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Journal articles on the topic 'Oral and writing proficiency'
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1
Kozulin, Alex, and Tziona Levi. "EFL Learning Potential: General or Modular?" Journal of Cognitive Education and Psychology 17, no. 1 (December 2018): 16–27. http://dx.doi.org/10.1891/1945-8959.17.1.16.
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Little attention has been paid to the question about generality versus modularity of the learning potential (LP). The main research question of our study was: Is the students’ LP established with the help of a dynamic assessment of their English as a foreign language (EFL) oral proficiency general enough to predict their subsequent EFL reading and writing scores? Eighty students (38 boys, 42 girls) received a dynamic assessment of their EFL oral proficiency in a pretest – mediation – posttest format. Six months later they took a standard EFL reading comprehension and writing exam. The results indicate that the correlations between oral LP scores and both reading (r = .42) and writing (r = .45) are significant and much stronger than the correlations with the static oral pretest. Oral LP appears to be general enough to predict students’ subsequent reading and writing achievements.
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Miralpeix, Imma, and Carmen Muñoz. "Receptive vocabulary size and its relationship to EFL language skills." International Review of Applied Linguistics in Language Teaching 56, no. 1 (February 23, 2018): 1–24. http://dx.doi.org/10.1515/iral-2017-0016.
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AbstractThis study analyses the relationship between receptive vocabulary size in upper-intermediate/advanced learners and EFL proficiency and the skills of reading, writing, listening and speaking. Little research has been conducted on this dimension of lexical knowledge and the four skills (Staehr, 2008; Milton et al., 2010), in spite of the fact that previous studies of separate language skills have highlighted the importance of vocabulary size for language proficiency development. A sample of 42 participants was assessed by means of a receptive vocabulary size test on ten word-frequency levels (1k to 10k), and on both receptive and productive skills (oral and written). Results reveal that vocabulary size explains language proficiency to a large extent, even in learners with vocabularies of more than 5,000 words, though its influence on performance is not as strong as in learners with smaller vocabularies. At a high proficiency level, vocabulary size is closely linked to writing and is moderately correlated with reading, speaking and listening. The findings help to provide a more complete picture than earlier research by including more proficient learners in EFL settings.
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Xiao, Feng, Naoko Taguchi, and Shuai Li. "EFFECTS OF PROFICIENCY SUBSKILLS ON PRAGMATIC DEVELOPMENT IN L2 CHINESE STUDY ABROAD." Studies in Second Language Acquisition 41, no. 2 (May 22, 2018): 469–83. http://dx.doi.org/10.1017/s0272263118000128.
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AbstractThis study is the first to examine contributions of proficiency subskills to pragmatic development. We used the latent growth curve modeling to reveal the causal relationships between proficiency subskills and pragmatic competence in 109 American learners of Chinese across two data points over three months abroad in China. Proficiency was measured by a standardized Chinese proficiency test with separate scores for listening, speaking, reading, and writing. Pragmatic competence was measured by a computerized oral discourse completion task assessing speech acts. Findings showed that pragmatic competence accrued along with increased proficiency. Changes of proficiency explained 54.1% of the variance in changes of pragmatic competence. Listening and speaking contributed more to pragmatic development than reading and writing did, indicating that when pragmatic competence is measured by an online spoken task, speaking and listening have stronger impacts.
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Verhoeven, Ludo. "Mondelinge En Schriftelijke Vaardigheid In Het Nederlands Als Eerste En Tweede Taal." Lezen en luisteren in moedertaal en vreemde taal 43 (January 1, 1992): 66–77. http://dx.doi.org/10.1075/ttwia.43.07ver.
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In the present study a detailed analysis was made of the oral and written language skills of 60 native Dutch and 120 non-native third and fourth grade students at Dutch primary schools. First of all, the achievement on a variety of oral language and reading and writing tasks were examined as a function of ethnic group and grade level. In addition, a principal component analysis was conducted on the test scores in the two groups of children. Finally, the prediction of reading comprehension achievement in terms of oral language and decoding skills in the two groups was determined. The results showed that the non-native children leave behind their native Dutch peers on most language tasks administered. Especially on vocabulary measures and reading comprehension tests the second language students attain relatively poor achievements. With children's progression of grade the differences between first and second learners tend to diverge rather than converge. With respect to principal component analysis it was found that four factors underlie the language proficiency in either group: oral proficiency, reading comprehension, decoding efficiency and writing ability. To a large entent the children's achievement in reading comprehension in both groups could be explained in terms of their oral proficiency and decoding efficiency. However, for the second language learners the level of reading comprehension ability turned out to be relatively more dependent on their oral proficiency level in Dutch.
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Polio, Charlene G. "SECOND LANGUAGE DEVELOPMENT IN WRITING: MEASURES OF FLUENCY, ACCURACY, AND COMPLEXITY. Kate Wolfe-Quintero, Shunji Inagaki, and Hae-Young Kim. Honolulu: University of Hawai‘i Press, 1998. Pp. viii + 187. $20.00 paper." Studies in Second Language Acquisition 23, no. 3 (September 2001): 423–25. http://dx.doi.org/10.1017/s0272263101263050.
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Second language development in writing: Measures of fluency, accuracy, and complexity is a technical report that reviews 39 studies examining measures of writing development. It is a comprehensive, lucid, and carefully researched piece of work analyzing an untidy body of literature. This volume is essential reading for anyone doing quantitative research in L2 writing. The studies included in this review are those that have attempted to correlate potential linguistic measures of writing development with writing proficiency, not simply studies that have used the various measures as dependent variables to examine the effects of some instructional treatment. Complicating the picture is the fact that indicators of writing proficiency are varied, as is the case with indicators of oral proficiency (Thomas, 1994). Each of these indicators, including standardized tests, levels in various language programs, and holistic measures, has its own set of problems. For example, of the 16 studies using holistic scales, only half reported interrater or intrarater reliability.
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Budiharso, Teguh. "The Oral Language Proficiency of Indonesian English Teachers." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 177. http://dx.doi.org/10.21093/ijeltal.v4i1.436.
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This study reports an observation of the competencies of Indonesian secondary English teachers. An intensive observation over a two-week workshop session was performed involving 38 English teachers, with this group comprising 18 SMP English teachers and 20 SMA English teachers. Three aspects of the observation were identified for this study: competence in oral English, competence in written discourse, and the ability to motivate students in the classroom. This study revealed that English teachers lacked practice in speaking, resulting in an insufficient mastery of the oral use of English. In written discourse, the teachers showed a lack of mastery with rhetoric and the linguistic aspects of writing. In terms of strategies to motivate students in the classroom, the teachers generally lacked self-confidence
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Shany, Michal, Esther Geva, and Liat Melech-Feder. "Emergent literacy in children of immigrants coming from a primarily oral literacy culture." Written Language and Literacy 13, no. 1 (March 4, 2010): 24–60. http://dx.doi.org/10.1075/wll.13.1.02sha.
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This study examined emergent literacy skills of 61 kindergarten children whose families had immigrated to Israel from a primarily oral society (Ethiopia). Three complementary perspectives were examined: developmental patterns, individual differences, and the contribution of parent literacy. The emergent literacy skills of children whose families were from Ethiopia were compared to those of 52 children coming from a primarily literate culture. The groups had acquired less complex Hebrew literacy skills in the same order, including phonological awareness, letter naming and consonant writing. However, the Ethiopian Israeli children were less proficient on various aspects of Hebrew language proficiency, and less familiar with aspects of cultural and environmental literacy. Most were also unable to speak or comprehend Amharic. In both groups, phonological awareness explained individual differences in letter naming, but vocabulary and syntactic knowledge added to the explained variance only in the Ethiopian Israeli group. Letter naming was associated with consonant writing in both groups. Hebrew oral and written language proficiency of Ethiopian Israeli mothers was positively correlated with literacy skills in their children. The results underscore the importance of distinguishing between less complex, modularized, aspects of emergent literacy and more complex literacy skills. Here the cumulative effects of poverty, oral home culture, parental inability to mediate language and literacy, and non-optimal conditions for becoming bilingual place young immigrant children at risk for academic failure early on.
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Yi, Du. "The Effects of Immediate Versus Delayed Teacher Feedback on L2 Writing." Studies in English Language Teaching 9, no. 3 (June 26, 2021): p69. http://dx.doi.org/10.22158/selt.v9n3p69.
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This study examined the differential effects of immediate versus delayed teacher feedback. It attempted to explore how best to give feedback on student writing. The focus was on the effects of feedback on the use of cohesive devices in L2 writing. Immediate feedback was provided during the writing process, while delayed feedback was operationalized after the completion of drafts. Six adult ESL learners were divided into two groups: an immediate feedback group and a delayed feedback group. The learners conducted two writing tasks and received feedback at different stages of the writing process. The results revealed that providing immediate oral feedback by asking questions during the writing process was a more effective way of responding to student writing and that it could benefit not only high proficiency students but also those who were at low proficiency level with no awareness of their writing problems.
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Lin, Nina, Marina Chung, Hong Zeng, Youping Zhang, and Chaofen Sun. "Integrating National Standards in the curricular development, implementation, and student outcomes of a post-secondary Chinese language program." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 1 (October 19, 2018): 41–74. http://dx.doi.org/10.1075/csl.17009.lin.
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Abstract This paper chronicles the development of a post-secondary Chinese program after the establishment of the Language Center at Stanford University in 1995. It outlines a continuous process of curriculum development aiming to be consistent with the National Standards for Foreign Language Learning (ACTFL, 2006) and World-Readiness Standards for Learning Languages (ACTFL, 2014). It also describes assessment programs implemented to obtain data on students’ oral and writing proficiency levels at the end of 150 hours of instruction (completion of first-year Chinese) and at the end of 300 hours of instruction (completion of second-year Chinese). Because Chinese is a non-cognate language to English, students’ achieving ACTFL proficiency levels of Intermediate Low in oral and writing proficiency at the end of their first year and achieving Intermediate Mid and higher at the end of their second year indicates the program’s successful curricular design and implementation. This paper outlines the main factors contributing to this success.
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Goundar, Prashneel Ravisan. "Bridging the Gap for English Language Testing Study in Fiji: Proposing an Evaluation of the Writing Proficiency Level of Pre-first Year and Post-first Year Undergraduate Students." Journal of Language Teaching and Research 11, no. 3 (May 1, 2020): 351. http://dx.doi.org/10.17507/jltr.1103.02.
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Language testing is a complex field of study as there are various factors that need to be taken into account when preparing and assessing the students’ language proficiency. However, it plays a pivotal role in society. With the results of language tests used for immigration purposes, university entrance qualifications as well as employment opportunities. Scholars attest that it is obligatory for language teachers to constantly ‘assess their students’ oral and written performances’, and the Common European Framework of Reference for Language (CEFR) offers a variety of oral and writing scales which provide the ‘opportunity for a common standard’. This paper argues the significant gaps that are yet to be address in a language testing research and highlights why a study needs to be conducted in Fiji with the university students. The article discusses applying a quantitative methodology thus, a longitudinal research design to conduct a language testing study on writing proficiency levels of undergraduate students; compare the writing proficiency levels of pre-first year and post-first year university students by using academic essay tests of the same cohort; and finally determine undergraduate students’ progress (or lack of) in written English over the course of their program.
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Yan, Hengbin. "I Think We Should…" International Journal of Translation, Interpretation, and Applied Linguistics 1, no. 2 (July 2019): 65–80. http://dx.doi.org/10.4018/ijtial.2019070105.
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High-frequency recurrent word combinations known as lexical bundles are an essential component in the second language development. However, existing research on second language lexical bundle use has focused on writing proficiency, while oral proficiency has not received adequate attention. This study adopts a corpus-driven approach to the investigation of the speech of second language learners, comparing lexical bundle use across proficiency levels in several areas of interest including frequency, functional distribution and bundle fixedness. Results show that low-proficiency students tend to use significantly more context-dependent bundles than high-proficiency students, but do not differ in overall lexical bundle use. The patterning of lexical bundle use in non-native speech exhibits features that are typical in the register of classroom teaching. Additionally, the frequency and functional distributions of non-native speech share many similarities with those of non-native writing. Implications of the author's findings are discussed in relation to previous studies.
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Susanti, Rini. "STUDENTS PERCEPTIONS TOWARDS THE EFFECTIVE FEEDBACK PRACTICES IN THE LARGE EFL WRITING CLASS BASED ON STUDENTS ENGLISH PROFICIENCY LEVEL." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 3 (June 15, 2016): 1063–69. http://dx.doi.org/10.24297/jal.v6i3.4673.
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Motivated by my own experience in teaching and learning academic writing in a large class of more than 50 students, I aim to find out the students perceptions towards the effective feedback practices in a large EFL writing class in Indonesia. There were 150 students participating by answering the the questionnaire. The data was analyzed based on English proficiency level (the students TOEFL scores). The findings showed that based on the students English proficiency level, they perceived feedback from their lecturers is effective when it is given in written form, while from their peers, it should be in oral form.
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Bown, Jennifer, Laura Catharine Smith, and Ekaterina V. Talalakina. "The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains." Journal of Language and Education 5, no. 3 (September 30, 2019): 35–55. http://dx.doi.org/10.17323/jle.2019.8953.
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In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.
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Li, Jingjing. "An Empirical Study on Reading Aloud and Learning English by the Use of the Reading Assistant SRS." International Journal of Emerging Technologies in Learning (iJET) 15, no. 21 (November 16, 2020): 103. http://dx.doi.org/10.3991/ijet.v15i21.18193.
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This paper investigates the English pronunciation skills and its integration with other language skills when adopting the computer-assisted curriculum design. And it further explores the effectiveness of the Speech Recognition System (SRS) that was incorporated into a traditional English pronunciation class in China. During the course of this study, English majors who completed the SRS procedure for one year were examined in discrete aspects for the relationship between their reading aloud proficiency and language proficiency. The results show that the experimental groups with the SRS reading system curriculum design showed great effectiveness in improving learners’ reading aloud proficiency. As compared with traditional training methods for English oral reading, the computer-assisted form of oral training improved the students’ listening, pronunciation, reading, and writing skills. The SRS system also was found to be conducive to enhancing students’ interest in language learning and in cultivating their acceptance of self-directed learning.
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Permatasari, Riana. "THE ORAL AND WRITTEN LANGUAGE PROFICIENCY OF AN INDONESIAN BILINGUAL CHILD IN THE OHIO STATE, USA." EduLite: Journal of English Education, Literature and Culture 1, no. 2 (August 31, 2016): 158. http://dx.doi.org/10.30659/e.1.2.158-176.
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This study was a qualitative case study conducted to investigate the oraland written language proficiency of an Indonesian bilingual child living inThe Ohio State, USA. There were three research questions guiding thisstudy as follows: (1) how the bilingual Indonesian child used thelanguages she spoke in oral and written forms?, (2) how was the child�soral proficiency for each language she spoke?, and (3) how was the child�swritten language proficiency for each language she spoke? The data in thisstudy were gathered through analytical observation sheets, semistructured interviews, audio and video recording and transcriptions, andreading aloud and writing scoring. Then, the data were analyzed usinginductive analysis such as doing field work to observe and recording thedata, developing topics and categorizing the data into categories, refiningand coding the data into more specific patterns to see the themes of thedata, and seeking for narrative structures and visual representations.Based on the results of the study, there were three points concluded. First,my focal student and her community chose different languages tocommunicate based on the listeners� cultural background, age, and gender.Second, the Indonesian parents living there had an awareness of theimportance of heritage language in spoken and written forms. Third, thestudent� oral and written language proficiency in English were higher thanin Indonesian and Javanese. In conclusion, the student needed more spacefor developing her abilities in Indonesian and Javanese.Keywords: bilingual, bilingualism, biliteracy, language proficiency
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Schwalm, David E. "Degree of Difficulty in Basic Writing Courses: Insights from the Oral Proficiency Interview Testing Program." College English 47, no. 6 (October 1985): 629. http://dx.doi.org/10.2307/377165.
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Perin, Dolores, Susan De La Paz, Kelly Worland Piantedosi, and Megan Madigan Peercy. "The Writing of Language Minority Students: A Literature Review on Its Relation to Oral Proficiency." Reading & Writing Quarterly 33, no. 5 (December 21, 2016): 465–83. http://dx.doi.org/10.1080/10573569.2016.1247399.
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Huang, Gary Gang. "Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders." Applied Psycholinguistics 16, no. 3 (July 1995): 271–91. http://dx.doi.org/10.1017/s014271640000730x.
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ABSTRACTThe concept of proficient bilingualism or biliteracy (proficiency in reading and writing in both Spanish and English) has.been used in research on linguistic and academic processes among Mexican American children, but rarely has it been used to examine noncognitive outcomes in this population. Biliteracy – a quality that strengthens cultural identity and facilitates adaptation to the mainstream society – hypothetically contributes to the growth of self-esteem among Mexican Americans. Biliteracy is arguably more relevant to the development of self-concept among Mexican American children than Spanish proficiency or a general notion of bilingualism. Drawing on data from the 1988 National Education Longitudinal Survey (NELS 88), this article compares self-deprecation, self-confidence, and fatalistic belief among Mexican American 8th graders who reported themselves as biliterate, English monoliterate, Spanish monoliterate, or oral bilingual. Controlling for the effects of sociodemographic background and school experience, ordinary least-square regression analysis generated supportive results. Mexican American children who identified themselves as biliterate had higher self-confidence than other groups (English or Spanish monoliterates and oral bilinguals). Logistic regression analysis found a strong interaction effect between self-identity and birthplace (United States or foreign) and parents' education. Among students born in the United States, parents' education was negatively related to biliterate identity. In contrast, parents' education was positively associated with biliterate identity among those who were foreign-born.
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Burger, Sandra. "Content-based ESL in a Sheltered Psychology Course: Input, Output, and Outcomes." TESL Canada Journal 6, no. 2 (June 26, 1989): 45. http://dx.doi.org/10.18806/tesl.v6i2.551.
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According to Krashen (1983), subject matter language teaching satisfies the three requirements for second language acquisition of his input hypothesis, namely: large doses of comprehensible input, a low affective filter situation and a silent period. Is this enough for development of productive skills at advanced proficiency levels? Could the language teacher make the process more efficient and if so, how? In the 1984-85 school year, advanced students in the special section of Introductory Psychology open only to ESL students were offered an optional three-credit academic English "Reading-to-Writing" component during the second term. Ten out of sixteen students qualified and registered for this course. They practised different types of writing and wrote critical reviews of simple articles from professional journals. At their request, they gave oral reports to the whole class. This paper will compare the writing and non-writing students' results on various proficiency measures to those of students in regular language classes and examine students' comments on the course and their perception of progress made in the course. It will consider the role of active intervention by the language teacher to require, monitor and otherwise guide student output and explore the question of when input leads to output and when the practice of output is required in the refinement of speaking and writing skills.
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Matsunaga, Sachiko. "Instructional Needs of College-Level Learners of Japanese as a Heritage Language: Performance-Based Analyses." Heritage Language Journal 1, no. 1 (October 30, 2003): 44–57. http://dx.doi.org/10.46538/hlj.1.1.4.
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This paper reports a study comparing the reading performances (i.e., comprehension and speed in reading Japanese texts) and oral skills of intermediate and advanced learners of Japanese at an American university. The study assessed the performance of 14 heritage learners, who spoke Japanese at home and/or went to a Japanese school in the U.S., against that of 11 Chinese learners with extensive knowledge of kanji (Chinese characters used to write Japanese) in their first language (L1), and 14 non- heritage learners without such knowledge in their L1s. As anticipated, the heritage learners were found to have high oral proficiency. Their weakness, however, was not underdeveloped reading proficiency, as anticipated, but insufficient knowledge of kanji. The paper discusses the importance of recognizing the instructional needs of heritage learners studying a language that uses kanji in writing, and suggests some pedagogical methods to satisfy their needs.
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Sukenti, Desi, Syahraini Tambak, and Fatmawati Fatmawati. "Kompetensi Kemahiran Berbahasa Mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonsia Universitas Islam Riau." GERAM 8, no. 2 (December 21, 2020): 86–96. http://dx.doi.org/10.25299/geram.2020.vol8(2).5900.
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This study aimed to analyze the literacy competencies of students' language proficiency in the aspects of listening, responding to the rules, reading and writing. Literacy competence is a competency that must be considered by educators in honing language proficiency which is an important issue, especially in the development of language skills in students. This research used a quantitative-descriptive method. The data obtained from this study were the results of the Indonesian language proficiency test (UKBI) of students in the Indonesian Language and Literature Education study program. The population used in this study were students of the Indonesian Language and Literature Education study program, while the sample who had taken the UKBI test was 24 students. The results of this study indicated that the students' language proficiency literacy competence in the listening aspect obtains an average of 538, responds to the average rule of 464, reads an average of 519, and writes an average of 596. The overall average of language proficiency literacy competencies was 529. Twenty-five was in the middle-ranking, indicating that students have adequate proficiency in communicating using Indonesian, both oral and written. With these skills, the student concerned can understand factual information, properly capture and re-reveal information.
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Xu, Qing. "Research on the Construction of College English Reading Teaching System Based on the “Internet+” Environment." Lifelong Education 9, no. 7 (December 8, 2020): 145. http://dx.doi.org/10.18282/le.v9i7.1496.
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College English teaching is of great significance to the improvement of students' English proficiency and the cultivation of English application ability, especially reading teaching can effectively improve college students' oral, comprehension and writing skills. However, many college students have the problem of weak enthusiasm when learning English reading. At this time, efficient English reading teaching should effectively use Internet technology to reconstruct the reading teaching system, optimize the quality of English reading teaching, and provide reading teaching attractive to students.
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Pazmino, Mario Fabricio Ayala. "Service-learning Education Improvement for Foreign Language Learners." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1173. http://dx.doi.org/10.17507/jltr.1006.05.
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The problem addressed in this study was the decreasing rate of enrolment in foreign language programs by Australian university students. A mixed-methods research methodology was used, with the quantitative data collected through tests conducted on participants and the qualitative data collected through semi-structured interviews. The sample consisted of 62 students enrolled in a Spanish foreign language program at a university in Melbourne. The student participants were divided into two groups: a control group, which had 31 students, and an experimental Service-Learning (SL) group, which also had 31 students. The students were also divided into two groups according to academic level: intermediate and advanced. Each group completed three academic tests: listening, oral and language use, reading and writing, both pre- and post-intervention. Findings were that oral language proficiency increased for students that had taken the SL program. They showed no significant increase in listening, reading, and writing. These effects did not differ significantly by level of academic achievement.
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Westby, Carol E. "The Role of the Speech-Language Pathologist in Whole Language." Language, Speech, and Hearing Services in Schools 21, no. 4 (October 1990): 228–37. http://dx.doi.org/10.1044/0161-1461.2104.228.
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Many schools are implementing whole language methodology in the teaching of reading and writing. Whole language programs assume that children have a certain degree of oral language proficiency. For language-learning disabled students, such assumptions may be incorrect. The whole language literacy movement provides an excellent opportunity for speech-language pathologists to work as an integral part of the school team seeking to build literacy. This article presents a framework for understanding the pragmatic, semantic, syntactic, text, and phonological aspects of language that underlie both oral and written communication and gives suggestions for ways speech-language pathologists can assess children's language skills that are essential for success in a whole language program.
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Rana, Kesh, and Karna Rana. "Teaching and testing of English listening and speaking in secondary schools in Nepal: Pretend for praxis?" Journal of NELTA 24, no. 1-2 (November 30, 2019): 17–32. http://dx.doi.org/10.3126/nelta.v24i1-2.27678.
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Secondary English course requires testing of four skills: listening, speaking, reading and writing independently. Secondary Education Examination (SEE) board conducts a written examination, which includes reading and writing skills, through different centres and English teachers are responsible to test students’ listening and speaking tests in their own schools and submit grades to District Education Office. Semi-structured interviews with secondary English teachers in private schools and school graduates investigated how the teachers practice listening and speaking skills in the classrooms and administer aural-oral tests. Findings indicate that private schools in the capital city have mandated English-only for communication in school premises with an expectation to develop students’ English language proficiency. Teachers focused on centre-based written examination and less emphasised the teaching and testing of listening and speaking skills. Teachers’ random assessment of students’ aural-oral skills without formal tests supported in declining the teaching of these skills. This article suggests that for realizing the examination effective, sustainable system needs to be developed for teachers to teach all language skills equitably.
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Pham, Anh Tram Dang. "Quantitative Analysis Of The Effect Of Synchronous Online Discussions On Oral And Written Language Development For EFL University Students In Vietnam." Hue University Journal of Science: Social Sciences and Humanities 128, no. 6B (February 20, 2019): 16. http://dx.doi.org/10.26459/hueuni-jssh.v128i6b.4880.
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<p><span>The study investigated the effects of synchronous online discussions on oral and written skills development for EFL university students in Vietnam after one semester of instruction, using a pretest-posttest quasi-experimental approach. One 15-student class of B1-level English participated in oral role plays, whereas another 15-student class engaged in synchronous online discussions after comparable preparation. Results showed no statistically significant differences in oral and written proficiency between the two treatment groups at the end of the semester. However, students in both groups achieved great progress in speaking and writing skills, especially speaking skill after one semester. The fact that there was no significant difference of the groups strengthens the belief that online discussions support the development of the same processes that underlie oral speech. Synchronous online discussions are thus shown to be a valuable addition to the foreign language classroom, in terms of second language acquisition and learners’ language development.</span></p>
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Yan, Hengbin, Jiexuan Lin, and Ying Liu. "EFL Pronunciation Training With Computer-Assisted Adaptive Peer Review." English Language Teaching 11, no. 11 (October 12, 2018): 74. http://dx.doi.org/10.5539/elt.v11n11p74.
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Pronunciation is an important yet often neglected subfield in Second Language Acquisition, both in pedagogy and research. One significant, under-researched area is the role peer assessment/review can play in shaping English-as-a-Foreign-Language (EFL) students’ pronunciation proficiency. Whereas there have been many studies demonstrating the effectiveness and benefits of peer review on EFL writing/oral proficiency etc., few studies exist that test the efficacy of similar approaches as applied to pronunciation learning/training tasks. To investigate the viability of computer assisted peer assessment of EFL pronunciation, we present in this study a prototypical web-based/mobile platform for peer review of EFL pronunciation with adaptively generated items for both training and testing purposes. We discuss some of the prominent features of the platform as well as the results from our preliminary studies involving more than 300 EFL students who used the platform for pronunciation training and peer review.
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van Lier, Leo. "Reeling, Writhing, Drawling, Stretching, and Fainting in Coils: Oral Proficiency Interviews as Conversation." TESOL Quarterly 23, no. 3 (September 1989): 489. http://dx.doi.org/10.2307/3586922.
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Akanbi, Balogun Thomas, and Kezie-Osuagwu Clementina Ndidi. "Improving Learners’ Oral Proficiency in French Through the Communicative Approach: Colleges of Education in Oyo in Focus." Journal of Curriculum and Teaching 9, no. 1 (February 19, 2020): 55. http://dx.doi.org/10.5430/jct.v9n1p55.
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It cannot be overemphasised that French language is a foreign language in Nigeria and that its teaching and learning cannot take the same process as acquiring/learning the mother tongue or a second language. Foreign language learning requires some strategic applications in order to be able to interact with the native speakers in real life day to day communication. This study aims at delving into some teaching strategies involving the communicative approach to teaching French as a foreign language in order to boost the oral proficiency of our learners in French. The teachers and students in two colleges of Education namely Federal College of Education (Special) [FCES] and Emmanuel Alayande College of Education (EACOED), both located in Oyo town, were the participants in the study. Data were collected through classroom observation, students’ achievement test as well as questionnaires for teachers. The results indicated that students perform better when the teachers employ the communicative approach. Based on the findings of this study, it is therefore recommended that teachers of French language use the communicative language teaching approach to build confidence in their students as this will help to develop faster their linguistic skills, given that this approach gives priority to listening and speaking skills over reading and writing skills.
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Tamosiunaite, Aurelija. "Lithuanian Saturday Schools in Chicago: Student Proficiency, Generational Shift, and Community Involvement." Heritage Language Journal 10, no. 1 (June 30, 2013): 108–33. http://dx.doi.org/10.46538/hlj.10.1.6.
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This article explores the Lithuanian heritage speakers’ community in the United States. It aims to look at the correlations between generation or age of arrival in the United States, and self-reported language proficiency. Usage of Internet materials in Lithuanian and involvement in Lithuanian activities are also addressed. The case study contrasts findings from two different sources: a survey conducted in two Chicago-area Lithuanian Saturday schools in 2007 and an Internet Survey administered to Lithuanian-American middle, high school, and college students via Survey Monkey in 2008. The empirical data indicate that Lithuanian heritage speakers form a diverse linguistic community having different linguistic competences in the heritage language. Consistent with the findings of other heritage languages (Carreira & Kagan, 2011), Lithuanian heritage speakers exhibit high oral proficiency but lack writing and reading skills. The correlation between the age of arrival and linguistic competence in Lithuanian was also observed: the younger the age of arrival in the United States, the weaker competence in Lithuanian was reported. Findings on Lithuanian heritage speakers’ involvement in the heritage community indicate that most of the respondents are highly involved in community activities. All of the third-generation (G3) respondents reported their involvement in Lithuanian Saturday schools, which indicates that Lithuanian education is still actively promoted among G3 heritage speakers.
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Setyarini, Sri, Bachrudin Musthafa, and Ahmad Bukhori Muslim. "“I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 218–25. http://dx.doi.org/10.17509/ijal.v10i1.25062.
Full textAbstract:
Preserving Indonesian as a national identity and institutional readiness to perform the national curriculum 2013 instruction has become a critical factor in the exclusion of English as a compulsory subject at the elementary school level. This leaves rooms for teachers’ confusion and creativity, leading to various practices at different school clusters, depending on parental demands and school readiness. This study thus tries to cast light on the social agency demand and inter-school readiness for young learners in the Indonesian EFL pedagogical contexts. This instrumental case study portrays the practices of English language teaching at three clusters of Indonesian primary schools; local, national, and independent, as well as responses of parents and students to these practices. Involving 4-6 grade students and English teachers of six primary schools, the data were garnered through classroom observation, interviews, and document analysis. The findings revealed that although teaching English to young learners is somehow communicative and fun, it more emphasises literacy skills (reading, writing, and grammar), particularly at local schools as the majority cluster across the country. Since English is a non-phonetic language, this literacy-focused practice is rather contradictory to what parents as social agencies expect, that is, to develop their children’s English oral proficiency. The study also offers ways by which teachers and schools can accommodate this social agency’s needs for speaking skills by focusing more on student-centred and oral English proficiency activities and assessment.
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Oskina, Nataliia, Eleonora Stryga, Bohdana Avramenko, Viktoriia Piven, and Larysa Verhun. "Development of foreign language discourse competence of students in university education." LAPLAGE EM REVISTA 7, Extra-B (May 31, 2021): 125–34. http://dx.doi.org/10.24115/s2446-622020217extra-b896p.125-134.
Full textAbstract:
The purpose of the study is to establish step-by-step indicators of intensification of foreign language proficiency in the learning process, the possibility of developing foreign language discursive competence in higher school students by promoting their speech and writing skills. Methods. The study is based on an integrated approach. This article uses a number of methods of synthesis and analysis. The method of experiment, which is the basic in work, is also presented. The evaluation of the effectiveness of the experiment was carried out with the involvement of a questionnaire, which was conducted in stages. The hypothesis is that well-developed discursive competence promotes a better understanding of oral and written texts not only locally but also globally, in addition to creating a more universal and comprehensive discourse to improve speaking and writing skills. In the future, scientists need to focus not on the actual linguistic competence, vocabulary and grammar systems, but also to explore the relationship of complexity in the implementation of foreign language discursive practices, ways to develop students' discursive competence in reading and speaking.
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Farazdast, Hossein, and Kian Pishkar. "An Exploration of the Relationship between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery." International Journal of English Linguistics 6, no. 7 (December 1, 2016): 177. http://dx.doi.org/10.5539/ijel.v6n7p177.
Full textAbstract:
<p>The diverse population of learners includes students who are high performing in reading as well as those who struggle with reading. This research concerns struggling readers. The goal of teachers is to identify struggling readers and discover ways to address the reading needs of those students. Pinnell (2006) stated that teachers have a common goal: to make literacy a true part of the lives of all students. There are many interventions to help struggling readers. Reading Recovery (RR) is a short-term reading intervention program designed to help the children develop effective strategies for reading and reach average levels for their particular peer group (Fountas & Pinnell, 1996). Research has confirmed the positive impact of RR on readers who struggle (Allington, 2005; Clay, 1993; McKee, 2006; Schwartz, 2005). In particular, Allington (2005) outlined five principles of scientific reading instruction: (a) classroom organization; (b) matching pupils to texts; (c) access to interesting texts, choice, and collaboration; (d) writing and reading; and (e) expert tutoring. Research has shown that RR addresses four of these five principles.</p>
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Alharthi, Thamer. "Implementation of Communication Strategies for Lexical Difficulties in Writing Production." International Journal of Linguistics 12, no. 1 (February 19, 2020): 179. http://dx.doi.org/10.5296/ijl.v12i1.16500.
Full textAbstract:
Learning vocabulary is undeniably a key requirement for being successful in language learning. The lexicon therefore is an integral part of writing successful compositions, without which they become rather meaningless. In spite of this dynamic link, research in this field seems rather lacking in many shapes and forms; partly because of the inextricable link between vocabulary and reading and partly because of the relationship between learners’ communication strategies and vocabulary use to the extent current research overshadows that in vocabulary use in writing. This paper aims to classify the problems writers of English as a Foreign Language face, adopting a model proposed by Hemmati (2001) which follows Chomsky’s distinction between performance and competence errors. A study was carried out with thirty-one final year English students who were asked to write an argumentative essay, followed by oral retrospective interviews on their writing of the essay. The frequency of certain lexical problems varied according to the writing output the students were assigned, e.g. lexical gaps, mastery of aspects of known words and retrieval of word aspect problems in L2 writing. With regard to communication strategy, the study participants reported the use of such a strategy by following an order of preferences, e.g. prioritizing paraphrase, followed by circumlocution, then message replacement, and then body language. Significant correlations were found between participants’ lexical proficiency and the frequency of types of lexical problem they experienced as well as their particular choice of communication strategies. The paper ends by discussing the pedagogical and research implications of the study.
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McManus, Kevin, and Rosamond Mitchell. "Subjunctive use and development in L2 French." Morphological Expression of Temporality on the Verb in French as a Second Language / L’expression morphologique de la temporalité sur le verbe en français langue seconde 6, no. 1 (August 28, 2015): 42–73. http://dx.doi.org/10.1075/lia.6.1.02mcm.
Full textAbstract:
We investigated the use and development of the Subjunctive in L2 French. Participants were 29 students of French at a UK university, who additionally spent nine months in France, and ten native speakers of French. Data were collected from two production tasks (oral and written) and a grammaticality judgement task. The results show that all participants made some use of the Subjunctive before leaving for France, with only limited development in its use during their stay. It is more frequently used in writing than in speech, consistent with French corpus-based research (O’Connor DiVito 1997). The judgement findings reveal significant differences between different Subjunctive triggers, with learners consistently better able to recognise affirmative triggers over conjunctions and negatives. Overall, it appears that affirmative Subjunctive triggers represent a key source of development, with most change evident for lower proficiency learners.
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Turner, Faythe. "Editor's Note." Ethnic Studies Review 20, no. 1 (January 1, 1997): i—ii. http://dx.doi.org/10.1525/esr.1997.20.1.i.
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This issue of the Journal of the National Association of Ethnic Studies presents an interesting cross section of ethnic groups in the United States: Native American, Vietnamese, Latino, African American. Several of the articles involving these groups raise the persistent question of assimilation versus acculturation and where the health and welfare of the children of immigrants or the younger generation of immigrants lies. Shaw N. Gynan in “Hispanic Immigration and Spanish Maintenance as Indirect Measures of Ethnicity: Reality and Perceptions” has found that the newest generation of Latinos not only are more involved ethnically with their Spanish heritage than earlier immigrants but also are more proficient in English, information that might cause the promoters of English as the official language of the United States to rethink their position. In “An Examination of Social Adaptation Processes of Vietnamese Adolescents” Fayneese Miller, My Do, and Jason Sperber show that this age group finds its strength in a strong attachment to their ethnic community and proficiency in speaking and writing English: the first keeps them grounded and the second two allow them the confidence to progress in their new society. In “Community Versus Assimilation: A Study IN American Assimilation at Saint Joseph's Indian Industrial School” Sarah Shillinger shows through oral history the effects of being removed from one's ethnic community as Indian children were in the board school movement of the early twentieth century.
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Van der Slik, Frans W. P. "ACQUISITION OF DUTCH AS A SECOND LANGUAGE." Studies in Second Language Acquisition 32, no. 3 (June 29, 2010): 401–32. http://dx.doi.org/10.1017/s0272263110000021.
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This study reports on the impact of 11 West European first languages on the acquisition of Dutch. Using data from nearly 6,000 second-language learners, it was found that the mother tongue had a rather large impact on two language skills—namely, oral and written proficiency—as measured by the scores received by these learners on the State Examination of Dutch as a Second Language. Multilevel analyses showed that the effect of the mother tongue can adequately be modeled by means of the cognate linguistic distance measure, adopted from McMahon and McMahon (2005). The explanative power of the genetic linguistic distance measure (Cavalli-Sforza, Menozzi, & Piazza, 1994), on the other hand, was rather poor. Additionally, learner characteristics (age of arrival, length of residence, hours studying Dutch, education, and gender) and context characteristics (quality of schooling in the country of origin and multilingual country of origin) explained part of the variation in Dutch speaking and writing skills.
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Меліса Грабовач and Капранов Олександр. "Syntactic Complexity at the Intermediate Level in EFL Writing by Early Balanced Bilinguals." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 55–64. http://dx.doi.org/10.29038/eejpl.2016.3.1.gra.
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The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The corpus of the participants’ written assignments was analysed in L2 Syntactic Complexity Analyzer and SPSS software programs respectively. Data analysis involved measures of syntactical complexity. It has been found that the participants’ written assignments are characterised by statistically significant number of T-units scores in comparison with the Swedish L1 monolingual controls. These findings are further presented and discussed in the article.
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Kustati, Martin, Hallen, Yunisrina Qismullah Yusuf, Hidayat Al-Azmi, and Dini Hanifa. "EAP NEED ANALYSIS FOR LECTURERS: THE CASE OF A STATE ISLAMIC UNIVERSITY IN PADANG, INDONESIA." Humanities & Social Sciences Reviews 8, no. 3 (May 8, 2020): 64–75. http://dx.doi.org/10.18510/hssr.2020.838.
Full textAbstract:
Purpose of the study: The research aims to identify the need and level of English Academic Proficiency (EAP) of lecturers in Padang, Indonesia, in using English.
Methodology: From a total of 365 lecturers in the entire six faculties at UIN Imam Bonjol Padang, Indonesia, 92 lecturers were selected randomly as respondents for this research. To collect data, a questionnaire was used to gather the lecturers’ perception of the need for EAP programs, which is related to their ability in four language skills (listening, reading, speaking, and writing) and on the EAP test.
Main Findings: A majority of lecturers needed an EAP course to improve their professionalism and competences. They preferred speaking and writing for future careers or activities such as writing English books, journals, and reports, participating in international events, becoming credible academic staff, developing teaching profession, and other individual competences to improve their professionalism. This study found a majority of their ability in EAP was in the levels of elementary and intermediate.
Applications of this study: This study suggests that if Indonesia expects its policy of teaching profession reform to be successful, intensive and consistent lecturers’ development and programs must be well-organized, and sufficient resources must be allocated so that all faculty members, especially those under the Ministry of Religious Affairs, can meet the objectives.
Novelty/Originality of this study: No specific reports on EAP need analysis for lecturers in Indonesia are found. The current need to design an EAP program need-based analysis assessment would help instructors to communicate their research in both written and oral English successfully. This program should aid academics to report on their research not only in written form but also in spoken language.
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Ávila-Cabrera, José Javier. "Reverse Subtitling in the ESP Class to Improve Written Skills in English." Journal of Audiovisual Translation 4, no. 1 (March 30, 2021): 27–49. http://dx.doi.org/10.47476/jat.v4i1.2021.22.
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The improvement of foreign language (L2) skills is of paramount importance in the university context, and a considerable number of students lack linguistic proficiency in their oral and written communication skills. This lack of proficiency needs to be properly addressed and methodologies employed in order to help students improve such skills. There are many cases in which international students, whose cultural background is either European or Asian, need to improve their oral and written production in English as an L2. This paper presents a study conducted at the Universidad Complutense de Madrid throughout the 2017–2018 academic year, in which a number of undergraduate students enrolled in English for Specific Purposes (ESP) used reverse subtitling, from Spanish or Chinese into English, as a learning tool. The main focus of this case study was to enable students to improve their written skills in English through the combined use of Business English and reverse subtitling in accordance with the course content and expectations. A mixed method was used in order to gather and evaluate quantitative and qualitative data. This study therefore aims to bring to the fore the potential of using reverse subtitling in the ESP class. Lay summary Improvement in written and oral skills is a universal task for all university students studying a foreign language. Their goal is to work toward improving their skills in English for Specific Purposes (ESP) by completing the tasks proposed by their lecturers in the subject in which they are enrolled. One of these skills is writing, which is a production skill that requires the lecturer’s supervision. The aim of this paper is to present a study centred on the improvement of written skills in the class of ESP with a majority of students from Spain and a minority from China. The study took place in the 2017–2018 academic year at the Universidad Complutense de Madrid, Spain. Participants submitted compositions in English relating to business and commerce. In addition, they used subtitling as a pedagogical tool to improve their written production in ESP. This practice consisted of transferring the original oral text of a video into subtitles, from Spanish to English (in the case of Spanish speakers) and from Chinese into English (for Chinese speakers). By doing so, we compared quantitative data obtained from the tasks submitted by students, and qualitative data in the form of participant questionnaires in order to observe improvement in their skills. We aim to highlight the pedagogical potential of subtitling for the improvement of written skills in ESP.
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Martínez-Adrián, María, and Izaskun Arratibel-Irazusta. "The interface between task-modality and the use of previously known languages in young CLIL English learners." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 473–500. http://dx.doi.org/10.14746/ssllt.2020.10.3.4.
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This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics.
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Nestelroad, Jessica, and Wendy Ashley. "From Social Worker to Social Worker: MSW Mentorship Outcomes." International Research in Higher Education 4, no. 1 (February 13, 2019): 1. http://dx.doi.org/10.5430/irhe.v4n1p1.
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Students returning to graduate school after years in the workforce face multiple challenges, including reviving dormant academic skills, juggling multiple roles and role alterations, and navigating academic structures and procedures. Department of Children and Family Services (DCFS) Children’s Social Workers (CSW’s) returning to school to obtain a Masters in Social Work (MSW) degree face additional unique challenges, including graduate level writing expectations, learning to be a professional social worker as dictated by the standards of the discipline, and making a paradigm shift from social work employee to social work student. A mentoring project was developed to assist students employed as CSW’s in successfully transitioning from employee to MSW student, and aimed to strengthen the public child welfare employee students to ensure that they are better equipped to successfully achieve their MSW, develop strategies to effectively integrate their skills into the DCFS system following graduation and ultimately increase proficiency to effectively serve vulnerable children and families. The purpose of this research study is to explore how the implementation of a mentorship program for CSW’s obtaining an MSW contributed to professional success post-graduation, when social workers returned to their positions with DCFS. This qualitative study was developed using detailed oral interviews with five participants. This research reveals mentorship programs can be both personally and professionally successful, identifying needs germane to this population of students and suggesting a specialized approach to educating current CSW’s to cultivate the skills essential for effective social work practice.
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Adityarini, Ida Ayu Putri, I. Wayan Pastika, and I. Nyoman Sedeng. "INTERFERENSI FONOLOGI PADA PEMBELAJAR BIPA ASAL EROPA DI BALI." Aksara 32, no. 1 (July 1, 2020): 167–86. http://dx.doi.org/10.29255/aksara.v32i1.409.167-186.
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This study aimed to determine phonological interference that occurs on BIPA learners from Europe in Bali. Oraland written data are used in this research that were obtained from learners' speeches and writings when learning Indonesian in the class. This research was guided by interference theory according to Weinreich (1953). Oral data were collected using proficient inversion techniques (SLC), skillful in-flight listening techniques (SBLC), recording techniques, and note taking. Writing data were collected by the test method. The data analyzed and presented in formal and informal forms. The results of data analysis showed that phonological interference that occurred in BIPA learners from Europe in Bali, namely in the form of vocal noise interference (occurred in vowels [a], [u], and [ə]), consonant sound interference (occurred in consonants [h] , [r], [g], [ŋ], [t], [g], and [ɲ]), interference in the form of sound addition (occurred in the sounds [ŋ] and [ɲ]), and interference in the form of sound removal ( occurred in consonants [r], vowel series [e] and [a], and consonants [h]). This interference occurred because of differences in vowel and consonant sounds in Indonesian and English. In addition, this interference was also caused by the different pronunciation of a vowel sound or consonant sound in both languages.
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Zanjani, Behnam Arabi, and Siros Izadpanah. "The Impact of Listening Strategies on Improving Learners’ Listening Skill in Iran." Journal of Language Teaching and Research 7, no. 6 (November 1, 2016): 1089. http://dx.doi.org/10.17507/jltr.0706.04.
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Viable listening comprehension skills are essential as the world gets to be more and more worldwide. Multi media and the web get to be discussions for English communication. EFL learners struggle to grasp oral English writings in their listening comprehension categories. In this study, a group of 103 Iranian EFL learners participated in this study and answered a general proficiency test of Nelson and 81 students responded to the listening section of TOEFL. Students were classified into effective and ineffective listeners by application of O'Malley et al's subjective criteria (1989) and the scores of students in TOEFL. To elicit the listening strategies of each group, listening strategy questionnaire was developed. A Case II t-test analysis of the questionnaires (P < .05) showed a meaningful difference between effective and ineffective listeners. The subjects were divided on the basis of their pre-listening scores into experimental and control groups. The experimental group received the instruction of listening strategies and control group received the placebo treatment. The treatment included introduction, modeling and practicing the listening strategies. A posttest of listening section of TOFEL was administered to both groups. The results imply that listening strategies can be taught.
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Asif Siddiqui, Amina, Verda Nadeem Butt, and Saamia Bilal Khan. "DEVELOPING PROFICIENT LITERACY SKILLS IN CHILDREN WITH BILATERAL PROFOUND SENSORINEURAL HEARING LOSS." Pakistan Journal of Rehabilitation 4, no. 1 (January 10, 2015): 15–22. http://dx.doi.org/10.36283/pjr.zu.4.1/005.
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Objective By 6 years, typically developing children have adequate reading/ reading comprehension, and writing skills. Per evidence-based research, phonological development is a pre-requisite to literacy skills as shown in the growth of receptive/expressive language modalities. Hypothetically, children develop phonological skills mainly through listening unlike children with congenital hearing impairment (HI), who lacks language and acquisition of phonological skills prior to literacy. This study aims to establish a computer- based program called Articulation, Language and Literacy Program (ALLP), following Aural-Oral Approach in children with HI to develop literacy. Method Phonological skills were introduced through the program to 10 children with sensorineural hearing loss targeting areas of articulation, language, and literacy skills, all of whom received early intervention through binaural hearing-aids or monaural cochlear implant. This program facilitated sound-word associations required for reading, simultaneously correcting production of speech, and developing lexical skills. Auditory training was mandatory through all stages of literacy development. Verbal responses and listening skills for speech sounds were recorded on weekly basis with individually tailored assessment tools. Generalization of therapeutic skills was facilitated through handouts given to parents. Conclusion This study reveals that early intervention is critical to language development and literacy skills, leading to academic success of children with hearing impairment in the mainstream academic environment.
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Towns, Stuart G., and Richard Watson Todd. "Beyond proficiency." English Text Construction 12, no. 2 (October 1, 2019): 265–89. http://dx.doi.org/10.1075/etc.00029.tow.
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Abstract Many studies have investigated the correlations between linguistic features and human judgements of writing quality. These studies usually investigate either proficient student writing or exceptional literary writing. The current study attempts to bridge these two perspectives by comparing proficient writing to award-winning exceptional writing using movie reviews written by bloggers and Pulitzer Prize winners. A range of linguistic features representing syntactic complexity, lexical complexity, and lexical cohesion were analyzed using both automated and interpretive methods. It is found that some, but not all, of the trends seen in writing development studies continue on to exceptional writing, with lexical sophistication and lexical cohesion through conceptual associations making the largest contributions to the differences between proficient and exceptional writers.
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Cahyono, Bambang Yudi, and Titik Rahayu. "EFL STUDENTS’ MOTIVATION IN WRITING, WRITING PROFICIENCY, AND GENDER." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 2 (September 28, 2020): 162. http://dx.doi.org/10.15639/teflinjournal.v31i2/162-180.
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There have been a lot of research studies on the role of motivation in education and language learning. However, research on the role of motivation in the area of EFL (English as a foreign language) writing is a rare undertaking. This study aimed to examine the correlation between EFL students’ motivation in writing and their writing proficiency. It also compared female and male students in terms of their motivation in writing and their writing proficiency. This study involved 55 university students of English department (17 female and 38 male students) who were required to write essays and respond to a motivation in writing questionnaire. The results showed that there was a high correlation between the EFL students’ motivation in writing and their writing proficiency. It was also revealed that there were significant differences in the motivation in writing as well as writing proficiency of the female and male students. The findings of this study suggested that the EFL students who had a higher level of motivation in writing had better writing proficiency. The study also showed that female students outperformed male students in terms of both motivation in writing and writing proficiency.
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Firch, Tim, Annhenrie Campbell, Steven Filling, and David H. Lindsay. "An Accounting Writing Proficiency Survey." American Journal of Business Education (AJBE) 4, no. 4 (April 6, 2011): 15–24. http://dx.doi.org/10.19030/ajbe.v4i4.4190.
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Kyle, Kristopher, Scott A. Crossley, and YouJin Kim. "Native language identification and writing proficiency." International Journal of Learner Corpus Research 1, no. 2 (September 14, 2015): 187–209. http://dx.doi.org/10.1075/ijlcr.1.2.01kyl.
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This study evaluates the impact of writing proficiency on native language identification (NLI), a topic that has important implications for the generalizability of NLI models and detection-based arguments for cross-linguistic influence (Jarvis 2010, 2012; CLI). The study uses multinomial logistic regression to classify the first language (L1) group membership of essays at two proficiency levels based on systematic lexical and phrasal choices made by members of five L1 groups. The results indicate that lower proficiency essays are significantly easier to classify than higher proficiency essays, suggesting that lower proficiency writers make lexical and phrasal choices that are more similar to other lower proficiency writers that share an L1 than higher proficiency writers that share an L1. A close analysis of the findings also indicates that the relationship between NLI accuracy and proficiency differed across L1 groups.
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Singh, Nirbhay N., and Judy Singh. "Increasing Oral Reading Proficiency." Behavior Modification 10, no. 1 (January 1986): 115–30. http://dx.doi.org/10.1177/01454455860101007.
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