Online learning with a ChatGPT-assisted revision approach to EFL graph writing: students’ performance and perceptions

The current study aims at examining language learning beliefs of non-English major EFL students with different levels of English language proficiency on language learning.More specifically, it seeks to investigate the effect of English proficiency level on the motivation of students.The participants surveyed in this study were 125 (86 female and 39 male) Iranian non-English majors who were studying in biology, geography, accounting and science from Marand Azad University.Two research instruments, i.e. the Michigan Language Proficiency Test (ECPE) and the translated version of Beliefs about Language Learning Inventory (BALLI) were administered to collect the required data sets.Statistical procedures used to analyze data revealed that proficiency level had a significant effect on the motivation of students.The more proficient participants reported holding strong beliefs in the category of ''motivation and expectations''.

This study compared the learning effectiveness, speaking time length, communication competence, foreign language speaking anxiety, and cognitive loads of high and low English proficiency students playing the roles of both assessors and practitioners in a mobile-assisted language learning activity. This study integrated a concept-mapping application as a mind tool with an oral recorder application on tablets to support EFL learners speaking English. The system, named CMAS (i.e., the Concept Mapping-Assisted Speaking system), includes peer assessment and evaluation of concept maps at the end of each round of activities. After three rounds, the results indicated that the overall speaking effectiveness including appropriateness of vocabulary, pronunciation, intonation, fluency, grammar, and accuracy of the high proficiency students was significantly higher than that of the low proficiency students. The cognitive loads of the low proficiency students were higher than those of the high proficiency students. However, there was no significant difference between the length of speaking time of the two groups. There was no remarkable difference between the speaking anxieties of the two groups after the experiment. The CMAS benefited not only the high-proficiency students but also the low-proficiency students, especially in terms of the speaking time length and the speaking anxieties of the low-proficiency students so future research directions were identified based on the results.

This study examines the role of social media in enhancing English language proficiency among bachelor’s degree students from one public university in Pahang, Malaysia. The objective of this study is to examine the role of social media in enhancing English language proficiency among students and to study the relationship between the role of social media and students’ English proficiency. This study investigates the impact of platforms like TikTok, Instagram, and Facebook on students’ skills in reading, writing, speaking, and listening, as these platforms are increasingly utilized for educational purposes. Using a correlational research design, data were collected from 196 students through a structured questionnaire. A probability sampling technique was used. The results were analyzed using the Statistical Package for the Social Sciences (SPSS) Version 29. The findings indicate that social media offers unique opportunities for immersive and interactive language learning by providing authentic contexts, user-generated content, and informal communication practices. The study underlines the potential of social media as a complementary tool to traditional language education, advocating for strategic frameworks that harness its benefits while addressing its limitations. These findings offer valuable insights for educators, policymakers, and researchers aiming to optimize social media as a resource for language learning in higher education. This study will help students and the public gain a better understanding of the true role of social media. It emphasizes that social media is not only for entertainment but can also be a valuable tool for learning and education.

This quantitative study examines the influence of self-efficacy, verbal ability, and the English curriculum on English language proficiency among senior high school students. The research involved 96 respondents who completed questionnaires designed to measure their self-efficacy, verbal ability, perceptions of the English curriculum, and their English language proficiency levels. The data collected were analyzed using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) version 4.0 to determine the relationships among the variables. The analysis revealed that self-efficacy, often considered a crucial factor in academic performance, does not significantly impact English language proficiency in this context. This finding suggests that students' beliefs in their own capabilities to learn English might not directly translate into improved language skills. On the other hand, verbal ability was found to have a significant positive influence on English language proficiency. This indicates that students with higher verbal skills tend to perform better in English, highlighting the importance of enhancing these abilities through targeted instructional strategies. Moreover, the English curriculum also showed a significant positive effect on language proficiency. A well-structured curriculum that effectively integrates language learning objectives with practical applications appears to be a key determinant of students' success in mastering English. These results underscore the importance of curriculum development and verbal ability enhancement in educational practices. In conclusion, the study provides valuable insights into the factors that contribute to English language proficiency among senior high school students. While self-efficacy alone may not be a decisive factor, the significant roles of verbal ability and curriculum quality suggest that educational stakeholders should prioritize these areas to foster better English language outcomes. Future research could explore additional variables and longitudinal effects to further understand the dynamics of language learning in educational settings.

This study examined the factors contributing to English-speaking anxiety among non-English major students at Can Tho University (CTU), Vietnam, and explored how this anxiety impacted their learning experiences. In addition, the research investigated the coping strategies these students employed to overcome such challenges. With English proficiency becoming increasingly vital in both academic and professional contexts, understanding the root causes of speaking anxiety and identifying effective coping mechanisms are crucial for enhancing students' language learning outcomes. The study involved 200 non-English major students at CTU and employed a mixed-methods approach to collect data, combining both quantitative and qualitative insights. Quantitative data were gathered using a Likert-scale survey, which measured anxiety levels and contributing factors. Qualitative data were obtained through interviews and student feedback, providing a deeper understanding of their experiences and coping strategies. The findings revealed that English-speaking anxiety stemmed from three primary sources: individual factors, language-related challenges, and environmental influences. The study also identified three key consequences of this anxiety: social withdrawal, psychological distress, and physical reactions. In response, students implemented various strategies to manage and reduce anxiety, such as seeking feedback from teachers and peers, cultivating a supportive environment, engaging in regular speaking practice, and participating in psychological training activities. These findings offer valuable insights for improving the English-speaking skills of non-English major students at CTU by highlighting ways to manage anxiety and enhance the language learning experience.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0722/a.php" alt="Hit counter" /></p>

This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression analyses. The results disclosed that lower-level Thai EFL students – A1 and A2 had a high use of SRL strategies. However, for higher proficiency levels – B1 and B2, it was only B2 students who reported high use of SRL strategies. B1 students reported that they only employed SRL strategies moderately. Moreover, higher proficiency students had higher levels of English self-efficacy than those with lower proficiency levels. A direct influence was observed between students’ use of SRL strategies and their English proficiency levels, yet self-efficacy only possessed an indirect effect. This study proposes some practical ideas to integrate SRL strategies into the English curriculum and instructions and enhance Thai EFL students’ English self-efficacy.

This research aims to evaluate the possible positive aspects of Artificial Intelligence (AI) technologies in English language teaching that occur when training learners of English as a Foreign Language (EFL) or English as a Second Language (ESL). The study seeks to understand how AI technology and methodologies enhance language learning and teaching, including the unique possibilities that arise when considering learners and educators with an evolving role in increasingly larger education systems and educational environments. It seeks to understand the potential of AI for personalizing English language training. Also, by asking the question study, if there are methods including Natural Language Processing (NLP), Machine Learning (ML), and AI-based analytics or tools, can they personalize learning experiences for EFL-ESL learners? A qualitative study was completed through interviews with learners from different experience levels engaged in EFL or ESL programs that used AI-based tools in the pedagogy. The results demonstrate that AI has positive opportunities for personalized language education in the EFL and ESL contexts, the ability to enhance language skills in specific domains, and offer customized language learning experiences. This research has indicated challenges that surround cultural elements, technical challenges, and distinctly human teaching and learning elements. The research also offers helpful information for English language learning and recognizes the shifting nature of personal learning experience whether enhanced through AI, the practical requirement of incorporating AI will also provide a unique lens and perspective in English language learning and teaching, recognize the affordances AI can offer, alongside students and language learning never being exclusively cultural or human.

This dissertation aims to examine the perspectives of non-English major students and their teachers towards the development of speaking skills in six Chinese universities. The study begins with a detailed literature review of the features of effective speaking. Then, Chinese L2 learners’ difficulties in learning English, specifically with regard to developing speaking skills, are discussed. Based on the difficulties identified, methods for improving speaking skills, including both teaching strategies and actual classroom activities are suggested. A survey is conducted by using questionnaires and interviews. To ensure maximum representation of their respective groups, 100 non-English major students and 4 English teachers with differing academic levels, based at six Chinese universities (China Youth University for Political Sciences, North China Electric Power University, Tianjin University of Finance & Economics, Henan University, Shandong University, Northeastern University) were selected from different geographic regions. In addition, the interviews with student participants are analyzed objectively in order to check whether their perceptions of their English proficiency match reality. Data is analyzed and recommendations on how to develop speaking skills for non-English major students will be made. The major findings of the study are briefly summarized as follows: the students and teachers who participated in the survey hold positive attitudes towards the teaching of speaking skills; teachers and students both had unrealistic expectations of their counter parts; although the students did not recognize it, pronunciation is a key cause of students’ problems with spoken English. To some extent, it is necessary to teach spoken grammar because it can affect fluency; Listening materials can be an effective resource, which can contribute to teaching speaking skills; Many other recommendations about how to develop speaking skills can be found in the discussion.

This paper examines how AI can transform the delivery of learning to dyslexic learners of English as a Second Language (ESL), specifically within higher education. It explores how dyslexia impedes the acquisition of a second language, particularly in relation to reading, comprehension, and writing. AI tools are opening new avenues that provide exciting opportunities for tackling these challenges, through personalized adaptive learning experiences that respond to each learner's differing needs. The paper employs a comprehensive survey of the literature on dyslexia, language learning, and AI in education, to identify key gaps in dyslexic learners support. AI-based tools, such as speech recognition, NLP and adaptive learning platforms, are also assessed in terms of optimizing ESL learning for dyslexic students. It also discusses some case studies where AI-based tools have been successfully integrated in ESL classroom. The study reveals that even though AI enhances learning and student engagement, it raises privacy, infrastructure and educator readiness issues. It concludes with strategic recommendations and advocates for a collaborative approach involving educators, technology This paper examines how AI can transform the delivery of learning to dyslexic learners of English as a Second Language (ESL), specifically within higher education. It explores how dyslexia impedes the acquisition of a second language, particularly in relation to reading, comprehension, and writing. AI tools are opening new avenues that provide exciting opportunities for tackling these challenges, through personalized adaptive learning experiences that respond to each learner's differing needs. The paper employs a comprehensive survey of the literature on dyslexia, language learning, and AI in education, to identify key gaps in dyslexic learners support. AI-based tools, such as speech recognition, NLP and adaptive learning platforms, are also assessed in terms of optimizing ESL learning for dyslexic students. It also discusses some case studies where AI-based tools have been successfully integrated in ESL classroom. The study reveals that even though AI enhances learning and student engagement, it raises privacy, infrastructure and educator readiness issues. It concludes with strategic recommendations and advocates for a collaborative approach involving educators, technology developers, and policymakers to harness AI's full potential in supporting dyslexic ESL learners, thereby promoting equitable access to educational opportunities.

Devlin (2018) asserts that language is undergoing significant transformations across generations, characterized by its dynamic nature, continual evolution through the introduction of new words, alterations in meanings, and the influence of regional slang. Exploring the emergence of Generation Z vocabulary is therefore crucial due to its significant influence and potential effects on intergenerational communication and language proficiency across generations. This study investigates the relationship between familiarity with Gen Z vocabulary and English language proficiency among 151 senior high school students at Conner Central National High School, Ripang, Conner, Apayao, during the school year 2024-2025, with a focus on the eight parts of speech. Proficiency was assessed through a comprehensive evaluation of students' understanding and application of Gen Z vocabulary in various linguistic contexts. Utilizing a descriptive-correlational research design, the study involved learners across three academic tracks: Humanities and Social Sciences (HUMSS), Science, Technology, Engineering, and Mathematics (STEM), and Accountancy, Business, and Management (ABM). Sampling methods included Slovin’s formula for HUMSS and total enumeration for STEM and ABM to ensure fairness. Data collection was conducted using a validated researcher-made questionnaire alongside a standardized instrument from Manuel (2022). The findings reveal that there is a significant correlation between the familiarity and use of Generation Z vocabulary and the English language proficiency of Grade 11 students at CCNHS as revealed in a strong positive correlation (r = 0.623, p = 0.005) between Gen Z vocabulary familiarity and English proficiency, as well as a moderate positive correlation (r = 0.459, p = 0.035) between the extent of usage and proficiency. These results imply that students who are more familiar with contemporary slang tend to show stronger English language skills, suggesting that modern language trends positively influence language development. It has a direct implication as well for curriculum design and teaching practices, suggesting that integrating contemporary language trends into formal education can enhance language instruction and bridge generational linguistic gaps. This study contributes to our understanding of the dynamic nature of language and its impact on language learning, providing valuable insights for educators and policymakers seeking to create more responsive and effective language education programs.

While English as the medium of instruction (EMI) is becoming a popular institutional practice across the globe, the bulk of research has yielded inconsistent findings regarding its effectiveness for students’ content and language learning. Through a qualitative inquiry into students’ EMI experiences in a Macau university, the study discovered that content learning and language proficiency are vague terms to describe students’ learning outcomes, which consist of multiple dimensions, including knowledge mastery, access to information, disciplinary professionalism, academic/disciplinary English and Chinese proficiency, etc. While EMI promoted student learning in some dimensions, it failed in others, and it is unrealistic to judge the overall effectiveness of EMI as a curriculum provision. The study confirms previous research findings on EMI as an ineffective means for knowledge mastery and further exposes this as a problem that can hardly be remedied by raising admission requirements on students’ English proficiency in English as a foreign language (EFL) contexts. Additional issues and challenges of EMI were identified in the study, including a quandary in promoting students’ bilingual academic and disciplinary proficiency in English and their mother tongue. Suggestions for future research are given, and ideas for possible measures to help students cope with EMI in EFL contexts are discussed.

Learning English is vital for young learners today given both the increasing globalization of academic, governmental, economic affairs and associated rise in the global profile of English as a lingua franca as well as potential for personal enrichment that comes with learning any foreign languages. As the need for learning English among young learners increases, so does the need for appropriate measures for informing relevant stakeholders ( e.g. learners, parents and educators) of the learners English Proficiency Level. Inevitably, the appropriate measurement of English proficiency will be critical if assessment is to play an effective role in young learners’ English development and academic success. 
 In order to equip learners properly, English teachers working in the school system must have the necessary knowledge of English as a school subject and the skills to teach it in a way that learners find motivating and meaningful. In addition, teachers should be able to support their students as they become more autonomous in their language learning.
 In devising English Language Proficiency assessments for young learners, an array of issues needs to be carefully thought out in terms of young learner’s characteristics and their language development. For that, Theories of learning and intelligence can be used to identify and clarify the claims that are made in English Language Proficiency tests and validity of test interpretations. According to the theory of Multiple Intelligences (MI) every single child and person in general, can excel in a different area depending on their intelligence (linguistic, logico mathematical, visual-spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist). The implications for language teaching are that classroom activities should be organised in a way which stimulates our students’ various intelligences. As a result, they get more actively involved in the learning process.

This paper is based on a case study of Raya, a Palestinian Arab undergraduate student, at the University of Jordan, who has achieved level B1 according to The Common European Framework of Reference for Languages (CEFR) in listening and reading comprehension ('accomplished') and CEFR level B2 ('superior') in language form and meaning in English according to the TOEFL Junior Exam.Based on multiple data sources (i.e.interviews, observation, questionnaires and document analysis), the study aims to highlight how Raya's multiple identities as a language learner, avid film watcher, YouTube user and online gamer, and a (non) member of a target language community have contributed to her oral proficiency in English.The study also aims to emphasize some personal attributes that Raya has as a language learner in order to uncover the factors which have assisted or hampered her acquisition of English.The main finding of the case study is that Raya's English language proficiency has been enriched because of two overriding factors: firstly, integrative motivation (i.e.her love of English) highlighted through her immersion in the target language by her online identity, films and social interaction; and, secondly, instrumental motivation (i.e. using the language as a means to academic and professional advancement) in the sense she realized English was a way of helping her to achieve her goal of leaving her hometown and studying abroad.It is hoped that this study will inspire and inform both language learners and educators alike, as to some of the steps to success in acquiring proficiency in English or any other language.

This thesis aims to analyze the distribution of English language proficiency in Brazil, as well as to understand the decision-making processes that characterize the implementation of English teaching policies in Rio de Janeiro's public school system. To do so, it connects two theoretical frameworks: the implementation literature and the studies on social educational inequalities and principles of justice aimed at their rectification. Firstly, we mapped the available quantitative data on English language proficiency in Brazil. The analysis suggested that the distribution of such knowledge is unequal, as levels of proficiency seem to be significantly higher for more privileged social groups. English language proficiency, in turn, helps such groups access and/or maintain these positions. When examining foreign language education policies in Brazil, we also identified conflicts over the relevance of language learning in public schools, and disputes over concepts such as language proficiency and citizenship education. At the base of these conflicts lies a broader tension between principles of justice, focused on redistribution (of goods and opportunities) or recognition (of cultural identities). The analysis also pointed out that these policies favored a high level of ambiguity, therefore establishing an experimental type of implementation at the local levels. Such implementation type, combined with low state capacities, contributed to a concentration of English proficiency among a small group of "deserving" students. Some of the attempts to reduce the levels of ambiguity exhibited by those policieseither at the national or local levelresulted from external influences, rather than a collective construction of their underlying problem. Consequently, conflict over increased standardization was raised. As a second aim, this study seeks to understand how the implementation of policies and changes in English language teaching takes place in such conflicting environment, by analyzing the case of Rio Global Child Program, developed in Rio de Janeiro's municipal school system. Based on document analysis and semistructured interviews with different implementing agents, we sought to identify the PUC-Rio -Certificao Digital N 1912608/CA conflicts arising from this process, the strategies developed to handle them, and the principles of justice underlying their manifestation. We identified conflicts related to a lack of connectivity and power imbalance between central agents, as well as resistance to implementation at the local level. The strategies devised by the managing agency of the Program to foster adherence to the policy involved bargaining with central agents and providing resources and incentives to local agents. However, strategies failed to reach agreement on the goals of the Program, due to a deep-rooted conflict over different conceptions of justice, and the social relevance of English language teaching and learning in public schools. The case study analysis points out the difficulties in building capacities amid a context of high conflict. It also suggests that there is still a long way to go before all publicschool students are equitably provided with opportunities for English language learning.

The article focuses on the different methods of teaching and assessing English language teaching in international schools as well as in the domestic general high school system. The article focuses on the impact of formative and summative assessment on the improvement of students’ English proficiency and the subsequent use and development of students’ English proficiency in the scoring and assessment process. The impact of different English language teaching methodologies on contemporary adolescents in the process of English language learning, as well as in the process of second language acquisition and the enhancement of English language proficiency, is exemplified. Based on the language assessment method, the standardized test of TOEFL and IELTS is carefully analyzed and its role and impact are explained.