Journal of English Language and Linguistics

Developing the English sociolinguistic competency of students through scenario-based learning methods

Rita Dugas, Tasanee Satthaphong — Fri, 04 Apr 2025 00:00:00 +0700

This quasi-experimental study tested the use of scenario-based learning (SBL) to develop the English sociolinguistic competency of grade 7 students. The research objectives aimed to compare the English sociolinguistic competency test results of students taught with SBL (the experimental group) to students taught by traditional teaching methods (the control group), and to compare the English sociolinguistic competency test results of the experimental group before and after treatment with SBL lessons. The main research tools used in this study were four SBL lesson plans for the experimental group, four traditional lesson plans for the control group, and a thirty-item multiple-choice English sociolinguistic competency pre-test/post-test. The research tools were inspected and revised by experts and tested in a try-out before starting the study. Both the experiment and control groups were given the same pre- and post-tests, and both groups were taught the same lesson content and themes, with only the methodology differing. The results of the study showed no significant difference between the experimental and control groups’ post-test scores. The experimental group showed significant development of their English sociolinguistic competency, when comparing before to after SBL treatment. While this study proved that SBL can be used to develop grade 7 students’ English sociolinguistic competency, it did not prove SBL to be more effective at developing English sociolinguistic competency than traditional methods. It is possible that factors such as student motivation and SBL lesson stage timing had an impact on the results. Further research should be conducted to investigate this.

Awareness of China English: Chinese vocational and technical college students’ views

Ziyu Huang, Eric A. Ambele — Sun, 06 Apr 2025 00:00:00 +0700

The English language has become globally prevalent as an International Language (EIL), achieving legitimacy in outer-circle regions where localized varieties have developed and gaining significant status in expanding-circle areas like East Asia. In China, English has grown remarkably over the past thirty years. This study examined Chinese Business English major students' awareness of China English and their preferences for English varieties used in Chinese classrooms within the context of EIL. Data from semi-structured interviews were analyzed using qualitative content analysis (QCA). Findings revealed that students generally prefer British or American English due to their early exposure through formal education, but increased global interactions are fostering greater acceptance of China English as a legitimate variety. This study contributes to the World Englishes framework, offering theoretical and pedagogical insights into English learning and teaching in China. The findings highlight the need for a more inclusive approach that acknowledges both global and local English varieties, enhancing the pedagogical framework to better reflect the evolving global landscape of English.

Attitudinal meanings of teacher discourse in a college English reading class

Xiaodan Lin, Joseph Foley — Mon, 07 Apr 2025 00:00:00 +0700

This study analyzed a sample of teacher discourse from a college English reading class based on the attitude system from Martin’s appraisal theory. The objectives were to identify and describe the features of attitudinal resources in teacher discourse, and to investigate how attitudinal meanings contribute to the construction of a harmonious relationship between teachers and students. The participants were a female teacher and 35 undergraduates at Minnan University of Science and Technology (MNUST) in China. The data were based on classroom recordings of the discourse and its transcription. By analyzing and summarizing the distribution features of the three subsystems of the attitudinal resources in the teacher discourse, it was found that all the three kinds of attitudes—affect, judgement and appreciation were expressed and there were more positive rather than negative attitudes. The findings also showed how harmonious classroom relationships between the teacher and students were constructed, providing insights into the role of attitudinal meanings in teacher discourse and its implications, as well as exploring the guiding significance for college English reading teaching.

The relationship between language learning strategies and achievements in English for undergraduate nursing students at a private university

Chakrit Yippikun, Pichaporn Sirisukeepradit, Nittaya Plengjaroensirichai — Tue, 08 Apr 2025 00:00:00 +0700

This study investigated the use of English language learning strategies (LLS) among Thai undergraduate nursing students and compared LLS usage across three proficiency levels. It also examined the relationship between LLS usage and achievements in English for Nursing Purposes (ENP). The sample consisted of 170 fourth-year nursing students selected through purposive sampling. The study adopted the Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford (1990) to collect data. Descriptive statistics were used to describe the frequency of LLS usage, with one-way ANOVA to determine differences in LLS usage across proficiency levels. Additionally, Pearson’s product-moment correlation coefficient was employed to explore the relationship between LLS usage and ENP achievements. The results showed that overall, students used LLS at a moderate level, with a significant correlation at p < 0.05, and memory strategies were employed the most frequently. There was a difference in LLS usage among high, moderate, and low achievers in ENP writing and speaking achievements. Furthermore, the findings revealed a positive relationship between the overall use of LLS and ENP writing achievements.

English CEFR proficiency with autonomous online learning among Thai tertiary learners in a provincial public university

Pimnet Theppanya, Thisana Satharatthana, Nongnoot Tangjaijaroensap — Fri, 04 Apr 2025 00:00:00 +0700

In the digital age, integrating autonomous learning with online English platforms presents significant opportunities for Thai learners in provincial areas. This approach empowers individuals to enhance English proficiency and achieve higher CEFR levels, aligning with Thai education policy goals using English level criteria of Common European Framework of Reference (CEFR). This study aimed to 1) compare the CEFR levels of tertiary learners engaged in online autonomous English learning, and 2) investigate learners’ autonomous English learning strategies that contribute to enhancing CEFR levels. A stratified random sample of 129 Thai tertiary learners participated in an online English development program designed to enhance CEFR levels. This explanatory sequential mixed-methods study collected data through pre-tests and post-tests via the Speexx online platform, along with a validated questionnaire demonstrating strong internal consistency. Data analysis included descriptive statistics and thematic analysis. The results showed that 45.75% of participants improved CEFR levels, 51.94% maintained the same level, and 2.33% experienced a decline. Most learners followed a similar pattern of autonomous English learning, including assessing deficiencies, setting personalized learning plans and goals, selecting appropriate online English learning platforms, troubleshooting challenges, and monitoring and evaluating progress. In conclusion, online autonomous learning strategies can effectively enhance learners’ English proficiency beyond traditional classrooms. Further research was recommended to explore additional factors influencing learner success.