational college students instructed by the teacher to used self-directed learning in learning English outside classroom or during the internship. Due to the requirement of graduation which they should pass the TOEFL test after the internship. The self-directed learning is exercised by managing students’ Language Learning Strategies (LLS) which known could improve language proficiency. Hereby, this study identifies: (1) the language learning strategy used by vocational college learners based on high and low proficient, (2) the relationship between language learning strategy and English p

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Sijali, Keshab Kumar. "English language proficiency level of Higher Secondary level students in Nepal." Journal of Advanced Academic Research 3, no. 1 (2017): 59–75. http://dx.doi.org/10.3126/jaar.v3i1.16618.

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The objective of this study is to investigate the proficiency level of English language of higher secondary level students in Nepal regarding their gender, nature of institution, medium of instruction and stream. The subject of this study comprises 529 learners from 22 higher secondary school of academic year 2015/6 among whom an English language proficiency test was conducted. The data obtained were analyzed using mean, Mann-Whitney U-test and Kruskal Wallis H-test of non-parametric test. The result showed that the English language proficiency level of higher secondary level students in Nepal

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Schwarz, Amy Louise, Maria Resendiz, Laura Catarina Herrera, and Maria Diana Gonzales. "A novel approach to assessing language proficiency in adults: A pre-pilot classification accuracy study." International Journal of Bilingualism 25, no. 3 (2021): 812–32. http://dx.doi.org/10.1177/1367006921999452.

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Aims and objectives/purpose/research questions: Speech–language pathologists who speak more than one language and who are members of the American Speech–Language–Hearing Association self-identify in one yes/no question whether they have the proficiency level to be bilingual service providers. This research note describes a preliminary attempt to address the very practical issue of whether and in what circumstances Spanish–English bilinguals can accurately judge their proficiency levels in both languages. The research question is: Will bilingual adults accurately identify their first language a

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Ahmad Shafiai, Noor ‘Izzati, Fauziah Abdul Rahim, and Abderrahim Benlahcene. "Using First Language as a Mediating Tool to Help Students Generate Ideas During Second Language Learning Activity." International Journal of Research and Innovation in Social Science VIII, no. IX (2024): 2079–87. http://dx.doi.org/10.47772/ijriss.2024.8090172.

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Encouraging students’ participation in discussions fosters idea exploration, yet low-proficient students face challenges in English-medium classrooms. Grounded in Sociocultural Theory, this paper investigates how students with limited English proficiency use Malay (L1) as a mediator for idea generation in English (L2) discussions. Through a one-hour L2 writing task involving three low-proficiency and three mixed-proficiency students, the study uncovers that L1 serves as a mediator when students feel their L2 speech fails to express their thoughts effectively, hindering their contribution of id

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Schiavon, Anna, and Kristina Cergol. "Character traits change upon language switch in Croatian speakers of English." Nova prisutnost XXII, no. 3 (2024): 627–39. http://dx.doi.org/10.31192/np.22.3.10.

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In this paper we tackle the feeling of a personality change users of more than one language reportedly experience when switching between their languages. We set to investigate if Croatian learners of English as a foreign language (EFL) experience a character trait change when switching between Croatian and English; which of the Big Five Inventory (BFI) personality dimensions change the most and which the least in Croatians using English, as well as whether there is a difference in this character trait change between different EFL proficiency groups. A total of 94 Croatian EFL speakers particip

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a Dominguez De Quezada, Cristina, Danita Alfred, Melinda Hermanns, Danice Brown Greer, Shellye Vardaman, and Maria Amaya. "Language Proficiency and Academic Success of Bilingual Hispanic Nursing Students along the US-Mexico Border." Journal of the American Nurses Association - New York 2, no. 2 (2022): 49–59. http://dx.doi.org/10.47988/janany.4491588158643655.2.2.

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Background: The Texas Department of State Health Services reported an enrollment of 29.7% Hispanic heritage students in nursing schools in 2020. Hispanics comprise of 18.5% of the total US population. Hispanic communities are less likely to speak proficient English than non-Hispanic Whites due to lack of language concordance. A diverse nursing workforce is necessary to accommodate the changing community. English as an additional language is frequently identified as a barrier to a nursing degree. This study examined how English proficiency affects nursing academic success of non-BSN and BSN nur

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EL Machichi, Mohamed, and Hind Brigui. "Investigating Language Learning Strategies Among Moroccan Learners: A Quantitative Study." Journal of English Language Teaching and Applied Linguistics 7, no. 1 (2025): 88–105. https://doi.org/10.32996/jeltal.2025.7.1.9.

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This study explores the intricate relationship between English proficiency and the use of language learning strategies among Moroccan students. We analysed responses from 126 Moroccan design students’ use of language learning strategies employing the Strategy Inventory for Language Learning (SILL). The findings highlight a significant effect of improved proficiency on language strategies’ adoption, with more proficient learners using these strategies at higher frequency, particularly metacognitive, cognitive, and compensation strategies. Interestingly, affective strategies exhibited a curvilin

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Sheila, Mae O. Cantara, Jane V. Esimos Mary, B. Francisco Leizel, et al. "English Language Proficiency and School Performance in English." International Journal of Social Science And Human Research 04, no. 12 (2021): 3768–72. https://doi.org/10.47191/ijsshr/v4-i12-43.

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This study determined the English Language Proficiency and School Performance in English as well the school performance as a whole. The respondents of the study were both English teachers and grade 10 students in the national high schools in the fifth district of Iloilo, using the descriptive comparative approach. Findings of which served as basis for the enhancement of the existing English manual used in English 101 for the improvement of English language proficiency of the students enrolled in the said subject. Generally, seventy percent of the student and teacher respondents were female. Te

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LAWRENCE, JOSHUA F., LAUREN CAPOTOSTO, LEE BRANUM-MARTIN, CLAIRE WHITE, and CATHERINE E. SNOW. "Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program." Bilingualism: Language and Cognition 15, no. 3 (2012): 437–51. http://dx.doi.org/10.1017/s1366728911000393.

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This longitudinal quasi-experimental study examines the effects of Word Generation, a middle-school vocabulary intervention, on the learning, maintenance, and consolidation of academic vocabulary for students from English-speaking homes, proficient English speakers from language-minority homes, and limited English-proficiency students. Using individual growth modeling, we found that students receiving Word Generation improved more on target word knowledge during the instructional period than students in comparison schools did, on average. We found an interaction between instruction and home-la

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Jalili, Simin. "Parents’ Educational Level and Children’s English Language Proficiency." Language Teaching Research Quarterly 3 (July 2017): 25–39. http://dx.doi.org/10.32038/ltrq.2017.03.03.

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The expansion of the English Language utilization, the concept of Lingua Franca, and the English language proficiency’s role in children’s social and vocational future, make children’s learning English a vital affair for parents all around the world. Minding the role of parents’ educational level is an understudied issue in children’s English language proficiency level. To address this unexpected topic, the purpose of this study is finding the relationship between parents’ educational level and children’s English language proficiency. For this study, the researcher gave a TOEFL test (for evalu

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Adler, Sol. "Assessment of Language Proficiency of Limited English Proficient Speakers." Language, Speech, and Hearing Services in Schools 22, no. 2 (1991): 12–18. http://dx.doi.org/10.1044/0161-1461.2202.12.

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This article presents an assessment instrument relevant to the speech-language skills of limited English proficient children. The function of the speech-language specialist as a member of the assessment team is stressed.

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

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Yustitiasari, Hilda _. "THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY." Lingual: Journal of Language and Culture 8, no. 2 (2020): 39. http://dx.doi.org/10.24843/ljlc.2019.v08.i02.p07.

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Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency,

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SANTOS, ANNIE, VANESSA FERNANDEZ, and RAMIL ILUSTRE. "English Language Proficiency in the Philippines: An Overview." International Journal of English Language Studies 4, no. 3 (2022): 46–51. http://dx.doi.org/10.32996/ijels.2022.4.3.7.

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The Philippines is considered one of the largest English-speaking nations in the world. In fact, English is one of the official languages in the Philippines. But throughout the years, a gradual deterioration in English language proficiency can be observed among Filipinos based on the EF English Proficiency Index, Test of English for International Communication (TOEIC), and the average score of Filipino IELTS takers. This paper aims to discuss the different factors behind the descending Filipino English proficiency, such as learners’ motivation, parental involvement, learning environment, teach

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Anibel, A. Lamo. "English Proficiency of Grade 9 Junior High Students." International Journal of Trend in Scientific Research and Development 3, no. 1 (2018): 410–33. https://doi.org/10.31142/ijtsrd18994.

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The resurgence of English proficiency has fallen to an abysmally low level on the ability of learners to fluently speak, read and write due to the effects on the language environment and preference as exposed in mass social media, technology based and printed reading materials. Thus, this study was aimed to determine the level of English Proficiency of Grade 9 Junior High Students of Jose Sanvictores Sr. National School. This descriptive evaluative research design was employed using survey instruments which used to measure the level of proficiency in English. Findings revealed that television

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Salvador, Juvelyn. "Attitudes and Language Proficiency of College Students at Catanduanes State University Panganiban Campus." JPAIR Institutional Research 19, no. 1 (2022): 68–86. http://dx.doi.org/10.7719/irj.v19i1.837.

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The study determined the attitudes toward the English language, the general proficiency level of 60 selected first-year college students, language structure, reading comprehension, and vocabulary. This was conducted to solve current issues of reading comprehension difficulties and poor linguistic competence in English subjects. It utilized descriptive research. Findings revealed “zero highly unfavorable” attitudes towards English; 2 “highly favorable.” For language structure, half of them were “slightly proficient,” 26 (43.33%) “Proficient,” 2 (3.33%) “Moderately proficient,” and 2 (3.33%) “Ve

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Skjelde, Kimberly. "Exploring L2 English Proficiency and Translation of Academic English Vocabulary." Nordic Journal of Language Teaching and Learning 11, no. 2 (2023): 140–64. http://dx.doi.org/10.46364/njltl.v11i2.1057.

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Knowledge of academic English vocabulary is essential for upper secondary L2 English learners preparing for university studies, yet previous research suggests students in Scandinavian settings may need support to acquire this lexis (Edgarsson, 2017; Henriksen & Danelund, 2015). The abundance of Graeco-Latin cognates between European languages and academic English has been shown to lessen the learning burden of academic English vocabulary for speakers of Romance languages (Cobb, 2000; Petrescu et al., 2017). However, less research has been conducted for speakers of Scandinavian languages wh

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Ali, Akbar, Aleena Zaman, and Fatima Alam Khan. "Language Learning Strategy Use and English Language Proficiency." Global Social Sciences Review III, no. II (2018): 439–53. http://dx.doi.org/10.31703/gssr.2018(iii-ii).25.

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The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels

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Akbar, Ali. "Language Learning Strategy Use and English Language Proficiency." Global Social Sciences Review 3, no. 2 (2018): 439–53. https://doi.org/10.5281/zenodo.4346683.

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The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels

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Akbar, Ali, Zaman Aleena, and Alam Khan Fatima. "Language Learning Strategy Use and English Language Proficiency." GLOBAL SOCIAL SCIENCES REVIEW (GSSR) III, no. II (2018): 439–53. https://doi.org/10.31703/gssr.2018(III-II).25.

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The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels

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Miller, Lauren. "The relationship between language proficiency and language attitudes." Spanish in Context 14, no. 1 (2017): 99–123. http://dx.doi.org/10.1075/sic.14.1.05mil.

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Abstract To determine how attitudes toward the minority language change with age, sixty-five Spanish/English bilingual children completed an attitude questionnaire. Results show that first graders have roughly equal attitudes to Spanish and English, while second, third, and fourth graders increasingly state a preference for English. However, among fifth graders, a decrease in this preference for English is found. Results from a matched guise task show that the Spanish and English versions are not rated significantly differently, suggesting that, while children prefer speaking English, they may

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KARAKAYA, YILDIRIM Nuriye. "Reading Strategy Use and Reading Interest in English as a Foreign Language." ESAR- Eğitim ve Sosyal Bilimler Araştırmaları Dergisi 4, no. 2 (2023): 70–80. https://doi.org/10.5281/zenodo.10459594.

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This study investigated whether there was a significant difference in the use of overall cognitive and meta-cognitive reading strategies between the low proficient and high proficient English learners at a Turkish state university. The participants were 110 Turkish Finance department students. They were elementary level English learners between the ages of 18-22. The students were      grouped into low proficient and high proficient learner categories according to their school exam results. Additionally, how well proficiency, reading strategy use, and the interest towa

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Drljača Margić, Branka. "Students’ English Language Proficiency in English-Medium Instruction." Zbornik radova Filozofskog fakulteta u Splitu, no. 17 (December 18, 2024): 89–104. https://doi.org/10.38003/zrffs.17.4.

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The growing internationalisation of higher education is closely intertwined with English-medium instruction (EMI), that is, non-philological study programmes conducted in English in non-English-speaking countries. Although EMI is attributed numerous strengths, such as advancement of English language skills, a matter of concern is the sufficiency of students’ English language proficiency for fruitful engagement in EMI. This paper aims to investigate teachers’ opinions about the importance of student English language proficiency, language policy, and language support in EMI, their perceptions of

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Hu, Min. "An Assessment of Chinese Adult Learners’ English Phonological Awareness." Theory and Practice in Language Studies 8, no. 10 (2018): 1319. http://dx.doi.org/10.17507/tpls.0810.09.

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The present study aims to conduct a valid comprehensive assessment of Chinese adult learners’ phonological awareness (PA) in English. To do so, 408 college students were classified into three groups based on their English proficiency; four tasks (oddity, segmentation, blending, and deletion) with varying complexity employed to test all three levels of PA (syllable awareness, onset-rhyme awareness, and phoneme awareness). The results revealed that 1) overall PA improved with English proficiency; 2) among four tasks, only the performances on oddity were not significantly affected by English prof

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Berardo, Marcellino. "How Proficient is Proficient Enough?: A Look at Proficiency in ESL for Academic Success." Issues in Language Instruction 2 (December 19, 2017): 4. http://dx.doi.org/10.17161/ili.v2i0.6930.

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We teach English to international students for the purpose of academic achievement at the University of Kansas. The assumption is that students cannot be successful in university classes without the ability to use academic English well. This is most obvious at the lower levels. If the student cannot understand any spoken or written English, then s/he cannot take notes, read textbook chapters, write papers, take exams, or participate in class discussion. This assumption also implies that as the student’s English improves, proficiency will become less of a factor in academic success.This essay i

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Berardo, Marcellino. "How Proficient is Proficient Enough?: A Look at Proficiency in ESL for Academic Success." Issues in Language Instruction 2, no. 3 (2017): 4–8. http://dx.doi.org/10.17161/ili.v2i3.6930.

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We teach English to international students for the purpose of academic achievement at the University of Kansas. The assumption is that students cannot be successful in university classes without the ability to use academic English well. This is most obvious at the lower levels. If the student cannot understand any spoken or written English, then s/he cannot take notes, read textbook chapters, write papers, take exams, or participate in class discussion. This assumption also implies that as the student’s English improves, proficiency will become less of a factor in academic success.This essay i

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JIA, GISELA, DORIS AARONSON, and YANHONG WU. "Long-term language attainment of bilingual immigrants: Predictive variables and language group differences." Applied Psycholinguistics 23, no. 4 (2002): 599–621. http://dx.doi.org/10.1017/s0142716402004058.

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This study examined the variables related to US immigrants' long-term attainment in English, their second language (L2), and their native language (L1). For 44 Mandarin–English bilinguals, with increasing age of arrival (AOA) in the United States, their accuracy in L2 grammaticality judgment tasks decreased and accuracy in an L1 grammaticality judgment task increased. Moreover, both AOA in the United States and mothers' English proficiency uniquely predicted a significant proportion of the variance for bilinguals' L2 proficiency. Finally, as a group, 72 speakers of three Asian languages showed

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Martínez García, María Teresa. "Language bias and proficiency effects on cross-language activation." Linguistic Approaches to Bilingualism 10, no. 6 (2018): 873–901. http://dx.doi.org/10.1075/lab.17023.mar.

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Abstract Recent research proposes that language bias and proficiency modulate cross-language activation in comprehension and production, but it is unclear how they operate and whether they interact. This study investigates whether stress differences between Spanish-English cognates (material, final-syllable stress in Spanish) affect how native-English second-language-Spanish bilinguals recognize Spanish words (materia “subject/matter,” second-syllable stress in Spanish). In a Spanish-English eye-tracking experiment (and parallel production task), participants heard/produced trisyllabic Spanish

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Hayakawa, Sayuri, Anthony Shook, and Viorica Marian. "When it’s harder to ignorar than to ignore: Evidence of greater attentional capture from a non-dominant language." International Journal of Bilingualism 24, no. 5-6 (2020): 999–1016. http://dx.doi.org/10.1177/1367006920915277.

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Aims and Objectives: Imagine you’re driving and you become so distracted by the radio that you miss your turn. Which is more likely to have caught your attention, a broadcast in your native tongue or one in your second language? The present study explores the effect of language proficiency on our ability to inhibit irrelevant phonological information. Methodology: Participants were asked to identify which of two drawings changed color while ignoring irrelevant words in either their native language, English, or a less proficient language, Spanish. The drawings appeared on screen for either 200

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Hanafi, Hanafi, and Asti Bhawika Adwitiya. "English Language Anxiety." International Social Sciences and Humanities 2, no. 1 (2022): 351–57. http://dx.doi.org/10.32528/issh.v2i1.213.

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English as lingua franca has aroused the demand to include English in early childhood education curriculum, while most of the teachers experienced English Language Anxiety symptoms. In PAUD J, English material had been delivered to the students but the practice itself needs a lot of improvements. One of the factors hindering the improvements is the teachers English Language Anxiety. This study aimed to explore deeper into the teacher’s English language anxiety that hinder their performance to deliver English to their class proficiently. Case study method with observation and interview was cond

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Soliman, Christian, and Joanne D. Gorospe. "Learner Autonomy, Language Learning Strategies and English Language Proficiency of Filipino Senior High School Students." International Journal of Language and Literary Studies 6, no. 2 (2024): 330–59. http://dx.doi.org/10.36892/ijlls.v6i2.1645.

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This study assessed students’ knowledge by looking at their learner autonomy in English language learning, the extent of language learning strategies and their English language proficiency. A descriptive method of research was used in this study. The respondents of this study were senior high school students of Magsaysay District during the second semester of the Academic Year 2022-2023. They were selected through a proportional random sampling technique. Several instruments were used by the researcher including the survey questionnaires about learner autonomy in English language learning, the

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Cadiz-Gabejan, Alona Medalia. "A Comparative Study on the English Proficiency of Students from Public and Private Schools." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (2022): 10–23. http://dx.doi.org/10.32996/jeltal.2022.4.3.2.

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Previous studies showed that educational context factors like schools could influence the English proficiency of students. One of the greatest predictors of proficiency among language learners is the type of school they are attending – either public or private. Empirical data also suggested that English proficiency had an impact on students’ performance in science and math courses. Hence, this study examined which type of senior high school (SHS) – public or private school – could produce more proficient students in using the English language. The data gathering process focused on SHS students

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Shi, Lu-Feng. "How “Proficient” Is Proficient? Comparison of English and Relative Proficiency Rating as a Predictor of Bilingual Listeners' Word Recognition." American Journal of Audiology 22, no. 1 (2013): 40–52. http://dx.doi.org/10.1044/1059-0889(2012/12-0029).

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Purpose The current study attempted to validate that English proficiency self-ratings predict bilinguals' recognition of English words as reported in Shi (2011) and to explore whether relative proficiency ratings (English vs. first language) improve prediction. Method One hundred and twenty-four participants in Shi (2011) and an additional set of 145 participants were included (Groups 1 and 2, respectively) in this study. All listeners rated their proficiency in listening, speaking, and reading (English and first language) on an 11-point scale and listened to a list of words from the Northwest

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Palmes, Rodgen. "Code-Switching in English Language Instruction: Implications to English Language Proficiency." Psychology and Education: A Multidisciplinary Journal 36, no. 8 (2025): 861–73. https://doi.org/10.70838/pemj.360803.

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Language is a powerful tool that shapes our communication, identity, and social interactions. In a linguistically diverse country like the Philippines, where several languages and dialects are spoken, code-switching has become a common phenomenon. Hence, this study aimed to investigate the implications of code-switching on English language proficiency of the English teachers in the East 2 District in the Division of Gingoog City. These were identified through a quantitative approach by conducting a survey to the 53 participants. The research considered the impact of age, gender, teaching exper

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Stolk, Yvonne, Stephen Ziguras, Trish Saunders, Robyn Garlick, Geoffrey Stuart, and Guy Coffey. "Lowering the Language Barrier in an Acute Psychiatric Setting." Australian & New Zealand Journal of Psychiatry 32, no. 3 (1998): 434–40. http://dx.doi.org/10.3109/00048679809065538.

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Objectives: The aim of this paper is to investigate the effectiveness of a training and policy strategy to improve communication opportunities in an acute inpatient unit for patients of non-English-speaking background (NESB) with low English proficiency. Method: A pre- and post-intervention design involved: (i) a survey of the multilingual skills of 80 clinical staff: (ii) recording of patients' ethnic background and proficiency; (iii) pre- and post-intervention data collection of the main outcome measure (communications with patients in a language other than English [LOTE]); and (iv) staff tr

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Liu, Yu. "Comparative Study Between International and Domestic English Proficiency Standards From a Diachronic Perspective." Theory and Practice in Language Studies 12, no. 4 (2022): 744–51. http://dx.doi.org/10.17507/tpls.1204.15.

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This paper intends to explore the relationship between international English-language proficiency scales and the English teaching syllabus for domestic universities by comparing their objectives, standards and definitions of proficiency. The results show that the development of English proficiency standards in China is always accompanied by the evolution of international language proficiency theory, and combined with its practical application in various countries. It is suggested that the college-level standard of English proficiency in China should be set based on the research of domestic and

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Vajirakachorn, Panomporn, Akaraphun Ratasuk, and Krittiya Anuwong. "Determinants of English Language Proficiency: A Multifaceted Analysis." Emerging Science Journal 7 (December 16, 2023): 264–78. http://dx.doi.org/10.28991/esj-2023-sied2-020.

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This study investigates the determinants of English language proficiency among students at Panyapiwat Institute of Management (PIM) in accordance with the Common European Framework of Reference for Languages (CEFR) standards. The determinant factors under examination encompass students' attitudes, prior English language knowledge, information-seeking behavior, satisfaction with English language learning, teachers' expertise, teacher readiness, teaching methodologies, familial support, environmental factors, and international exposure. Data were gathered through a survey administered to 469 PIM

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Yecyec, Ranelyn S., EJ F. Bayani, Jay Ann B. Batoon, et al. "The Influence of Language Strategy Use to the English Language Proficiency of Grade 11 Students: A Correlational Study." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2749–56. http://dx.doi.org/10.47772/ijriss.2024.804260.

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This study dealt with the influence of Language strategy use and English language proficiency of Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of Language strategy use, and English language proficiency in terms of their respective indicators, the significant relationship between Language strategy use and English language proficiency and what domains of Language strategy use substantially influence English language proficiency. Also, this study utilized a quantitative-correctional design with 202 respondents among Gr

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Tamano, Roseniya G., FatimahSakina A. Otara, and Jamzien M. Umpa. "Languages Spoken and its Influence to the Lexicons and Language Perspectives of ESL Students." International Journal of Linguistics, Literature and Translation 4, no. 5 (2021): 83–89. http://dx.doi.org/10.32996/ijllt.2021.4.5.7.

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The linguistic relativity of Sapir-Whorf hypothesis posits how language influences a person’s view of the world. This is where this study is entrenched and attempted to investigate the extent of influence of English language on the vocabulary of the selected English Education major students from a state university in Mindanao, Philippines. Employing survey for their profile, picture-lexicalization, and focus group discussion, data disclosed that roughly 70% perceived themselves to be very proficient in their native language; proficient in Filipino, which is the country's official national lang

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Jo, Claire W. "Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing." Written Communication 38, no. 2 (2021): 208–46. http://dx.doi.org/10.1177/0741088320986364.

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Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic English proficiency (i.e., specific set of language skills that support academic literacy) and general English proficiency (i.e., wide range of language skills undifferentiated by context that a

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Serge, Girimbabazi, Mrs Adegoke Oyebimpe, and Dr Hesbon Opiyo Andala. "Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda." Journal of Education 4, no. 7 (2021): 104–22. http://dx.doi.org/10.53819/81018102t5030.

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The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers,

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McGhie, Venicia Flora. "Learning in English: Academic Language Proficiency." International Journal of Learning: Annual Review 12, no. 8 (2007): 35–42. http://dx.doi.org/10.18848/1447-9494/cgp/v14i08/45450.

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Gamboa, Maiden Angel, Eliza Stephanie Monteclaro, Jan France Joy Tabbang, Darin Jan Tindowen, and Jennifer Bangi. "English Language Proficiency Of Elementary Pupils." Journal of Language and Linguistics in Society, no. 12 (November 24, 2021): 12–20. http://dx.doi.org/10.55529/jlls.12.12.20.

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The English language is known to be a universal language as it is used in different parts of the world. It connects nations, links people from different places, is widely used in education and the business world, and is most notably used for globalization. Although people were given all of the chances and opportunities to study the said language, some were still struggling to use it orally or in writing. With all the interventions made, others are yet to improve and have a low or poor English language proficiency. Hence, the objective of this descriptive study is to determine the English langu

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Gamboa, Maiden Angel, Eliza Stephanie Monteclaro, Jan France Joy Tabbang, Darin Jan Tindowen, and Jennifer Bangi. "English Language Proficiency Of Elementary Pupils." Journal of Language and Linguistics in Society, no. 12 (November 24, 2021): 17–25. http://dx.doi.org/10.55529/jlls.12.17.25.

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The English language is known to be a universal language as it is used in different parts of the world. It connects nations, links people from different places, is widely used in education and the business world, and is most notably used for globalization. Although people were given all of the chances and opportunities to study the said language, some were still struggling to use it orally or in writing. With all the interventions made, others are yet to improve and have a low or poor English language proficiency. Hence, the objective of this descriptive study is to determine the English langu

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