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"Oral English"
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Determinants of Oral English Proficiency Among Chinese Vocational College Students: A Descriptive Analysis
Speaking English as a foreign language (EFL) presents both challenges and engaging aspects for learners. This descriptive study set out to precisely identify the oral English proficiency levels of Chinese vocational college students and to comprehensively determine the factors that influence their oral English capabilities. A total of 60 students were randomly selected and assessed using the LAIX software to gauge their oral English proficiency levels. Additionally, 15 students and 10 teachers were conveniently sampled and interviewed to explore influencing factors. The findings revealed that a substantial proportion of Chinese vocational college students were at Level 1, indicating a relatively low level of oral proficiency. Through in-depth thematic analysis, the factors contributing to this low oral proficiency were found to be mainly in the areas of linguistic elements, psychological factors, language exposure, and language pedagogy, among others. These intricately interrelated factors have a significant and collective impact on the students’ oral English proficiency. This research contributes to the existing body of knowledge on EFL learning in the context of Chinese vocational education, offering insights that can potentially inform teaching strategies and curriculum design to enhance students’ oral English skills.
Journal Article
Invisible immigrants : the English in Canada since 1945
Despite being one of the largest immigrant groups contributing to the development of modern Canada, the story of the English has been all but untold. In Invisible immigrants, Marilyn Barber and Murray Watson document the experiences of English-born immigrants who chose to come to Canada during England's last major wave of emigration between the 1940s and the 1970s. Engaging life story oral histories reveal the aspirations, adventures, occasional naiveté, and challenges of these hidden immigrants.
Book
Enhancing Oral English Proficiency Through Human-Computer Interaction
Human-Machine Interaction (HMI) technology has revolutionized the landscape of oral English education, offering new possibilities for improving learning efficiency and experiences. This paper presents an innovative teaching system that integrates real-time speech recognition and feedback capabilities with advanced natural language processing (NLP) and machine learning algorithms. The system is designed to provide personalized learning paths based on learners' performance data, ensuring tailored resources and guidance. Emphasizing user experience and interactive design, it aims to stimulate learner interest and motivation. Research findings indicate significant improvements in students' pronunciation, fluency, and grammar, alongside high levels of user satisfaction. However, challenges remain in fully replicating genuine human interactions and addressing technical limitations. Future work will focus on enhancing conversational abilities, personalization, and multimodal feedback mechanisms to better prepare students for real-world communication scenarios.
Journal Article
Design of Oral English Teaching Assistant System based on deep belief networks
The emergence of Artificial Intelligence (AI) provides brand-new technical support and a broader resource platform for college oral English teaching and evaluation. The advancement of science, technology, and networks has resulted in significant educational changes. Because of these, the demand for English instruction is rising quickly, along with the level of cultural integration. However, due to the limits of conventional teaching techniques and the slow expansion of information technology, oral English classes have been discarded and discontinued for a long time. Based on the preceding, this paper first addresses the shortcomings of traditional college-level spoken English instruction by exposing content and timing deficiencies. It then describes how spoken English data are collected, preprocessed, and framed before being standardized for consistency. After that, this paper uses mapping recognition results using a DBN speech model and correlation coefficients in the evaluation. In addition, it uses the Pairwise Variability Index in rhythm evaluation to assess stress distribution differences between test and standard pronunciation. Besides the above, the proposed approach uses Support Vector Machine (SVM) optimization inside statistical learning to improve phoneme recognition and reliability, especially when dealing with difficult-to-distinguish phoneme sets. Further analysis is carried out using neural networks, which include excitation functions and error computations. Finally, the complete design emphasizes user-centric functional characteristics such as practicability, user needs, and robust system management subsystems. Experiments suggest that the natural language processing-based oral English teaching mode can increase students' overall oral English skills. These results reveal that students' excitement increased by 33.3%, their verbal fluency increased by 86%, and their vocabulary learning increased by 16.1%. The results show that this method can effectively assist students in learning oral English.
Journal Article
Like, literally, dude : arguing for the good in bad English
\"A linguistic exploration of the speech habits we love to hate-and why our \"um\"s, \"like\"s, and \"you know\"s actually make us better communicators. Do you hate that you say \"like\" too much? Do you go over your email drafts to remove excess \"so\"s and \"really\"s? Do you wish your presentation at work wasn't so full of \"um\"s and \"uh\"s? Do you get tripped up by slang, overly familiar greetings, or new pronouns? What if these features of our speech weren't a sign of cultural and linguistic degeneration or newfangled trends that won't stick around, but rather, some of the most dynamic and revolutionary tools in our arsenal? In Like, Literally, Dude, linguist Valerie Fridland argues that our most hated or confusing speech habits shape our conception of the world and our place in it in remarkable ways. With a mix of laugh-out-loud anecdotes and expertise built over two decades of research, Fridland helps us understand the history, cultural significance, and impact of how we speak today. We are all the products of centuries of linguistic progress, and the innovation hasn't stopped in our lifetimes. Writing in an accessible style and focusing on real-life examples, Fridland explains how filled pauses benefit both speakers and listeners when they're discussing new or tough topics; how the use of \"dude\" can help people bond across social divides; why we're always trying to make our intensifiers ever more intense; as well as many other language tics, habits, and developments. Language change is natural, built into the language system itself, and we wouldn't be who we are without it. This book will speak to anyone who talks, empowering them to communicate dynamically and effectively in their daily lives\"-- Provided by publisher.
Book
Conceptual and empirical relationships between temporal measures of fluency and oral English proficiency with implications for automated scoring
Information provided by examination of the skills that underlie holistic scores can be used not only as supporting evidence for the validity of inferences associated with performance tests but also as a way to improve the scoring rubrics, descriptors, and benchmarks associated with scoring scales. As fluency is considered a critical, perhaps foundational, component of speaking proficiency, temporal measures of fluency are expected to be strongly related to holistic ratings of speech quality.This study examines the relationships among selected temporal measures of fluency and holistic scores on a semi-direct measure of oral English proficiency. The spoken responses of 150 respondents to one item on the Oral English Proficiency Test (OEPT) were analyzed for selected temporal measures of fluency. The examinees represented three first language backgrounds (Chinese, Hindi, and English) and the range of scores on the OEPT scale. While strong and moderate correlations between OEPT scores and speech rate, speech time ratio, mean length of run, and the number and length of silent pauses were found, fluency variables alone did not distinguish adjacent levels of the OEPT scale. Temporal measures of fluency may reasonably be selected for the development of automated scoring systems for speech; however, identification of an examinee’s level remains dependent on aspects of performance only partially represented by fluency measures.
Journal Article
The Combination of Production-Oriented Approach and Flipped Classroom Teaching Model: An Experimental Research in the Listening and Speaking Class in Chinese Senior High School
The widespread adoption of a production-oriented approach (POA) in classroom instruction design has established its operability and effectiveness in foreign language teaching. This study constructs a teaching model combining POA and flipped classroom teaching model to enhance the oral production ability of high school students. The model was applied to oral English teaching in an experimental class, and a paired-sample t-test was conducted on the pretest and posttest scores of the class to validate the effect of the model. Then, an interview was conducted to survey students’ attitudes toward spoken English. We observed significant improvement in students’ oral English ability and their interests in spoken English. Furthermore, the application of the new teaching model transformed the traditional input-driven teaching into output-driven teaching, fully mobilizing students’ subjective initiative in learning the English language.
Journal Article