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Relevant bibliographies by topics / English language skill

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Academic literature on the topic 'English language skill'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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Journal articles on the topic "English language skill"

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Ibragimova, Shahnoza Nosirjon qizi. "INTEGRATION OF LANGUAGE LEARNING SKILLS IN SECOND LANGUAGE ACQUISITION." RESEARCH AND EDUCATION 2, no. 4 (2023): 109–15. https://doi.org/10.5281/zenodo.7858529.

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<em>Effective and efficient communication is direly required to compete in this everchanging modern world. The importance of English as a key foreign language is unquestionable which emphasizes learning it so well as to be its competent user. Teaching English as a second language (SL) is a very challenging task but a language teacher (LT) can make it a success and enjoyable with the help of introducing different activities in the class and by the integration of the four Language Learning Skills (LLSs), i.e. Listening skill, Reading Skill, Writing Skill and Speaking Skill. Ironically the teache

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Tang, Jinxiang. "Mutual Promotion between Language Skills and Critical Thinking Training in Business English Skill-based Courses." International Journal of Education and Humanities 4, no. 1 (2022): 160–64. http://dx.doi.org/10.54097/ijeh.v4i1.1404.

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Critical thinking is commonly acknowledged as one of the primal abilities in a Business English graduates. The problem of “deficient critical thinking ability” in foreign language majors has long plagued professionals in college foreign language teaching. Skill-based language courses that constitute the majority of the English curriculum are the root. However, Business English major can effectively overcome the problem because of its advantages in integrating language-skill training into business-knowledge learning. Teachers of Business English skill courses should convert teaching philosophy

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Francis, Kristina, Bharathi Mutty, Malvin Kaur, Ranjini Kunalan, and Nurullashkeen Mohd Anis. "UNDERGRADUATES’ AWARENESS AND OBSTACLES ON ENGLISH LANGUAGE SPEAKING SKILL." International Journal of Education, Psychology and Counseling 5, no. 34 (2020): 176–88. http://dx.doi.org/10.35631/ijepc.5340014.

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The English language is a global language as it’s the most commonly spoken language in the world by many people around the world. Nevertheless, it is also the language of international business and a necessity for people to speak English if they are to enter a corporate workforce. The English language is significant for employment as organizations are requiring and accepting applicants with good English proficiency. Therefore, it is vital for a student to learn and enhance their English language for a promising future. In learning and becoming proficient in the English Language, students are u

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Dr. Bhakti Natoo. "Read, Listen, Succeed: How English Skills Drive Workplace Success." Voice of Creative Research 7, no. 1 (2025): 325–30. https://doi.org/10.53032/tvcr/2025.v7n1.37.

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Language is the key to success, especially in areas with high demand for communication, such as academia, business, and leadership. Proficiency in language use enables effective communication. Further, English, being the global language, is commonly used as the workplace language in a multicultural environment. But an important and common aspect that one can think of is, how can anyone gain proficiency/expertise in the English language? English language proficiency is based on the four fundamental skills of language, i.e., listening, speaking, reading, and writing. These four skills are comple

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Chaw, Su Hlaing. "Vocabulary A Basic Element of Language Learning." International Journal of Trend in Scientific Research and Development 3, no. 5 (2019): 1854–55. https://doi.org/10.5281/zenodo.3591622.

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The importance of developing the vocabulary learning skill is the most essential skill for foreign language learners. Language is sequential - speech is a sequence of sounds whereas writing is a sequence of symbols. To produce a good piece of writing, learners need to enrich their vocabularies. Vocabulary knowledge is also one component of language skills such as reading and speaking. Since the meanings of new words are emphasized frequently, vocabulary learning plays a crucial role in foreign language learning. Teaching and learning vocabulary in context also helps learners for inferring the

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Wachyuniah, Yuyun, Yanty Wirza, and Karnedi Karnedi. "COMPARISON OF TWO ENGLISH TEXTBOOKS USED IN INDONESIA SECONDARY EDUCATION: ENGLISH AS A SECOND LANGUAGE (CAMBRIDGE IGCSE) VS ENGLISH FOR NUSANTARA (KURIKULUM MERDEKA)." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 6, no. 3 (2024): 957–68. https://doi.org/10.52208/klasikal.v6i3.1244.

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The objectives of this research were to (1) perform a structural comparison between the English textbooks used at the secondary level in the Cambridge IGCSE (English as a Second Language) and the English textbooks in Kurikulum Merdeka (English for Nusantara); (2) analyze key differences in the expected language skill levels from English as a Second Language and English for Nusantara; (3) explore textbook materials that can facilitate students’ intercultural learning. The main sources of the study are English as a Second Language (Cambridge IGCSE) and English for Nusantara textbooks for grades

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Kumayas, Tirza, and Fergina Lengkoan. "The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer." Journal of English Culture, Language, Literature and Education 11, no. 1 (2023): 98–105. http://dx.doi.org/10.53682/eclue.v11i1.6058.

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Grammar overall, is a challenging language skill. Even experienced English lecturers may face difficulties in explaining grammar to students. Grammar is the primary skill to be developed when learning English as a foreign language. Yet, when other languages' skills gained more attention, grammar came to be seen as the least important skill. Without using proper assessment to reduce student understanding, this is frequently explained in a straightforward manner by means of other skills. This study focuses on the challenges English language teachers use when teaching grammar at the second-grade

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Giguere, David, and Erika Hoff. "Home language and societal language skills in second-generation bilingual adults." International Journal of Bilingualism 24, no. 5-6 (2020): 1071–87. http://dx.doi.org/10.1177/1367006920932221.

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Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilin

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Adam, Nurhardiyanti, Abid Abid, and Yusna Bantulu. "Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers." Jambura Journal of English Teaching and Literature 2, no. 1 (2021): 12–21. http://dx.doi.org/10.37905/jetl.v2i1.10632.

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Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The partici

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Sidikova, Dilbar Talibjonovna. "ENGLISH FOR PRIMARY EDUCATION STUDENTS INNOVATIVE ORGANIZATION OF LESSONS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 5 (2023): 29–30. https://doi.org/10.5281/zenodo.7885782.

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This in the article initial class in their students foreign language  skills increase for pedagogues skill, foreign language in teaching applied different  methods and foreign of the language students for How important owner the fact that about word goes. Current in the day each one young generation foreign languages to know time is a requirement.

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Dissertations / Theses on the topic "English language skill"

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Beddes, Sarah Rose. "An investigation of teaching methods for phonemic awareness first phoneme skill versus multiple phoneme skills /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Hill, Timothy D. "Relationships among language use, phonological skill, and vocabulary in English language learning preschoolers." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002575.

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Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.

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Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduat

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Mirza, Nosheen Asghar. "5th skill in English language learning and teaching : a Pakistani perspective." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33289.

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This dissertation explores the beliefs of students on the relevance (if at all) of addressing the Fifth skill, culture, in English education in a Pakistani context, with sub question that aims to answer what definitions of the Fifth skill (Tomalin, 2008) could be appropriate to English education in a Pakistani context? So far the research done on English language teaching in Pakistan and anything related to it is based on teachers’ beliefs alone, therefore it was important for me as an English Language teacher to find out what the students attitudes were towards the integration of 5th skill in

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Bozorgian, Hossein. "Metacognitive strategy instruction in English as a Foreign Language (EFL) listening skill." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54724/1/Hossein_Bozorgian_Thesis.pdf.

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Listening skill is allocated inadequate consideration in English language instruction and learning in Iran. At the school level, listening skill is not taught but reading and writing skills are taught traditionally. At the college level, reading skill is emphasised. For students seeking IELTS certification, institutes teach listening skill within the framework of a Communicative Language Teaching (CLT) approach. Nonetheless, despite the official syllabus, many teachers tend to test rather than teach listening skill. Currently, listening skill in the curriculum is embedded in an oral comprehens

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Park, Bitnara. "Investigation of Reading Skill Development of English Language Learners: A Two-Year Longitudinal Study." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19688.

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The reading achievement of approximately 12,250 third- and fourth-grade students, measured by multiple reading curriculum-based measures, was tracked for two school years and used for longitudinal growth analyses. The current study builds on prior research regarding the achievement gap between English language learners (ELLs) and non-ELLs in two major ways: (a) comparing literacy growth, as measured by multiple reading curriculum-based measures, of both ELLs and former ELLs with non-ELLs, and (b) investigating variability in literacy growth and reading profiles among ELLs, former ELLs, and non

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Alvarez-de-Galicia, Maria Guadalupe. "Reading in English for academic purposes (EAP) : the effect of background knowledge, with special reference to schema-directed processes." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/26085.

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Coyle, Catherine. "An investigation of the fluency paradigm: the effects of accuracy training before rate-building and incremental increases in response rates on skill retention, endurance, stability, application and adduction." Thesis, Coyle, Catherine (2005) An investigation of the fluency paradigm: the effects of accuracy training before rate-building and incremental increases in response rates on skill retention, endurance, stability, application and adduction. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/504/.

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Fluency has recently been operationalized in terms of the acquisition of performance rates that predict a number of learning outcomes, depicted in the acronym RESAA, which represents skill retention, endurance, stability, application and adduction (Johnson and Layng, 1996). The RESAA model has not yet been adequately researched under controlled, experimental conditions. A preliminary study (Study 1) compared two rate-building procedures, under experimental conditions, with five Year 2 children with a mean age of six years eight months and seven pre-primary children with a mean age of four y

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Coyle, Catherine. "An investigation of the fluency paradigm : the effects of accuracy training before rate-building and incremental increases in response rates on skill retention, endurance, stability, application and adduction." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070515.142051.

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Fluency has recently been operationalized in terms of the acquisition of performance rates that predict a number of learning outcomes, depicted in the acronym RESAA, which represents skill retention, endurance, stability, application and adduction (Johnson & Layng, 1996). The RESAA model has not yet been adequately researched under controlled, experimental conditions. A preliminary study (Study 1) compared two rate-building procedures, under experimental conditions, with five Year 2 children with a mean age of six years eight months and seven pre-primary children with a mean age of four years

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Alonzo, Julie. "An examination of early reading skill covariance structure invariance across Spanish-speaking English language learners in grades 3 and 4 and their native English-speaking peers /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1331398351&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-125). Also available for download via the World Wide Web; free to University of Oregon users.

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Books on the topic "English language skill"

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Camp, Sue C. Developing proofreading skill. 2nd ed. Gregg Division/McGraw Hill, 1987.

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DeFilippo, Judy. Skill sharpeners. 2nd ed. Addison-Wesley, 1991.

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M, Breland Hunter, ed. Assessing writing skill. College Entrance Examination Board, 1987.

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Beck, Ray. Basic skill builders: Skill sheets. Sopris West, 1996.

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Campbell, Dianna S. Skill builders: A sentence writing workout. HarperCollinsCollegePublishers, 1994.

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Camp, Sue C. Developing proofreading skill: With editing applications. 3rd ed. Glencoe/Macmillan/McGraw-Hill, 1993.

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McLean, Gary N. Writing: Skill enhancement. Paradigm, 1994.

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Beckford, Joy F. The writing skill builder for college freshmen. Cognella, 2011.

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Lake County (Fla.). School District., ed. Writing is a thinking skill. Lake County School District, 1988.

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Berry, Marilyn. Help is on the way for: Word skill. Childrens Press, 1985.

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Book chapters on the topic "English language skill"

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Newton, Jonathan M., William Grabe, and Fredricka L. Stoller. "Language Skill Development and EAP." In Teaching English to Second Language Learners in Academic Contexts. Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-18.

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Jia, Jing. "Evaluation and Analysis of Language Skill-Oriented English Teaching Program." In Lecture Notes in Electrical Engineering. Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4793-0_82.

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Marín García, Álvaro, and Tamara Pérez Fernández. "Chapter 10. Task-based L2 skill development for TI trainees." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.10mar.

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The present chapter reports on the design and implementation of a C2-level English course for TI trainees in an attempt to move away from the more traditional instruction based on linguistic competence. We intend to bring the classroom closer to industry demands by facilitating the students’ language skill development in context-relevant tasks. The course presents students with an expertise-oriented, task-based learning experience that is structured in a portfolio aiming at the development of skills identified as needs in the industry. This shift in focus – from competence to its subsumed skills – allows for more flexibility in addressing identified needs from an L2 training perspective (communication skills, general knowledge, information gathering and processing) in graduates entering the job market.

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Margetson, Kate, Sharynne McLeod, and Sarah Verdon. "Chapter 8. Diagnosing speech sound disorder in bilingual Vietnamese-English-speaking children." In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.08mar.

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Multilingual children suspected of having speech sound disorders (SSD) are often only assessed in English due to challenges facing speech-language pathologists (SLPs) such as inadequate resources, lack of access to multilingual SLPs or interpreters, and limited SLP knowledge and skill in assessing unfamiliar languages. This paper describes the speech profiles and diagnostic decision-making for four bilingual Vietnamese-English speaking children aged 4–6 years. When using English-only assessment all children were diagnosed with SSD. When assessed in English and Vietnamese, only two children were diagnosed with SSD. Many mismatches could be explained by cross-linguistic transfer and ambient phonology. These different diagnostic outcomes demonstrate that direct speech assessment in home language(s) and English is essential for accurate diagnosis of SSD in multilingual children.

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Ghrzan, Khloud Yahia Hussein. "The Impact of “Reading Progress” Tool on Improving Elementary School Students’ Reading Skill in Najran." In English Language Teaching: Theory, Research and Pedagogy. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-84278-8_4.

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Voldánová, Žaneta. "Vliv pragmatiky na rozvoj písemných komunikačních dovedností studentů angličtiny jako cizího jazyka: přehledová studie." In Výzkum v didaktice cizích jazyků IV. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0055-2021-5.

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With writing as a key language skill and English as a lingua franca of international communication, it is necessary to teach students to communicate appropriately in the given context and with regard to the addressee, not only in speaking but also in writing. This study reviews research on the effect of incorporating explicit pragmatic instruction into English lessons on the development of learners’ pragmatic competence, chiefly in relation to written communication skills.

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Nomaan, Saima. "Language Pedagogy: An Evaluation of Oral Communication Skill Materials in Secondary School ELT Books in Pakistan." In English Language Teaching: Theory, Research and Pedagogy. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7826-4_21.

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Keplová, Kateřina. "Sebehodnocení ve studiu angličtiny v terciálním vzdělávání: přehledová studie." In Výzkum v didaktice cizích jazyků IV. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0055-2021-2.

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This study aims to provide an insight into the current research of the development of the self-assessment skill, focusing on tertiary students of English. The study poses the following questions: How is self-assessment defined in the selected research papers? What are the most common aims and methods of the selected research papers? What are the essential findings of the selected research papers? The selected research papers show that the development of the self-assessment skill has a positive effect on the overall language acquisition. Research into the actual process of the development of self-assessment skills is still scarce.

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Roche, Thomas, Michael Harrington, Yogesh Sinha, and Christopher Denman. "Vocabulary Recognition Skill as a Screening Tool in English-as-a-Lingua-Franca University Settings." In Post-admission Language Assessment of University Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39192-2_8.

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Breuker, Mark. "CEFR Labelling and Assessment Services." In European Language Grid. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17258-8_16.

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AbstractOur pilot project aims to develop a set of text collections and annotation tools to facilitate the creation of datasets (corpora) for the development of AI classification models. These classification models can automatically assess a text’s reading difficulty on the levels described by the Common European Framework of Reference (CEFR). The ability to accurately and consistently assess the readability level of texts is crucial to authors and (language) teachers. It allows them to more easily create and discover content that meets the needs of students with different backgrounds and skill levels. Also, in the public sector using plain language in written communication is becoming increasingly important to ensure citizens can easily access and comprehend government information. EDIA already provides automated readability assessment services (available as APIs and an online authoring tool) for the CEFR in English. Support for Dutch, German and Spanish are added as part of this project. Using the infrastructure developed in this project the effort for creating high quality datasets for additional languages is lowered significantly. The tools and datasets are deployed through the European Language Grid. The project is scheduled to be completed in the second quarter of 2022.

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Conference papers on the topic "English language skill"

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Sumarta. "The Training Concept of Speaking Skill based on Need Analysis." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220904860490.

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Dirgantara, Yudi, Diah Mulhayatiah, Endah Kurnia Yuningsih, Yasniwarti, and Siti Hamidah Nardiatun. "Creative Thinking Skill: Development of Problem Solving Worksheet in Physics." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221304970503.

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Qomar, Aulia Hanifah. "Using TED Talks for EFL Learners to Boost Their Speaking Skill." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219504300433.

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Wahyuniati, Nadhifatul Maulidiyah, and Marina Qolbia. "Improving Speaking Skill Through Speaking Club Viewed from Students’ Perception." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.026.

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Sajidin, Nia Kurniawati, Dian Ekawati, R. Nadia R. P. Dalimunthe, and Aan Hasanah. "“Do It Yourself Video”: Equipping Indonesian EFL Teachers with DIY Video Creation Skill." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221705560560.

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Gustriani, Ayunida, and Hamzah. "English Undergraduate Students’ Expectation of Online Learning for English Speaking Skill." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.006.

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SUBANDOWO, Dedy. "The Language Interference in English Speaking Skill for EFL Learners." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.36.

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Lailatuzzakiya, Sutini, Nila Sari, and Jihan Nailal hana. "Exploring Students’ Learning Strategy: Will Listening to English Song Enhance Speaking Skill?" In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.025.

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Syamsuarni, Jufrizal, and Yenni Rozimela. "Collaborative Paragraph Writing in Students’ Writing Skill." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.029.

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Kiet, Duong Tuan. "Factors Affecting English-Majored Students’ Speaking Skills at Ho Chi Minh City University of Food Industry." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.20.

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English is one of the most active languages used in the world to express ideas and converse with each other. So popularly communicative is the language, yet a lot of HUFI English-majored students still have to cope with the speaking skill. The research was conducted with the aim of discovering factors that engender English oral performance difficulties, using quantitative methodology to gather information from 92 students whose major is English language. The data collected from participants was meticulously analysed and helped solidify the researcher’s idea of such factors that cause trouble f

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Reports on the topic "English language skill"

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Goodwin, Sarah, and Ben Naismith. Assessing Listening on the Duolingo English Test. Duolingo, 2023. http://dx.doi.org/10.46999/corj9896.

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In this paper we describe how the language skill of listening is operationalized and measured on the Duolingo English Test (DET). This work is situated in the DET’s theoretical assessment ecosystem (Burstein et al., 2022), a set of evidence-based frameworks that reflect the iterative processes for assessment design, computational psychometrics, and test security. In this ecosystem, the Language Assessment Design Framework stipulates that the domain for tested constructs be described. To achieve this goal, the present paper is one in an ongoing series of skills construct whitepapers that descri

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Lassmann, Andrea, and Christian Volpe Martincus. Skills and Multinational Production. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013539.

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This paper provides new evidence on the role of human capital in shaping economies participation in multinational production. In particular, we primarily examine whether and to what extent the level of English language mastery among countries inhabitants affects the presence of multinational firms in their territories. To do so, we combine data on multinational firms foreign subsidiaries worldwide and data on English proficiency of possible host countries populations. Our estimates suggest that countries whose populations have higher levels of English proficiency attract more multinational fir

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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, et al. Duolingo English Test - Writing Construct. Duolingo, 2023. http://dx.doi.org/10.46999/arxn5612.

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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct

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OSIYANOVA, O. M., and V. I. SELEZNEVA. AUTHENTIC VIDEOS IN MODERN FOREIGN LANGUAGE EDUCATION: LINGUODIDACTIC ASPECT. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-95-104.

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The article considers the relevance of the authentic videos use in students foreign language education, determines their linguistic and didactic potential in the development of habits and skills in a foreign language speech activity. The subject of the analysis is the selection criteria and the content of work stages with authentic videos in English classes.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac

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O'Brien, Beth A., Chee Soon Tan, and Luca Onnis. Technology-based tools for teaching early literacy skills. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27453.

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This project focuses on improving literacy development for young learners who are struggling with learning to read English by investigating the process of learning grapheme-phoneme correspondences (GPCs). Learning GPC is foundational to learning to read alphabetic languages, and is a core problem for struggling readers. In this project, two methods are used in two studies to understand the process of learning English GPCs as the crux of acquiring literacy. First, a machine learning neural network modelling approach is used to study the effect of sound-symbol grain size and consistency and trai

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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundation

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Guo, Libo, and Ruihua Zhang. Building a Singapore learner corpus of English writing for pedagogy. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/28997.

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This project seeks to (1) build a learner corpus of English writing by collecting sample language data at Primary 6, Secondary 4, and Junior College 2 levels; (2) generate linguistic profiles for these stages and analyze/compare lexical, grammatical and discoursal features across these stages to track the development of English writing; (3) inform the learning, teaching and curriculum design of English writing; and (4) contribute to the theorization on the nature of writing development (Christie & Derewianka, 2008). It attempts to answer the following research questions: 1. What are the le

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide

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Acosta López, Juan Carlos. Unveiling hidden opportunities: a case study on the perception of affordances in informal english learning activities mediated by technology in a fl teacher-training program. Sello Editorial UNAD, 2023. http://dx.doi.org/10.22490/ecedu.8389.

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This qualitative single-case study explored the perceived affordances of informal activity systems mediated by online technologies for promoting English language learning among 115 FL teachers-in-training at UNAD. The study employed a word-based questionnaire administered to the entire sample, followed by small focus group interviews with 20 purposively selected participants, (Morgan & Hoffman, 2018). The resulting data were analyzed using a dynamic and fluid 2-cycle coding procedure. The findings show that learners’ ability to per-ceive and engage with technological, social, metacognitive

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