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Journal articles on the topic 'Language skills enhancement'
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1
Bloch, Brian. "Career enhancement through foreign language skills." International Journal of Career Management 7, no. 6 (1995): 15–26. http://dx.doi.org/10.1108/09556219510098073.
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Husda, Azizah, Wanrika Tampubolon, and Sara Okta Romindo Sibarani. "Language Literacy Enhancement Through Zoom Cloud Meeting." Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan 18, no. 1 (2022): 153–63. http://dx.doi.org/10.36456/bp.vol18.no1.a5242.
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This research conducted to analyze the language literacy skills enhancement through zoom cloud meeting. From the research problem, the researchers formulated the purpose of this study was to describe language literacy skills through zoom cloud meetings at Universitas Prima Indonesia in 5th semester and explained the parts of language literacy skills dominantly increased during online learning through zoom cloud meeting in 5th semester students at Universitas Prima Indonesia. This research used qualitative research with the case study method where in data collection using interview by sharing the google form, distributed to 30, 5th semester students at Universitas Prima Indonesia for the Academic Year 2021/2022. The results found that the use of zoom during online learning really helped students in improving their language literacy skills and language literacy skills for Indonesian prima university students when using zoom cloud meetings in online learning, 66.7% and above said it was very good and the literacy section. The dominant language literacy skill enhanced was using zoom cloud meetings is reading ability with a percentage of 53.3%, then followed by listening ability at 26.7%, speaking ability at 16.7%, and writing ability with a percentage of 3.3%
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Le, Huu Thang, and Minh Hue Vu. "The Use of Story-Telling Techniques in Classroom: An Empirical Study at Thai Nguyen University." International Journal of Social Science and Human Research 07, no. 04 (2024): 2394–402. https://doi.org/10.5281/zenodo.11063728.
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This study investigates the perceptions and experiences of English language teachers and students regarding the use of storytelling techniques in language education. Quantitative data were collected through surveys from 187 students to assess their beliefs regarding the effectiveness of storytelling in enhancing language areas and motivation. Additionally, qualitative interviews were conducted with 12 English language teachers to explore their perspectives on the challenges and benefits of incorporating storytelling into language instruction. Quantitative findings reveal that students generally perceive storytelling as highly effective in enhancing vocabulary acquisition and communicative skills, with varying opinions regarding its impact on grammar enhancement and motivation. English language students tend to exhibit higher levels of motivation and engagement compared to Chinese language students and bi-language students. Qualitative interviews highlight the importance of careful planning, time management, and narrative selection for effective implementation of storytelling techniques. Overall, the study underscores the multifaceted benefits of storytelling in language learning and emphasizes the importance of integrating storytelling activities into language education programs to meet diverse student needs
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Shobirin, Mochammad Syafiuddin, Mokhammad Iqbal Arrosyid, and Husnul Khotimah. "Inisiatif Pendidikan Unggul: Program Muhadatsah Bahasa Arab di MA Unggulan K.H. ABD Wahab Hasbulloh." ISLAMIKA 6, no. 2 (2024): 576–86. http://dx.doi.org/10.36088/islamika.v6i2.4572.
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The research investigates the effectiveness of the Arabic Language Muhadatsah Program at the Leading Islamic High School (Madrasah Aliyah) KH. ABD. Wahab Hasbulloh as a prominent educational initiative. The research method involves a comprehensive analysis of participants and the evaluation of the learning tools utilized in the program. By integrating innovative teaching methods, such as Arabic language dialogue simulations and enhancing speaking skills, the study focuses on measuring the improvement of students' Arabic language skills. The research findings highlight a significant enhancement in Arabic language learning, particularly in the muhadatsah or speaking skills aspect. These results provide important contributions to understanding the effectiveness of the prominent Arabic language learning program at educational institutions, specifically at MA Unggulan K.H. ABD Wahab Hasbulloh, Leading Islamic High School, offering evidence and recommendations for ongoing curriculum development and teaching quality enhancement efforts. This abstract underscores the crucial value of skill-focused programs and a focus on foreign educational excellence.
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Juliandi, Sahputra. "English Language Proficiency and Individual Ecomonic Enhancement." Madani: Jurnal Ilmiah Multidisiplin 1, no. 6 (2023): 605–12. https://doi.org/10.5281/zenodo.8139102.
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English as one of the international languages has many benefits that can be felt by its users both from a social and economic perspective. This study aims to dig up information about the effect of English language skills on the economic level of the family using the literature review or literature review method. The results of this study explain that being able to work in a multinational/international company and several elite agencies can have an impact on improving a person's economy and society. It's just that one of the requirements that someone must have to get in these companies is to have the ability to speak English both orally and in writing.
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Zarif, Tayyaba, Aziz un Nisa, and Abdul Nabi. "Enhancement of Communication Skills of International Language at University Level: Teachers' Side." Pakistan Journal of Gender Studies 16, no. 1 (2018): 217–28. http://dx.doi.org/10.46568/pjgs.v16i1.124.
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The primary objective of current research was to study the status of Enhancement of Communication Skills of International Language at University Level it focused on the exploration of problems & hurdles faced by teachers during teaching & enhancement of International Language communication skills at. The current study was descriptive in nature and quantitative by method. All those universities of Shaheed Benazirabad which offering International language as Functional and Communicative in the version of applied linguistics as content course to their students in different disciplines were the population of the study. From each University sixty percent of the teachers who were facilitating the course of International Language communication were selected with the help of purposive random sampling. Questionnaire with five point Likert scale was used for collection of data. Data was analyzed in frequencies, percent and mean scores. The study results showed that teachers faced different kinds of problems while facilitating in enhancement of International language communication skills at University level.
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Vinčela, Zigrīda, and Jana Kuzmina. "Language Technology Initiative: digital competence enhancement case study." Baltic Journal of English Language, Literature and Culture 15 (April 16, 2025): 51–68. https://doi.org/10.22364/bjellc.15.2025.04.
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The advancement of artificial intelligence and other related automation technologies has put forward new challenges at the tertiary education level, namely, the development of digital competence alongside the development of core knowledge, skills and competence of the study programme. These preconditions create favourable environments and justify the need to elaborate on digital competences in the humanities. To address these needs, the course Introduction to Applied Linguistics and Language Technologies has been designed as a part of the EU Recovery and Resiliency Facility project Language Technology Initiative and included in the BA study programme. The course comprises activities specifically targeted at the skills for language technology application for automated text analysis and synthesis and audiovisual material processing in students’ professional activity and research. The goal of the present study was to uncover which digital competence areas are enhanced, what competence levels are reached by these activities according to the definitions in the DigComp 2.2 framework and pilot them. To reach the goal, the present exploratory case study focused on an in-depth investigation of the mentioned course, i.e., eight activities that aim at language technology skills were mapped according to DigComp 2.2 and piloted. This process revealed that the activities cover two competence areas at level 6 and level 7. The piloting results were summarised through the course performance metrics and the corpus analysis of students’ questionnaires.
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Safitri, Ana, and Choiril Anwar. "EFL Teacher�s Classroom Language in Speaking Skill Enhancement: EFL Students� Voices." Journal of Advanced Multidisciplinary Research 2, no. 2 (2021): 90. http://dx.doi.org/10.30659/jamr.2.2.90-104.
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This study was about students� perception toward the use of english teacher�s classroom language in speaking skill enhancement. The objective of this research was to find out the high school students� perceptions toward the use of English teacher�s classroom language in speaking skill enhancement. This study used descriptive case study. The participants of this research were 36 students of class X MIPA 7 of SMA Negeri 11 Semarang. The instrument used in this study was an open ended questionnaire and closed-ended questionnaire. The results showed that students had positive perceptions about the use of English teacher's classroom language needed as the facilitator in the classroom in speaking skills enhancement. The student's opinion also said that when in the classroom, the teacher did not only use English as the classroom language, but mixed it with Indonesian so that students who were not fluent could follow the lesson well.
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Lin, Keith Cheng. "Enhancing Language Input to Promote Noticing Skills on Language Form: From Research to Practice." University of Sydney Journal of TESOL 2 (May 8, 2024): 83–104. https://doi.org/10.5281/zenodo.11146399.
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This article applies research findings in the area of the Noticing Hypothesis to help enhance English learners’ awareness of the language form. This article first clarifies focus-on-forms, focus-on-form and form-focused instruction to provide a pedagogical framework for the instructional techniques presented. Then it considers research on <em>input enhancement</em> (i.e., target forms are made salient through bolding, etc.) that suggests a strategy to facilitate language learners’ noticing of the language form. The article also considers both external factors (e.g., target form and instructed focus on meaning) and internal factors (e.g., communicative value, prior knowledge, and first language background) that contribute to success in noticing. To translate research into practice, this article introduces a conflated method of form-focused instruction as a practical way to apply research and theory for classroom teaching and learning. This method includes input enhancement combined with other instructional techniques, such as input flood, recast, explicit instruction, and multimodal input, considering the role of working memory capacity. The paper concludes with suggestions for future classroom research directions.
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Alghamdi, Khalid. "Prescription for Proficiency: Enhancing EFL Speaking Skills in Pharmacy Education." International Journal of Language and Literary Studies 6, no. 4 (2024): 586–600. https://doi.org/10.36892/ijlls.v6i4.1997.
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Effective communication is fundamental to pharmaceutical practice, especially for pharmacy professionals working in English as a Foreign Language (EFL) environments. This research investigates the influence of a specialized EFL speaking program aimed at improving the communication abilities of pharmacy students. A group of fifty male pharmacy diploma students participated in a three-month program cantered on role-play, task-based learning (TBL), and integrated vocabulary training. Assessments conducted before and after the course evaluated enhancements in confidence, clarity, use of pharmaceutical language, and fluency. The findings revealed statistically significant improvements across all measured aspects, with the use of pharmaceutical language showing the most notable enhancement (mean increase: 2.6 to 4.3, p < 0.001). These results emphasize the success of contextualized and hands-on methods in EFL teaching, showcasing the capacity of such initiatives to equip pharmacy students for the linguistic and professional requirements of their careers. The research underscores the necessity of integrated approaches that confront linguistic, cultural, and psychological hurdles in training for professional communication.
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Abidi, Aeda. "Language Games- The Great Medium to Learn English Language." International Journal for Research in Applied Science and Engineering Technology 12, no. 4 (2024): 3075–78. http://dx.doi.org/10.22214/ijraset.2024.60619.
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Abstract: The present study aims to explore the innumerable possibilities that language games create for learning a language as a supplementary material. Language games are ideal for teaching and enhancing vocabulary of ESL learners. Take something as simple as a riddle-in case the teacher asks a riddle in a second Language class, the learners are very interested in listening to it and answering it. The riddle brings enthusiasm to an otherwise silent class. In addition to it, the learners are learning the nuances of the language like figurative language unconsciously or sub –consciously. Another mind sport is quiz that can be used to teach elements of language like grammar and vocabulary and their usage. Games can also be designed to cater to the needs of the learners and enable them to enhance their language skills i.e. listening, speaking, reading and writing. A story telling activity can eventually lead to enhancement of listening skill. The chain story building technique can be used to hone the speaking skill. Similarly, cross word puzzles can also be used to remember a few facts from a lesson just read. An activity like a write up on a topic like my favourite offline/online game can enhance the writing skills of the learners. Thus, it can be concluded that language games can be used as a supportive method for teaching and learning English in ELT classroom.
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Laureto, Charlene, Mariel Dacullo, Michelle Cal, Lourdyl Fuentes, and Angelica Tapi. "Mobile-Assisted Language Learning Toward Vocabulary Skill Enhancement of the BSEd-English." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 2 (2025): 195–202. https://doi.org/10.5281/zenodo.14848956.
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<strong>Abstract:</strong> The portability and accessibility of mobile devices facilitate learning everywhere, leading to increased vocabulary learning and improved motivation for vocabulary acquisition. The study aimed to determine the effectiveness of Mobile Assisted Language Learning (MALL) as a personalized learning tool in enhancing the vocabulary skills of first-year BSED-English students at a local college. This study utilized the experimental research design, employing pre-tests and post-tests to comprehend if MALL is an effective tool for enhancing vocabulary skills. A standardized vocabulary test paper from the Victoria University of Wellington and an adopted attitudinal survey questionnaire from Rezaie, et al. (2014) were used in this research study to aid the researchers in collecting the data needed to determine the effectiveness of MALL. Based on the results, during the pretest that was done before the treatment program, the mean score of the respondents was 19.75, meaning the respondents had low vocabulary skills. However, during the post-test and after using MALL tools in two weeks, the mean score significantly increased to 33.92, this showed that MALL tools are effective in their vocabulary retention and statistically significant. MALL tools Although more research is required, data analysis suggests that using mobile phones for vocabulary learning is a feasible approach for college students. It can be used as a substitution, augmentation, and modification to a pencil and paper-based vocabulary assessment. As a result, the researchers proposed an action plan suggesting that incorporating MALL tools into language education programs can be beneficial in helping students improve their vocabulary skills. Keywords: Mobile Assisted Language Learning, SAMR Model, vocabulary skill enhancement, personalized learning tool, Mobile Language Learning Applications.
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Berta, Getaneh, and Aster Mulat. "Mind Mapping: An Effective Technique for EFL Students’ Language Skills Improvement." English Language, Literature & Culture 9, no. 5 (2024): 150–58. http://dx.doi.org/10.11648/j.ellc.20240905.11.
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To be successful in language learning and teaching as well as to advance language skills, one needs to utilize valuable and impactful language learning and teaching strategies. Language experts and pedagogues suggest variety of strategies which are essential for language skills improvement; one of these strategies is mind mapping. Since mind mapping activates both hemis of brain, it helps EFL learners to recall what they have learned. In addition, it can be used as an alternative medium for EFL teachers to deliver language contents. It plays greater role as well for the development of language skills. However, EFL students and teachers are not seen employing it during language classes. Hence, the objective of this article was to review and summarize the role of mind mapping so as to improve English language skills, particularly vocabulary, grammar and speaking skills. Secondary data from 20 published articles on the role of mind mapping on EFL students’ language skill improvement were examined to get a better understanding on the issue. Narrative review was carried out. As the findings of the published articles indicated, mind mapping ignited students’ language learning which consequently led for the enhancement of their language skills. Therefore, it is recommended for EFL students and EFL teachers to use mind mapping while learning and teaching EFL.
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V, Shivani, Tamilselvi A, and Meenakshi S. "Enhancement of Academic Reading Comprehension Skills through Cognitive Academic Language Learning Approach (CALLA)." Journal of Engineering Education Transformations 37, IS2 (2024): 477–83. http://dx.doi.org/10.16920/jeet/2024/v37is2/24077.
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Language skills are an integral part of quality education as it induces communication, creates comprehensibility of content and expedites knowledge acquisition. This requires students to actively involve in language learning, to meet the growing competent requirements of engineering education. Enhancing Reading competence is one of the crucial factors for achieving academic success. This paper examines the effectiveness of Cognitive Academic Language Learning Approach in enhancing the reading comprehension skills of first year Engineering students. Cognitive Language Learning Approach is an instructional student – centred approach designed around cognitive and metacognitive strategies, to enable easy comprehension of academic language content. A study was conducted in one of the leading government aided institutions in southern Tamil Nadu, to enhance the reading comprehension skills through the academic subject of Technical English. Data were collected using post-test experimental design, with control group and experimental group (20 each). The quantitative data were analysed using descriptive statistics while the qualitative data recorded the responses of student’s perception on the efficacy of CALLA. The data analysis revealed in enhancement of reading comprehension skills, elevating the overall reading competency. Keywords— Cognitive Academic Language Learning Approach; Explicit language instruction; Metacognitive strategies; Reading Comprehension skills Enhancement.
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Begum, Dr A. Jahitha, Dr I. Joseph Milton Paulraj, and Dr S. Hameedha Banu. "Neuro Linguistic Programming (NLP) as a Promising Technique of Communicative English Language Teaching." Scholars International Journal of Linguistics and Literature 5, no. 3 (2022): 100–104. http://dx.doi.org/10.36348/sijll.2022.v05i03.004.
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The present study discusses Neuro Linguistic Programming (NLP) in terms of enhancement of communication skills of the language learners. Communication skills are in high demand because multinational companies require a candidate with good communication skills. So, It is the need of hour for teaching fraternity to improve the communication skills of the language learners by identifying new strategies and techniques. NLP is now gaining momentum in enhancing the communication skills of the learners. NLP is defined as an art of communication and contributes positively in language learning. It is also an important and unavoidable part of the learning process to achieve the needs of the learner. NLP is found to help the students to develop their communication skills with confidence and viewed as contributing tool to the development of human communication and behaviour. Besides, it increases the communication skills of the employees, motivation, success. Many authors also cited that NLP offers the desired result. Hence the present article felt the need of analytical discussion on NLP in terms of the enhancement of communication of the language learners.
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Tarasenko, S. "Foreign Language Speaking Skills Development through Creating Situations of Verbal Communication." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 143–47. http://dx.doi.org/10.35433/pedagogy.3(89).2017.143-147.
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Ability to speak is the most essential skill since it is the basic for communication. For improving speaking skill, students need lots of practice, encouragement and correction. This paper examines the peculiarities of educational process organization regarding developing foreign language speaking skills of students in higher educational establishments. It analyzes the main specific features of speaking, as one of the most valued skills in learning a foreign language. A range of problems in teaching language oral speech are considered and analyzed. The main difficulties and reasons for the lack of progress in teaching speaking skills are given and characterized along with the main prerequisites for successful enhancement of these skills. There are many factors that influence the speaking skill of the students. Some factors come from the teacher, some other come from the student itself. According to many teaching theorists, speaking skill can be developed through communicative activities. This paper examines what the role of the teacher is in order to improve the learners’ skills, the features of oral communication that need to be improved and which strategies can be used to overcome the difficulties. The paper also describes some types of language activities that stimulate students' speaking. Some measures to solve the problems are recommended to be taken.
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Qadi, Ahmad. "The Role of Facebook in Enhancement of Undergraduates’ Receptive Skills at a Saudi University." English Language Teaching 14, no. 8 (2021): 19. http://dx.doi.org/10.5539/elt.v14n8p19.
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Observing receptive skills development in Saudi Arabia&rsquo;s undergraduates at Summer University (pseudonym), this paper immaculately investigates students&rsquo; perceptions regarding the uses of Facebook as a well-liked forum of social media pertinent to enhancement of Receptive Skill of English, as a foreign language. At greater extent, their approaches have been scrutinized while using Facebook and the nature of influence of Facebook have been examined as well. Data have been collected from seventy-five undergraduate&rsquo;s students via questionnaire. In addition, findings put forward that Facebook use is exceedingly effectual in mounting students&rsquo; listening and reading skills meticulously of English language. Relevantly, some of the probable threats to students&rsquo; proficiency have been pointed out. In fewest possible words, the study lucidly concludes that undergraduates, generally speaking, are positive in relation to the role of Facebook in the development of receptive skills while using Facebook, which not only influencing undergraduates to visualize innovative ideas in visual or video formats but also it inspires to communicate in English language.&nbsp;
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Malviya, Dr Gajanan. "Enhancement of Language Skills of Agriculture Graduates through a Role Play." International Journal of English Literature and Social Sciences 6, no. 1 (2021): 486–89. http://dx.doi.org/10.22161/ijels.61.65.
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Lee Sabnani, Robbie. "Strategy Instruction and Enhancement of Young Learners’ Speaking Skills." Language Teaching Research Quarterly 41 (February 2024): 67–80. http://dx.doi.org/10.32038/ltrq.2024.41.06.
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Despite the importance of speaking in developing learners’ command of language, due to a paucity of research in the domain, little is understood of teachers’ systematic strategy instructional practices to improve the quality of their students’ utterances. This study sought to address this gap in knowledge through the study of the practices of an experienced teacher in a Singapore primary school and another experienced teacher in an elementary school in Japan. Connecting with and drawing from Rebecca Oxford’s work on learning strategies and the development of young children’s English language skills, it aims to shed light on the value of metacognitive strategy instruction in raising children’s awareness about their own learning processes. It highlights the value of honing students’ knowledge and use of strategies for effective communication by actively engaging them in making meaning of the information they have. Teachers’ instruction on strategies for speaking significantly eases the cognitive load for learners in formulating utterances and enables them to participate meaningfully in discussions with their teachers and peers.
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Zhong, Xing. "A New Path to Enhance Students' Comprehensive Language Literacy based on Intelligent Language Laboratory." Scientific Journal of Technology 6, no. 11 (2024): 16–30. http://dx.doi.org/10.54691/9hb0xx91.
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With the acceleration of globalization and the rapid development of information technology, the enhancement of language ability has become an important part of students' comprehensive literacy. This paper discusses the concept of “Intelligent Language Laboratory” and its application in improving students' comprehensive language literacy. By integrating modern information technology, language learning theory and teaching practice, the Smart Language Lab provides an interactive and personalized language learning environment for students. The study shows that the laboratory can effectively improve students' language expression, listening and speaking skills and cross-cultural communication skills, thus opening up a new path for cultivating comprehensively developed language talents.
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Amin Abdullah, Zheen Hamad. "The Impacts of Social Media on Kurdish EFL Students' English Language Proficiency." Journal of Tikrit University for Humanities 27, no. 5 (2020): 89–105. http://dx.doi.org/10.25130/jtuh.27.5.2020.23.
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Advances in technology have resulted in increasing the number of internet users among students. They use social Medias for several purposes. The Internet as a means of advanced technology has had an enormous influence on the English language in less than two decades changing it to a considerable extent. The crucial purpose for this is the effectiveness of the internet communication and easy accessibility of the world wide net. Nowadays, one of the key questions is with social Media commerce and its impact on students' language proficiency. Many researches have been implemented to find out how it impacts students' language and in most of the cases encouraging results are greater than negative ones. Thus, this study addressed the effects of social media on Kurdish students' English language competence, whether it touches their language knowledge in a negative or positive way. This study is implemented by conducting quantitative and qualitative research with bachelor degree students studying at Salahaddin University, Colleges of Education, Basic Education and Languages. Close-ended questionnaire and an interview are availed for adopting the study. This study focuses on grammar, vocabulary, and four key language skills: listening, speaking, reading and writing. It comes to the conclusion that a considerably positive consequence is the role of social media in improving student language skills. From the students' reports, it can be concluded that although writing (spelling particularly) has not improved to some extent, other language skills show significant enhancement in terms of listening, speaking skills and vocabulary enrichment with grammar point. Moreover, regarding reading skills, a mainly significant finding is the efficiency of practicing scanning skill while students read any text from the net.
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Bin Mohamad Baharin, Mohamad Farhan, Ahmad Rozaini Bin Ali Hasan, and Mahfuzah Binti Mohamed Zabidi. "The Role of Arabic Language in Strengthening Quranic Skills." International Journal of Research and Innovation in Social Science IX, no. II (2025): 2914–22. https://doi.org/10.47772/ijriss.2025.9020225.
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Arabic is the original language of the Quran, and proficiency in it is critical for ensuring accurate understanding and recitation of the Quran. This study uses a qualitative research methodology, including literature analysis and case studies to identify the most effective methods in Arabic language teaching that support the enhancement of Quranic Skills. The results show that integrated Arabic language instruction alongside Quranic studies helps students improve their understanding of sacred verses and enhances their pronunciation and intonation accuracy. This study suggests that a holistic and contextual Arabic teaching approach should be incorporated into the Islamic education curriculum to strengthen Quranic Skills.
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Ouvrard, Gilles. "L’exposé en Langue Étrangére Un cours d'appoint aux cours d'interprétation1." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 10, no. 2 (2012): 255–78. http://dx.doi.org/10.1075/forum.10.2.12ouv.
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In translation schools, mastery of foreign languages is an entrance prerequisite and a basic criterion for graduation. But, in practice, the degree of mastery may differ depending upon the languages concerned since “distant” languages are more difficult to master than “close” ones. This could be a factor contributing to failure at the end of the program for some students. Although, strictly speaking, teaching the language itself does not have to be part of the curriculum, language enhancement remains necessary for all students, especially in the context of a “distant” language. While training has to concentrate on the acquisition of translation skills per se, additional courses aimed at language enhancement may be beneficial as well. There is a course currently offered at the Graduate School of Interpretation and Translation at the Hankuk University of Foreign Studies, Korea, focusing on students’ oral presentations of selected topics in French as foreign language, and placing emphasis on spontaneous oral expression and delivery. This paper gives a description of the course and of resulting observations.
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Mirzabekova, Nargiza Rakhmatovna. "ENGLISH LANGUAGE TEACHING METHODOLOGY." Multidisciplinary Journal of Science and Technology 4, no. 1 (2024): 77–80. https://doi.org/10.5281/zenodo.10498531.
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This research paper aims to identify the methodology of teaching English language at Primary School children and strategies to enhance the language skills. It is obvious that more than 50% of world population is bilingual. Thus, demand on language learning is growing up to day. The acceleration of globalization processes in the world, the transition to free market relations and the promotion of the introduction of high technologies in production increase the need for "linguistic capital", i.e. specialists who have a perfect command of foreign languages (especially English). In order to ensure quality and efficiency in foreign language education, the experience of reducing the age of learning/teaching foreign languages is becoming popular. This was caused by the widespread concept of "the younger the better / early is better". Hence, the authors try to scrutinize deeply the methodology of teaching English language and means of enhancement of language skills. It can be summed up that according to the research results, at present, that the results are unsatisfied. The authors find research gap in the field of language learning process. Below, some suggestions and language learning strategies are given for further investigations.
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Nidzom, Muhammad Faqih, Henri Shalahuddin, Ahmad Farhan Nasution Nasution, et al. "Trainings to improve students’ understanding in fiqh of muamalah, English, and Arabic at Muhammadiyah Islamic Boarding School, Ponorogo." Journal of Community Service and Empowerment 6, no. 1 (2025): 243–51. https://doi.org/10.22219/jcse.v6i1.39431.
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This training is designed to enhance the understanding of students regarding the Fiqh of Muamalah and to improve their English and Arabic language skills. The Fiqh of Muamalah curriculum covers fundamental principles of interaction and transactions according to Islamic law, aiming to equip students with the ability to understand, analyze, and apply fiqh principles in daily life contexts. The English and Arabic language enhancement program is intended to strengthen students' communication skills in foreign languages, which serve as essential assets for facing global challenges. The teaching methods include interactive lectures, group discussions, practical muamalah simulations, and intensive language practice through dialogues and presentations. This program is expected to produce students who are not only proficient in understanding the Fiqh of Muamalah but also competent in English and Arabic, preparing them to be an outstanding generation in religious knowledge and language skills in the globalization era.
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Alua, Smanova, Ibraimova Leskul, Aitenova Elmira, Rakhmetova Raigul, Serikbayeva Gaisha, and Abdykadyrov Aidos. "Communicative Competence Enhancement in Teaching Students with Special Needs." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (2021): 336–41. http://dx.doi.org/10.6000/2292-2598.2021.09.03.10.
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Communication is powerful instruments of interaction that provide equality to those who have a severe intellectual disability. We are presenting a comprehensive communication model to enhance their chances of interacting with others and improving professionals' understanding of intellectual disability. Most of the existing literature on different disabilities focuses on people who have some capacities to perform certain skills to a certain degree. Our model allows effective learning and proactive interaction for both the disabled and the professionals. Moreover, it offers resources and a wide range of knowledge about the syndromes and the right strategies to be used. The idea of this research paper arose out of an awareness that students with language learning disabilities are completely ignored in the educational system, and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This paper, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. Also, this research paper describes strategies for language learning and language use in regular language activities. Communication is powerful instruments of interaction that provide equality to those who have a severe intellectual disability. We are presenting a comprehensive communication model to enhance their chances of interacting with others and improving professionals' understanding of intellectual disability. Most of the existing literature on different disabilities focuses on people who have some capacities to perform certain skills to a certain degree. Our model allows effective learning and proactive interaction for both the disabled and the professionals. Moreover, it offers resources and a wide range of knowledge about the syndromes and the right strategies to be used. The idea of this research paper arose out of an awareness that students with language learning disabilities are completely ignored in the educational system, and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This paper, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. Also, this research paper describes strategies for language learning and language use in regular language activities.
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Ali, Muttaqin Kholis, and Al Muhtadi Billah Ali. "Digital Exploration in Indonesian Language Learning for Character Enhancement." Jurnal Hata Poda 3, no. 2 (2024): 193–206. https://doi.org/10.24952/hatapoda.v3i2.13448.
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Indonesian language learning in the digital era offers significant potential for enhancing students' character. This research explores digital exploration in the context of Indonesian language learning with a focus on improving student character. Qualitative research methods are used with a Systematic Literature Review (SLR) approach based on the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). Findings from this research highlight the importance of digital literacy, the use of conventional and digital media, and integrated language learning management with a 21st-century approach. The research indicates that the integration of digital technology in Indonesian language learning can enhance creativity, self-directed learning, and students' adaptability skills. However, challenges such as critical thinking inability, declining writing skills, and the effectiveness of online learning are also encountered. Recommendations for future research include further studies on the effectiveness of specific digital media, the development of innovative learning models, and the analysis of trends and innovations in the use of digital technology. Suggestions for educational practitioners include digital literacy training, the development of integrated curricula, and collaboration with technology industries to strengthen the implementation of digital technology in Indonesian language learning.
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Ramadhan, Rafi, Muhammad Abyath Daffa Sumantri, Rafi Ramadhan, and Andri Yanto. "Attraction Relationship with Enhancement English Language Skills at TBM Rita Home Library." Edulib 14, no. 1 (2024): 76–82. http://dx.doi.org/10.17509/edulib.v14i1.59442.
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Jang, Jeong-suk. "Factors Influencing the Improvement of Elementary Students' Basic Reading Skills: A Mixed-Methods Approach from the Teachers' Perspective." K Association of Education Research 9, no. 1 (2024): 249–65. http://dx.doi.org/10.48033/jss.9.1.12.
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This study analyzed factors influencing elementary students' basic reading skills enhancement from teachers' perspectives, focusing on the impact of digital environment changes and diverse learning methods. Employing a mixed-methods approach, the research unfolded in two phases: analysis of students' Korean language scores and a teacher survey on reading skill improvement factors, followed by teacher interviews based on survey outcomes. Teachers identified three main factors contributing to the improvement of students' basic reading skills: strengthening teamwork through regular learning, lesson planning, and mutual support among teachers; sharing students' incremental achievement assessment results within the grade to identify areas of growth; and setting continuous improvement of reading skills and literacy enhancement as a primary goal at the school level. These findings indicate that teachers prioritize team-based learning and collaboration. Enhancing basic reading skills requires strengthening teacher collaboration, sharing achievement insights to identify growth areas, and establishing literacy improvement as a school-wide goal, necessitating specific educational strategies and policies.
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Saputri, Vike Aprilianin Marwintaria, Ajat Ajat, Widiyanto Widiyanto, Sidartha Adi Gautama, Santi Paramita, and Cening Ayu Wulan. "Enhancing Speaking Skills: Participatory Communication Strategies for Non-Language Lecturers." Journal of Communication, Religious, and Social Sciences (JoCRSS) 2, no. 2 (2024): 55–65. https://doi.org/10.60046/jocrss.v2i2.153.
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In the era of globalization, effective communication skills have become increasingly crucial for educators, particularly those in non-language departments. This study investigates the impact of a Participatory Communication Approach on improving English speaking skills among lecturers from non-language departments at Jinarakkhita Buddhist College of Lampung. The research addresses the significant challenges faced by these lecturers, including linguistic difficulties, lack of confidence, and limited speaking practice opportunities. Employing a quantitative research design with a pretest-posttest experimental group approach, the study involved 20 lecturers (10 males, 11 females) from Buddhist Communication Science, Buddhist Education, and Buddhist Business and Management departments. The research was conducted from February 20th to April 20th, 2024, using Madsen's speaking skill rubric to assess participants' performance across five key dimensions: comprehension, pronunciation, grammar, vocabulary, and speech speed. The findings revealed a significant improvement in lecturers' speaking skills which is representing a 13.5% enhancement. The study concludes that this approach provides a supportive, collaborative learning environment that helps non-language lecturers overcome communication barriers. By promoting active engagement, peer feedback, and interactive learning, institutions can effectively develop lecturers' English-speaking skills, ultimately improving educational quality and global academic interactions.
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Dos Santos, Luis Miguel. "Upgrading Nursing Students’ Foreign Language and Communication Skills: A Qualitative Inquiry of the Afterschool Enhancement Programmes." International Journal of Environmental Research and Public Health 18, no. 10 (2021): 5112. http://dx.doi.org/10.3390/ijerph18105112.
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Learning a foreign language is not easy for many students, particularly for nursing students who need to complete their internships in the hospital. However, motivation always drives them to the foreign language classrooms. The purpose of this study was to understand the motivations and reasons behind why these nursing students decided to study Mandarin Chinese as part of their personal development and enhancement beyond the curriculum. One main question and one sub-research question were written, why would nursing students decide to take Chinese as the tool for foreign language and culture development? What and why are the reasons and motivations for nursing students to take Chinese beyond their curriculum? The qualitative case study method was employed in order to investigate 36 nursing university students in the United Kingdom. The results of this study concluded that nursing students tend to study Chinese due to personal development and career goals. School leaders, department heads, government leaders, policymakers, human resources professionals, vocational trainers, and researchers may take this study as the opportunity to reform their current human resource and education plans to offer foreign language courses to university students, members of the public, learners, and interested parties for both personal development and career enhancements.
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Kathleen, Almario. "Content Analysis of Aviation English for Aircraft Maintenance Technology Students: Basis for Curriculum Enhancement." International Journal of Novel Research in Education and Learning 11, no. 1 (2024): 27–35. https://doi.org/10.5281/zenodo.10567040.
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<strong>Abstract:</strong> English language skills in aviation play an important role in ensuring effective communication, safety, and operational efficiency within the global air transportation system. Aviation English, as a distinct branch of the language, is tailored to the specific needs of aviation. This specialized form of communication is essential in diverse settings, including aircraft maintenance operations. The sufficient application of English language skills is important among AMT students and tailoring the course to align with their distinct needs is more efficient than a one-size-fits-all approach. This study explores a comprehensive analysis of the English course within the Aircraft Maintenance (AMT) Program, focusing on identifying gaps in the existing course and propose specific measures for improvement. A mixed-methods approach integrating both quantitative and qualitative methodologies were used to provide a holistic understanding of the English course content in the AMT program. The results revealed that the current English course (Purposive Communication) had some gaps that needs to be addressed. Specifically, it lacked a strong focus of the four language skills and vocabulary development, essential for effective communication in aviation. The content topics and learning outcomes do not align with the language proficiency skills assessed in ICAO standards. Further, the study found that the program could be enhance by incorporating a tailored English course for AMT students that align with the English language skills that are perceived to be important by individuals working in the field of aircraft maintenance. These will enhance the English competencies of students, ensuring they are well-equipped to excel in the aviation industry. <strong>Keywords:</strong> Aviation English, Communication, Competence, Content Analysis, Curriculum Enhancement, English Language Skills, Proficiency. <strong>Title:</strong> Content Analysis of Aviation English for Aircraft Maintenance Technology Students: Basis for Curriculum Enhancement <strong>Author:</strong> Kathleen Almario <strong>International Journal of Novel Research in Education and Learning</strong> <strong>ISSN 2394-9686</strong> <strong>Vol. 11, Issue 1, January 2024 - February 2024</strong> <strong>Page No: 27-35</strong> <strong>Novelty Journals</strong> <strong>Website: www.noveltyjournals.com</strong> <strong>Published Date: 25-January-2024</strong> <strong>DOI: https://doi.org/10.5281/zenodo.10567040</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.noveltyjournals.com/upload/paper/Content%20Analysis%20of%20Aviation%20English-25012024-6.pdf</strong>
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Kyi, Chan Nyein. "Enhancement of Reading Comprehension Skills of Newly Appointed Teachers." Bago University Research Journal Vol.9, No.1, no. 2019 (2019): 23–28. https://doi.org/10.5281/zenodo.3919017.
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In English Language Teaching in Myanmar, both teachers and learners try to acquire the four skills using on the updated methods. Among the four skills, according to the researcher’s experience, reading seems to be easier than the others to Myanmar learners. But the learners didn’t get high marks when they answered the reading comprehension questions which are one fourth of the total marks in most of the exams. This happens to the teachers at the university when they take the English tests like tutorship exam. This research aims to find out whether knowing the reading strategies can enhance the learner to get high marks in reading comprehension questions or not. The participants in this research are 13 newly appointed teachers at Bago University.
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Ilyas, Ilyas, Muh Rasmi, and Muhammad Rusydi. "Improving Modern Pondok Students' Arabic Language Skills in Indonesia: Language Institutions as Language Improvement Central." AL-ISHLAH: Jurnal Pendidikan 16, no. 2 (2024): 1303–13. http://dx.doi.org/10.35445/alishlah.v16i2.5095.
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Islamic boarding schools, or pesantrens, have long played a significant role in the educational landscape of Indonesia, particularly in fostering religious and linguistic knowledge. This research focuses on three modern Islamic boarding schools in Indonesia: Al-Junaidiyah Biru in Bone Regency, IMMIM Putra Makassar in South Sulawesi, and Darussalam Gontor in Ponorogo. Central to the study is the role of the Language Improvement Centre (LIC) at these institutions, which demonstrates crucial innovations in Arabic language learning. The research employs a qualitative method. Data were gathered through interviews with educators, observations of classroom practices, and analysis of curriculum documents. This methodology provided a comprehensive understanding of the LICs' impact on Arabic language education. The study identifies several key functions of the LICs: a) designing Arabic language learning programs that align with the skills students are expected to master; b) conducting regular and organized assessments of students' Arabic language proficiency; and c) developing new teaching approaches based on these assessments. These roles collectively contribute to a robust enhancement of Arabic language learning within the pesantrens. The findings highlight the LICs' effectiveness in fostering a rich and innovative Arabic language learning environment. This research underscores the importance of these centers in the broader context of Islamic education in Indonesia. Future research could explore further innovations introduced by LICs and assess their long-term impacts on students' proficiency and engagement with the Arabic language.
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Mohammed, Tawffeek A. S., Blanche Nyingome Assam, and Mustapha Saidi. "The Use of Web 2.0 Tools in the Foreign Language Classroom." Journal of Educational and Social Research 10, no. 2 (2020): 177. http://dx.doi.org/10.36941/jesr-2020-0037.
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The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Africa (IPSA). The experiment took place in the Language Skills module for 12 weeks. A technology-enhanced programme that utilises a myriad of Web 2.0 tools was used in teaching the experimental group. The control group students, however, were taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study concluded that the use of Web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students. The findings indicated that there was a significant statistical difference between the scores of the two groups in the language skills and vocabulary post-test in favour of the experimental group.
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Dave L. Rellanos, Charles L. Jovita, Romengil A. Bucag, Jhon Peejay Gaviola, Albert Odo, and Erlinda D. Tibus. "Modified Spider Web Method: A Tool for English Language Proficiency Enhancement." Journal of Educational and Human Resource Development (JEHRD) 11 (December 31, 2023): 76–90. http://dx.doi.org/10.61569/r2775c98.
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English Language Proficiency (ELP) is as important as subject knowledge and technical skills. Students' future success in any job or position depends on their ELP. Therefore, their ELP must be developed and improved using a specific method. This study modified Wiggin's Approach – Spider-Web Discussion Method to wholistically enhance the students’ ELP with a composite of the five macro-skills, such as reading, writing, speaking, listening, and viewing. The developmental-evaluative research design was utilized with an adapted and validated rubric to evaluate the modified method. The data collection included two phases: development and evaluation. In the development phase, the adapted development processes by Kumar et al (2012) were religiously followed to come up with the modified method. After the completion of the modified method, it underwent an evaluation phase where three content and language experts were tapped to evaluate the format and content using the rubric mentioned. The data were analyzed using descriptive statistics (frequency, mean, and average) and using the adapted rubric as the instrument for evaluation. The results revealed that the modified Spider Web Method is acceptable and it has the potential for enhancing the ELP. The pandemic has hampered the implementation of the incubation phase; thus, it is recommended that the modified method has to undergo an incubation stage among students majoring in English to determine its effectiveness in improving the macro-skills: reading, writing, speaking, listening, and viewing.
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Lubis, Hafidz Shiddiq Hamonangan, and Eley Suzana Kasim. "Analysis of The Arabic Language Debate Strategy in the Asian Parliamentary Format for Developing Critical Thinking Skills Within the Debate Community." Jurnal Islam dan Masyarakat Kontemporari 25, no. 2 (2024): 23–32. https://doi.org/10.37231/jimk.2024.25.2.880.
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This study aims to investigate the effectiveness of the Arabic language debate strategy in the Asian Parliamentary format for developing critical thinking skills within the debate community. Using qualitative methods with thematic analysis, data were collected through interviews, documentation, and observation. The results show that participation in the Arabic language debate in the Asian Parliamentary format can enhance skills in argument analysis, evidence evaluation, and the construction of logical and structured arguments. Moreover, debates also play a crucial role in improving Arabic language skills such as vocabulary enhancement and public speaking. Debates help participants understand complex issues and think logically and systematically. Therefore, this debate strategy has proven effective in developing critical thinking and language skills within the debate community.
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Yuliastuti, Anicleta, Cahyaningsih Pujimahanani, and Rommel Utungga Pasopati. "Studying Comments in New York Times Magazine as Enhancement of English Language Skills." Lingua Franca 1, no. 2 (2022): 47–60. http://dx.doi.org/10.37680/lingua_franca.v1i2.1668.
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Online comments in New York Times Magazine are open; people could agree, add up, debate, and even deny provided news and opinions. Studying the comments may also bring in a better experience for learners in how to speak their minds publicly. This study aims to explain useful matters of studying online comments in New York Times Magazine that could enhance language skills. Certain written data, concepts, and theories are explained further by asserting the qualitative method. Concepts of educational technology and customization of learning experiences are stated forward in line with the purpose of language education. The result of this study is that studying the comments is useful for language learners due to their closer relations to them in everyday life experiences. The news and comments are also up to date, so learners may know newer conditions outside. The vocabulary and grammar used are common and usual, so they could be consumed easily. Moreover, it is stated in conclusion that while the news and opinions provided by the magazine are formal, the comments are informal. Studying the comments also shows informal points of teaching language more familiar to learners.
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Shaukat, Robina, Muhammad Shahbaz Arif, and Hina Mangi. "Issues in Teaching English Speaking Skill in Second Language Acquisition (SLA) at Secondary Level." Indonesian Journal of Social and Environmental Issues (IJSEI) 1, no. 3 (2020): 213–19. http://dx.doi.org/10.47540/ijsei.v1i3.91.
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This research has investigated the issues in teaching English-speaking skill as second language acquisition SLA especially in Punjab. It is observed that issues involved in teaching speaking skills by the concerned teachers were having traditional approach in teaching methodologies, their strict inflexible attitude and denying attending refresher courses and workshops in modern e-learning enhancement. It has been observed that the teachers occupying permanent seats are least bothered to cope with fresh, young, junior colleagues and institutional management authorities in practical application of modern latest teaching techniques to produce quality in teaching English as SLA in speaking skills. Qualitative and quantitative methods were applied to find out the objectives in teaching English as SLA in speaking skills. The niche, objective and aim of research is to find out practical issues in teaching English as SLA in applied speaking skill and how speaking’ skill could promote language fluency in effective manner in order to meet the requirements of present modern era. This paper declared that Latest, modern methodologies may be adopted by teachers to produce quality in learning English speaking as SLA in friendly and pleasant atmosphere in light.
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Revutska, S. "Development of critical thinking in the process of improving productive communication skills." Teaching languages at higher institutions, no. 43 (December 24, 2023): 102–14. http://dx.doi.org/10.26565/2073-4379-2023-43-07.
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The author addresses a crucial issue for higher educational institutions – the development of students’ critical thinking abilities. Every teacher in a higher educational setting, irrespective of their discipline, must both foster and cultivate students’ critical thinking skills within their classes. This is particularly vital for foreign language instructors. The article aims to substantiate the efficacy of implementing specific techniques aimed at enhancing students’ critical thinking within higher educational processes and to systematize these techniques for fostering critical thinking in foreign language classes, thereby enhancing productive skills such as speaking and writing. Despite extensive scholarly exploration, the study of critical thinking, both in its general scope and various facets, remains an inexhaustible and vital field that will continue to evolve. Concerning the cultivation of critical thinking skills in the process of learning foreign languages, it is noteworthy that the breadth of research in this area remains vast. Within the communicative approach to foreign language learning, where lessons are designed to mirror real-life scenarios and involve constant comparison between one’s native language and the foreign language being learned, critical thinking must remain a constant presence. While the techniques employed in receptive language skills (reading and listening) may be adequate, those used to develop critical thinking during sessions focused on refining productive language skills (speaking and writing) in higher education institutions require further enhancement. Consequently, a comprehensive analysis of this aspect of the broader issue demands ongoing attention. The article presents an exhaustive list of techniques applicable during sessions aimed at cultivating productive skills (speaking and writing), aligning them with specific critical thinking skills and the mental operations that accompany them.
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Ramalingam, Khasturi, Yeo Kee Jiar, and Siva Mathiyazhagan. "Speaking Skills Enhancement through Digital Storytelling among Primary School Students in Malaysia." International Journal of Learning, Teaching and Educational Research 21, no. 3 (2022): 22–35. http://dx.doi.org/10.26803/ijlter.21.3.2.
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Speaking skills can be considered a key measure of success in learning a language. Learning Tamil, as an elective language in Malaysian National Primary schools, is extremely difficult for beginners compared to students in National Type Tamil Primary Schools in Malaysia. The aim of the research is to apply digital storytelling as a pedagogical approach in speaking classes in national primary schools with a view to promote Tamil speaking abilities of children. A collaborative quasi-experimental action research design was adopted to measure the efficacy of digital storytelling in enhancing students’ Tamil speaking skills. Action research was conducted with thirteen 2nd standard students aged between 7 and 8 years old, in a national primary school, in Pasir Gudang district, Johor, on a pilot project. The Tamil digital storytelling modules were developed in a mobile application with pre-and post-test survey tools and the respective class teachers were trained on the module to work with children in a regular classroom setting. The results showed that significant improvements were observed in students' comprehension, vocabulary, and fluency elements of the speaking skills after their participation in the digital storytelling sessions. As a result, the study suggests that digital storytelling may be an effective pedagogical approach to enhance students’ speaking abilities in the classroom and beyond to improve the students’ mother-tongue as second-language learning in schools.
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Qassem, Mutahar. "EFL students’ perception of the role of teaching novels in enhancing writing skills." Global Journal of Foreign Language Teaching 10, no. 4 (2020): 224–39. http://dx.doi.org/10.18844/gjflt.v10i4.4994.
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Applied linguists have different viewpoints on the relationship between teaching literature and language. Language through a literature approach theoretically corroborates the role of literature in developing language skills because it exposes students to different styles of writing and authentic materials. Language-structure-based syllabuses might not be sufficient for developing students' language skills. By contrast, an authentic-based syllabus such as novels and short stories motivates language learning and fosters the development of thinking and language skills. In this vein, this study attempts to investigate undergraduates' attitude towards the role of teaching novels in enhancing writing skills, using a survey in which students provided their opinions on the areas that teaching novels helped improve their writing skills. The students’ responses were analysed, and a one-sample t-test revealed the students’ agreement of the positive role of teaching novels in developing their writing skills at sentence and paragraph levels. Based on these findings, the author recommended the incorporation of novels in the courses of English undergraduate programs, following adequate methods of teaching and selection of appropriate novels that matches’ students’ linguistic levels.
 
 Keywords: Writing skills, teaching novels, EFL students, perception, enhancement
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KADRIJAJ QERIMI, Laureta. "APPLICATION OF LISTENING COMPREHENSION ACTIVITIES IN GJILAN AND DEÇAN SCHOOLS." Journal of Educational Research - EDUCATION 6, no. 11-12 (2024): 184–87. http://dx.doi.org/10.62792/ut.education.v6.i11-12.p2654.
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The aim of this paper is to discuss the application of the listening comprehension activities in Kosovo schools, grades VI-VII. Listening comprehension is a very important skill in the process of learning a foreign language, and it should be integrated and put in practice along with other skills, so that the students get a better and easier acquisition of a language. Developing only writing and reading skills in a language is not enough, because listening and speaking skills are the ones that matter when we communicate in the real world situations. That is why it is important to treat and practice all four of them with the same consideration while teaching a foreign language, in order to prepare students for a fluent communication in everyday situations. In my experience as an English language lecturer, I have noticed that many students that have excellent reading and writing skills have unsatisfactory listening skills. This is due to insufficient inclusion and application of the listening comprehension activities in the classroom, especially in the early stages of their education, which is a crucial period for development and enhancement of all communication skills simultaneously. In order to have a better view of my hypothesis, I have chosen five lower secondary schools in Gjilan and Deçan Municipalities, because at this level of schooling students should be exposed more intensively to the listening activities, as younger stages are taught basics of English mainly through pictures, drawings and songs.
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Glofcheski, Maisie, Piotr Zychowicz, and Yolanda Zhou. "A Preliminary Investigation into Multimodal Assessments: Exploring Effective Approaches to Transferable Skills Enhancement in Higher Education." Forum Pedagogiczne 14, no. 2.1 (2024): 297–322. https://doi.org/10.21697/fp.2024.2.1.22.
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The long-established notion that language is not the only available means of communication has led to a growing interest in diverse communication modalities, which can be extended to higher education assessment. Traditionally, language courses in higher education rely on written essays and presentations for assessment. However, the emergence of social media and Artificial Intelligence have introduced challenges to these conventional assessment methods, particularly regarding skill transferability. To enhance higher education assessments, incorporating multimodal components that merge various semiotic modes has been proposed. While scholars have addressed the integration of multimodality into course design, few studies have explored its practical implementation in assessment and course design. This article examines the effects of multimodal assessments on 86 students enrolled in an English communication course and the transferability of assessment skills to other courses and domains. As an initial exploration of a two-year large-scale project, by utilizing data from content analysis of qualitative student interviews along with quantitative survey results, the study assesses the implications for English communication assessment and skill transferability based on students’ self-perception. Initial findings reveal that students who engaged in the course and multimodal assessment effectively translated a variety of soft skills into other university courses and other domains. This study also showcased that collaborative multimodal projects are conducive to soft skills development and transfer.
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Villanueva, Anne Cristelle, Trisha Mae Ayala, Angel Gabinete, et al. "Superbulary for Grade 3 English vocabulary skills enhancement." International Student Research Review 2, no. 1 (2025): 124–38. https://doi.org/10.53378/isrr.171.
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Despite the recognized importance of vocabulary development among Grade 3 learners, a significant gap remains in understanding the specific challenges these students face in enhancing their vocabulary skills. Limited empirical research has been conducted to identify the underlying reasons why Grade 3 learners struggle with vocabulary acquisition and retention. Moreover, there is a lack of research examining the effectiveness of multimedia tools—such as the Superbulary educational video and booklet—in addressing these challenges and improving vocabulary skills in this demographic. This study evaluated the impact of the Superbulary tool, comprising a self-made video and booklet, on enhancing English vocabulary skills among Grade 3 learners during the 2024–2025 school year. A quantitative approach was employed, utilizing survey questionnaires, pre-tests, and post-tests to measure students' vocabulary proficiency before and after the implementation of the Superbulary tool. Findings revealed a significant improvement in learners' ability to understand, recall, and use new vocabulary words, as demonstrated by higher post-test scores compared to pre-test results. The statistical evidence underscores the effectiveness of the Superbulary tool in improving vocabulary skills, highlighting its potential as a valuable resource for language learning. Therefore, it is recommended that interactive vocabulary games be incorporated into the classroom routine to make learning more enjoyable and engaging. Additionally, multimedia tools such as animated videos or educational apps can be used to create a dynamic learning experience. Encouraging group activities—such as peer discussions or word-building exercises—can also help reinforce vocabulary skills effectively.
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Bernal Jr., Hernando L., and Araceli Mligalig. "English Language Proficiency of Science and Mathematics Teachers: A Basis for English Enhancement Program." Randwick International of Education and Linguistics Science Journal 4, no. 2 (2023): 178–84. http://dx.doi.org/10.47175/rielsj.v4i2.692.
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The study was an attempt to assess the English language proficiency of Mathematics and Science teachers. The respondents of the study were 38 Mathematics teachers and 34 Science teachers from a Higher Education Institution. The data were gathered using self-constructed test as the research instrument. Its validity and reliability using index of discrimination and Spearman Brown Prophecy Formula, respectively. As the study employed the quantitative non-experimental design, analysis and interpretation were made using frequency, percent, mean standard deviation, Pearson product-moment coefficient of correlation r. analysis of variance and t-test. Nearly 2 out 5 Mathematics and Science Teachers were master’s degree holders and almost the same number were baccalaureate degree holders. Both groups of teachers were found to have average level of English language proficiency in reading and writing skills, but below average level in grammar, specifically subject-verb agreement, preposition, and vocabulary. In all these skills, the Mathematics and Science teachers have the same level of proficiency. Among the three skills, those of reading and writing were significantly higher than grammar.Teachers with higher educational attainment, longer teaching experience and have passed licensure examination were those with higher level of English language proficiency in general, and in trichotomized component of reading skills, writing skills, and grammar. As an output of the study, an English enhancement program, focused on grammar was developed which can be accessed on-line.
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Kopzhasarova, U., V. Ospanova, and S. Ajtbayeva. "Improvement of high school students foreign-language skills through development of their lexical minimum." Bulletin of the Karaganda University. Pedagogy series 109, no. 1 (2023): 192–97. http://dx.doi.org/10.31489/2023ped1/192-197.
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The article highlights the issues of enhancement of high school students` vocabulary in accordance with the requirements of state standards for lexical skills of secondary schools students. Specific features and advantages of project and gaming technologies as effective techniques of improvement of school students foreign language skills are considered and analyzed in the given work. The authors focus on the fact of taking into consideration age peculiarities in the process of acquiring lexical minimum of high school students. The article gives the review of project and gaming learning technologies as effective techniques of development of students` lexical skills, the strategy and ways of their application at foreign language classes. In authors’ opinion project technology will be reasonable to use on the stage of introduction of new lexical units and reflection. They consider the project technology to be a productive learning technology that fosters independence and responsibility of learners, contributes to the improvement of their search and research skills, as well as the establishment of a solid language base. Setting and solution of problems in the framework of project technology work, highly motivate students in improving their foreign language knowledge and skills due to the fact that they are in active and creative collaboration. As far as game technology is concerned they can be used on all three stages of developing learners’ lexical skills
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Zhang, Tongtong, and Zhiwei Wu. "The Impact of Consecutive Interpreting Training on the L2 Listening Competence Enhancement." English Language Teaching 10, no. 1 (2016): 72. http://dx.doi.org/10.5539/elt.v10n1p72.
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In recent years, a growing number of people have taken up interpreting training, with the intention of not only developing interpreting skills, but improving language proficiency as well. The present study sets out to investigate the impact of English-Chinese consecutive interpreting (CI) training on the enhancement of the second language (L2, English) listening competence. An empirical study was conducted on 50 interpreting student beginners to assess the effect of two different interpreting training modes on students’ English listening ability. The study indicates that CI training can enhance students’ L2 listening competence, specifically intensive listening skill and selective listening skill, but to a varying extent. Active listening, when trained as a stand-alone rather than a built-in component in the curriculum, contributes more to improving students’ listening ability. In view of this, pedagogical implications for interpreting training and L2 listening teaching are discussed.
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Ursu, Oana. "Language skills enhancement and the use of ICT – A business English teaching perspective." Virgil Madgearu Review of Economic Studies and Research 12, no. 2 (2019): 189–98. http://dx.doi.org/10.24193/rvm.2019.12.48.
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Armida, Armida, Mayang Sastra Sumardi, Reni Andriani, et al. "ENHANCEMENT OF TEACHERS' LANGUAGE SKILLS IN WRITING RESEARCH ARTICLES THROUGH THE ABCD MODEL." Abdi Dosen : Jurnal Pengabdian Pada Masyarakat 8, no. 4 (2024): 1889–97. https://doi.org/10.32832/abdidos.v8i4.2552.
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This community service program, conducted for teachers of the PGRI Association in Sabak Timur Subdistrict, Tanjung Jabung Timur Regency, aimed to enhance their language proficiency in writing research articles, particularly in English. Using the Asset-Based Community Development (ABCD) approach, the program focused on leveraging the community's existing potential and resources to address common challenges faced by teachers, such as mastering basic grammar, selecting appropriate vocabulary, and understanding scientific writing structures. The activities included intensive training sessions, workshops, and individual consultations, covering aspects like grammar, sentence construction, vocabulary enrichment, and the development of a clear and concise academic writing style. Teachers were also guided through the structure and format of scientific articles, enabling them to produce well-organized drafts. The program's outcomes included a collection of draft articles ready for submission and improved confidence among participants in contributing to academic publications. This initiative successfully empowered teachers to elevate their research writing skills, fostering a culture of academic excellence and innovation within their community.