Journal articles on the topic 'Primary aged learners'
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Blanco-Suárez, Zeltia, Francisco Gallardo-del-Puerto, and Evelyn Gandón-Chapela. "The Primary Education Learners’ English Corpus (PELEC): Design and compilation." Research in Corpus Linguistics 8 (2020): 147–63. http://dx.doi.org/10.32714/ricl.08.01.09.
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This paper describes the process of design and compilation of the Primary Education Learners’ English Corpus (PELEC), a learner corpus which includes written (14,577 words) and spoken materials (47,032 words) from Primary Education learners in the Autonomous Community of Cantabria. It is composed of data from a total of 252 students in the fourth and sixth grade of Primary Education (aged 9–10 and 11–12, respectively) who were studying in five different state schools which followed either a Content and Language Integrated Learning (CLIL) or an English as a Foreign Language (EFL) approach.
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Nilsson, Maria. "Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners." Studies in Second Language Learning and Teaching 10, no. 2 (June 29, 2020): 257–81. http://dx.doi.org/10.14746/ssllt.2020.10.2.3.
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This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.
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Buendía-Castro, Míriam, and Oksana Afitska. "Primary School Pupils’ Use of Verb Collocations in Science Assessment: Patterns of Linguistic Behaviour by Language Background Factor." Education Sciences 13, no. 12 (December 3, 2023): 1208. http://dx.doi.org/10.3390/educsci13121208.
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This article explores patterns of linguistic behaviour and challenges associated with low(er) linguistic competences in primary school learners in subject-specific areas of the curriculum. The study draws on science test data, specifically on two assessment tasks, collected from 209 primary school students, aged between 9 and 11 years (Key Stages 5 and 6 of the statutory framework for learning in England). The population sample is made up of learners from six state primary schools in Yorkshire and the Humber Region, UK. Some of the learners speak English as their mother tongue while others speak English as their second or third language. Learner test data were analysed in order to answer the following research questions: (1) What verb collocations do learners use when demonstrating their content knowledge on the topic of “separating solids and liquids” in Science? (2) Do English language learners (ELLs) and English native speaking learners (ENSs) use verb collocations differently? If so, what is the nature of these differences? The results revealed differences between linguistic performances in the two groups of learners. ENSs tended to produce natural collocations with motion verbs. ELLSs, however, faced challenges in producing idiomatic language. They also encountered more difficulties than ENSs in understanding assessment tasks’ instructions and/or in reporting subject-specific knowledge in response to the assessment tasks.
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Giannikas, Christina Nicole. "Language Education and primary school children: the story of using stories." International Journal of Action Research 15, no. 2-2019 (August 7, 2019): 157–69. http://dx.doi.org/10.3224/ijar.v15i2.05.
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The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.
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Segura, Marta, Júlia Barón, and Helena Roquet. "Productive vocabulary learning in pre-primary education through soft CLIL." Open Linguistics 8, no. 1 (January 1, 2022): 297–327. http://dx.doi.org/10.1515/opli-2022-0194.
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Abstract The present study aims to contribute to the field of Foreign Language (FL) acquisition by analysing English as a Foreign Language (EFL) vocabulary learning in pre-primary education learners following a Content and Language Integrated Learning (CLIL) programme. Although the present study focuses on productive vocabulary acquisition, such results are later compared to receptive vocabulary findings reported in a previous study following the same learners over the same period of time. Additionally, word frequency effects are studied. A 6-month longitudinal study was conducted with Catalan and Spanish bilingual EFL learners (N = 155) aged 4 and 5. Through the programme, two curricular units traditionally taught in the learners’ mother tongue were worked on through a soft CLIL approach. Learners were administered a general vocabulary pre-test, and by the end of the intervention, receptive and productive vocabulary tests were given to the students, including the target words presented in the soft CLIL sessions. Positive trends were found in productive vocabulary learning, which may eventually turn into significant differences over a longer treatment period. A significant frequency effect was observed, as there was a higher recollection rate of higher-frequency words. When comparing receptive and productive vocabulary results, statistically significant higher scores were reported in receptive tests than in productive ones.
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Shilunga, Anna P. K., Hans J. Amukugo, and Kabwebwe H. Mitonga. "Knowledge, attitudes and practices of primary schools learners on sanitation and hygiene practices." International Journal Of Community Medicine And Public Health 5, no. 8 (July 23, 2018): 3197. http://dx.doi.org/10.18203/2394-6040.ijcmph20183051.
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Background: Water, sanitation and hygiene played a significant role in schools by reducing water and sanitation related diseases; subsequently improving the health and learning performance of school-aged children. However, ppeople’s knowledge and attitudes on sanitation and hygiene determine the actual practice towards it. This study aimed at assessing and describing the knowledge, attitudes and practices of primary school learners towards sanitation and hygiene.Methods: A quantitative, descriptive design was used. A questionnaire was used to collect data among 450 learners in 10 selected primary schools in Ohangwena region. The study population was grade five, six and seven primary school learners. A three staged probability sampling method was employed. Statistical analysis was done using the Statistical Package for Social Sciences version 23.Results: The result indicated that younger learners in lower school grades, has poorer knowledge, attitudes and practices towards hygiene and sanitation than older learners irrespective of their gender, school circuits or location. This is a logical conclusion because, as learners become older, they become more aware and take precautions about hygiene and sanitation issues.Conclusions: Younger learners in lower school grades, has poorer knowledge, attitudes and practices towards hygiene and sanitation irrespective of their gender, school circuits or location. The older learners become more aware, and cautious about hygiene and sanitation issues comparing to younger learners. The practice and knowledge of sanitation and hygiene are implicated by the reality of the conditions of the sanitation facilities available to them.
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Fokides, Emmanuel, and Georgia Lagopati. "The Utilization of 3D Printers by Elementary-Aged Learners: A Scoping Review." Journal of Information Technology Education: Innovations in Practice 23 (2024): 006. http://dx.doi.org/10.28945/5288.
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Aim/Purpose: This review’s main objective was to examine the existing literature on the use of 3D printers in primary education, covering students aged six to twelve across general, special, and inclusive educational environments. Background: A review of the literature indicated a significant oversight – prior reviews insufficiently distinguish the application of 3D printing in primary education from its utilization at higher educational tiers or focused on particular subject areas and learning domains. Considering the distinct nature and critical role of primary education in developing young students’ cognitive abilities and skills, it is essential to concentrate on this specific educational stage. Methodology: The scoping review was selected as the preferred research method. The methodological robustness was augmented through the utilization of the backward snowballing technique. Consequently, a total of 50 papers were identified and subjected to thorough analysis. Contribution: This review has methodically compiled and analyzed the literature on 3D printing use among elementary students, offering a substantial addition to academic conversations. It consolidated and organized research on 3D printers’ educational uses, applying robust and credible criteria. Findings: Many studies featured small sample sizes and limited research on inclusive and special education. The analysis revealed 82 distinct research goals and 13 educational fields, with STEM being the predominant focus. Scholars showed considerable interest in how 3D printers influence skills like creativity and problem-solving, as well as emotions such as engagement and motivation. The majority of studies indicated positive outcomes, enhancing academic achievement, engagement, collaboration, creativity, interest, and motivation. Nonetheless, challenges were noted, highlighting the necessity for teacher training, the expense of equipment, technical difficulties, and the complexities of blending new methods with traditional curricula. Recommendations for Practitioners: To capitalize on the benefits that 3D printers bring, curriculum planners are urged to weave them into their programs, ensuring alignment with educational standards and skill development. The critical role educators play in the effective implementation of this technology necessitates targeted professional development programs to equip them with the expertise for successful integration. Moreover, 3D printing presents a unique opportunity to advance inclusive education for students with disabilities, offering tailored learning experiences and aiding in creating assistive technologies. In recognizing the disparities in access to 3D printing, educational leaders must address the financial and logistical barriers highlighted in the literature. Strategic initiatives are essential to democratize 3D printing access, ensuring all students benefit from this educational tool. Recommendation for Researchers: Comparative studies are critical to elucidate the specific advantages and limitations of 3D printing technology due to the scarcity of research contrasting it with other tools. The variability in reporting durations of interventions and research environments underscores the necessity for uniform methodologies and benchmarks. Because research has predominantly focused on STEM/STEAM education, expanding into different educational areas could provide a comprehensive understanding of 3D printing’s capabilities. The existence of neutral and negative findings signals an opportunity for further investigation. Exploring the factors that impede the successful integration of 3D printing will inform the creation of superior pedagogical approaches and technological refinements. Future Research: As the review confirmed the significant promise of 3D printing technology in enriching education, especially in the context of primary education, the imperative for continued research to refine its application in primary education settings is highlighted.
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Photo, Patricia. "Investigating Primary School Learners’ Knowledge and Awareness of Wild Animals and Their Habitat Before Visiting the Zoological Garden: A Case Study." Jurnal Pendidikan Indonesia Gemilang 3, no. 2 (August 31, 2023): 181–96. http://dx.doi.org/10.53889/jpig.v3i2.224.
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This research paper examined primary school learners’ knowledge and awareness of wild animals and their habitats before visiting the zoological garden. The study poses two research questions: 1) To what extent do primary school learners demonstrate knowledge and comprehension of wild animals prior to visiting the zoological garden? 2) What is the level of learners' awareness about wild animals’ habitats before visiting the zoological garden? Using a phenomenological approach, the study explored the learners' knowledge and awareness of wild animals. Data was collected through qualitative methods, including drawings, from a sample of six learners aged 10-12 years old. The findings indicate that learners have limited knowledge and comprehension of wild animals and their habitats before visiting the zoological garden. The results also highlight the significance of teachers incorporating information about wild animals’ behaviour and adaptation to their environment when teaching science. The study recommends that zoological gardens offer learners valuable educational opportunities to improve their understanding of these animals.
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Tergujeff, Elina. "Learner Perspective on English Pronunciation Teaching in an EFL Context." Research in Language 11, no. 1 (March 30, 2013): 81–95. http://dx.doi.org/10.2478/v10015-012-0010-z.
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This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.
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Pollard, Dawn, and Sally Birdsall. "Who loves maths? Exploring ways to foster primary-aged learners’ positive emotions during maths Dawn Pollard and Sally Birdsall." Set: Research Information for Teachers, no. 1 (June 4, 2021): 28–35. http://dx.doi.org/10.18296/set.0194.
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Learning in maths is complex because it is a process that involves cognition and the affective domain. Indeed, learners experience many emotions during maths, both positive and negative, which influences their learning. In addition, the learner can believe that one’s capacity to do maths is static and cannot be changed. All these aspects are linked to mathematical learning outcomes. This small-scale inquiry investigated 11 Year 3 and Year 4 girls’ beliefs and attitudes towards maths and their maths learning. Findings showed that these girls held a range of beliefs and attitudes, and experienced a range of emotions during maths learning. Their responses also showed a range of beliefs about the malleability of their mathematical capacity. Strategies for engendering more positive emotions about maths are identified.
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Hochfeld, Tessa, Jeanette Schmid, Sheri Errington, and Shaheda Omar. "Learners’ perspectives on school safety in Johannesburg." South African Journal of Education 42, no. 1 (February 28, 2022): 1–9. http://dx.doi.org/10.15700/saje.v42n1a1936.
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In this article we report on a South African study conducted with 1,779 learners aged 11 to 18 years from 8 schools in urban areas in and around Johannesburg. These learners’ perspectives on school safety confirm that South African learners experience their schools as unsafe. Their primary concerns related to coercion and violence against learners by peers or teachers on school grounds, although they regarded the physical school environment and domestic and community conditions as impacting school safety. To address safety concerns, learners desired the punishment of offenders and greater involvement and accountability of adults. We recommend an urgent whole-school intervention using a critical gender lens.
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Ojedoyin, Olusegun Olatunji, Oladapo Michael Olagbegi, Thayananthee Nadasan, and Pragashnie Govender. "Levels and Patterns of Physical Activity and Sedentary Behaviour of Primary School Learners in Lagos State, Nigeria." International Journal of Environmental Research and Public Health 19, no. 17 (August 29, 2022): 10745. http://dx.doi.org/10.3390/ijerph191710745.
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Background: Physical activity (PA) and sedentary behaviour (SB) assessment in children is critical for the prevention of noncommunicable diseases. African studies examining PA and SB of primary school-age children are few. This study investigated PA, SB levels and their correlates among primary school children in Lagos, Nigeria. Method: In a cross-sectional study of 733 learners, their self-reported PA and SB were assessed using the Children PA Questionnaire (CPAQ) (6–9 years age category) and Youth Activity Profile (YAP) (10–12 years age category) while pedometers were used for objective PA and SB assessment, and socioeconomic status (SES) index were measured using a structured questionnaire. Standardised procedures were used for anthropometric and cardiovascular measures. Results Based on CPAQ, 87.5% and 100% of the learners aged 6–9 years met the recommended PA and SB guidelines, respectively which were lower with pedometers (72.8% and 87.3%). The proportion of boys aged 6–9 years who met the guidelines for PA and SB (using pedometer) was significantly higher than that of the girls(PA: 80.7% vs. 64%, p = 0.018; SB: 94% vs. 80%, p = 0.008). Self-reported PA was positively associated with age (CPAQ: B = 455.39, p < 0.001; YAP: B = 1.638, p = 0.009) and negatively with SES (CPAQ: B = −201.39, p < 0.001; YAP: B = −1.000, p < 0.001). Objective PA was positively associated with waist to hip ratio(WHR) (6–9 years: B = 66090.24, p = 0.032) and negatively with sex (6–9 years: B = −5533.41, p = 0.027) and hip circumference (10–12 years: B = −1269.13, p = 0.017). SB was associated with SES in learners aged 10–12 years (B = −0.282, p = 0.003).Conclusion: High SES is a major predictor of reduced PA among these cohort of learners.
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Muderedzwa, Tavonga M., and Tonderayi M. Matsungo. "Nutritional status, physical activity and associated nutrition knowledge of primary school learners." Nutrition and Health 26, no. 2 (March 30, 2020): 115–25. http://dx.doi.org/10.1177/0260106020910625.
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Background: Nutrition education has the potential to improve eating habits, physical activity and nutritional status of schoolchildren. Aim: This study aimed to determine the nutritional status, physical activity levels and the associated nutrition knowledge of primary school learners aged 9–14 years in Harare, Zimbabwe. Methods: A cross-sectional survey was conducted among learners ( n = 368) from eight primary schools. A self-administered questionnaire was used to collect sociodemographic, nutrition knowledge and physical activity data. The weights and heights were measured using World Health Organization (WHO) standards. Pearson chi-square and Fisher’s exact tests were used to assess association between categorical variables. Binary logistic regression was used to explore the determinants of wasting and overweight. The level of significance was set at p < 0.05. Results: Overweight, wasting and stunting affected 25.8%, 6.3% and 3% of the learners, respectively. Only 52.7% of the learners achieved the WHO recommended 60 minutes of physical activity. The mean±standard deviation nutrition knowledge score of the learners was 70.3±10.9%. Stunted children were more likely to be wasted (odds ratio (OR) = 4.38; 95% confidence interval (CI) 1.07–17.8; p = 0.039). Inadequate dietary diversity score (OR = 0.44; 95% CI 0.22–0.87; p = 0.018) and using non-active forms of transportation (OR = 2.69; 95% CI 1.52–4.76; p = 0.001) were a significant predictor of overweight among the learners. Conclusions: Overweight was the leading form of malnutrition, coexisting with undernutrition, reflecting the presence of a ‘double burden of malnutrition’. Therefore, comprehensive and multi-sectoral interventions to improve healthy eating and physical activity are warranted.
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O’Halloran, Siobhan, Gabriel Eksteen, Nadene Polayya, Megan Ropertz, and Marjanne Senekal. "The Food Environment of Primary School Learners in a Low-to-Middle-Income Area in Cape Town, South Africa." Nutrients 13, no. 6 (June 15, 2021): 2043. http://dx.doi.org/10.3390/nu13062043.
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Rapid changes in food environments, where less nutritious foods have become cheaper and more accessible, have led to the double burden of malnutrition (DBM). The role food environments have played in shaping the DBM has attained global interest. There is a paucity of food environment research in low-to-middle-income countries. We conducted a case study of the food environments of school aged learners. A primary school in Cape Town was recruited. A multi-method design was used: a home food and eating behaviours questionnaire completed by 102 household respondents and four questions completed by 152 learners; learner participatory photography; a semi-structured school principal interview; a tuckshop inventory; observation of three-day tuckshop purchases. Foods that were commonly present in households: refined carbohydrates, fats/oils, chicken, processed meats, vegetables, fruit, legumes, snacks/drinks. Two thirds of households had rules about unhealthy drinks/snacks, ate supper together and in front of the TV, ate a home cooked meal five–seven times/week and ate breakfast together under two times/week. Vegetables were eaten under two times/week in 45% of households. A majority of learners (84%) took a lunchbox to school. Twenty-five learners photographed their food environment and 15 participated in semi-structured interviews. Six themes emerged: where to buy; what is available in the home; meal composition; family dynamics; peer engagement; food preparation. Items bought at informal food outlets included snacks, drinks and grocery staples. The principal interview revealed the establishment of a healthy school food environment, including a vegetable garden, although unhealthy snacks were sold at the tuckshop. Key dimensions of the food environment that require further investigation in disadvantaged urban and informal settlement areas include the home availability of unhealthy foods, eating behaviours in households and healthfulness of foods sold by informal food outlets.
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Basterrechea, María, and Francisco Gallardo-del-Puerto. "Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 423–47. http://dx.doi.org/10.14746/ssllt.2020.10.3.2.
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A considerable body of research within the interaction framework (Long, 1996) has centred on the language-related episodes (LREs) which occur when learners topicalize a specific linguistic item while they are engaged in meaning-focused tasks. Several studies have shown that the production of LREs may be influenced by the proficiency level of the learners (Kim & McDonough, 2008; Leeser, 2004). Sociocultural theory (Lantolf & Appel, 1994) has also explored collaborative work and the effect that pairing learners with the same proficiency levels or different patterns of interaction (Storch, 2002) has on the production of LREs (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of the pair formation method (student-selected vs. proficiency-matched) on young learners’ production of LREs and pair dynamics. This study compares young CLIL learners (aged 10-12) in student-selected and proficiency-matched pairs in task-based interaction. Results indicate that learners produce more meaning-based than form-based LREs, regardless of their pair formation method. The percentage of meaning-based LREs which are resolved accurately is much higher in proficiency-matched dyads than in student-selected ones. As for the patterns of interaction (Storch, 2002), the dynamics of proficiency-matched dyads are of a more collaborative nature than those of self-selected pairs.
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Lestari, Andika Setyo Budi, Toto Nusantara, Susiswo Susiswo, and Tjang Daniel Chandra. "Imitasi Dalam Komunikasi Matematis Siswa Untuk Menyelesaikan Masalah Matematika." IndoMath: Indonesia Mathematics Education 2, no. 2 (August 15, 2019): 95. http://dx.doi.org/10.30738/indomath.v2i2.4681.
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Imitation-related studies have been widely studied in children with autism, infants and young children. Imitation in the learning process is inseparable. The study of imitation in adults and school-aged children is still rarely studied, so the researcher was interested in conducting imitation-related research in mathematical communication in junior high school learners of class VII in one of the public schools in Bangil, Pasuruan, Indonesia. The type of the research was a qualitative research. The main instrument in this study was the researcher herself. The data sources in research were in the form of learner works, interview recordings, and field notes. The results showed that junior high school learners of class VII who became the subject of this research in communicating the completion of mathematical problems in doing an imitation towards elementary school teachers (primary school).The finding in this study was that personal closeness truly affects the imitations made by students in solving mathematical problems.
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Sorrell, David, and Gavin T. L. Brown. "A comparative study of two interventions to support reading comprehension in primary-aged students." International Journal of Comparative Education and Development 20, no. 1 (March 13, 2018): 67–87. http://dx.doi.org/10.1108/ijced-08-2017-0018.
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Purpose The purpose of this paper is to explore the explicit teaching of information text schema with vocabulary instruction to primary-aged students in Hong Kong international education. Design/methodology/approach Data were collected through three quasi-experimental studies with different age groups and participants. Each study divided participants into two randomly assigned groups, either informational texts (IT) or vocabulary building (VB). Impact was evaluated with gain scores on a standardized reading comprehension test and researcher-designed cloze tests of fiction and nonfiction passages. Findings The explicit teaching of IT can benefit student reading comprehension from an early age, particularly to first language (L1) English students and possibly second language (L2) English learners. School reading programmes should include opportunities for students to experience IT (nonfiction) and fiction materials, and build their vocabulary through incidental learning and explicit teaching. For IT, they should be exposed to: layout – e.g., headings, sub-headings, glossary, and index; and content – photographs and specific/technical vocabulary. For fiction-based texts and VB, the following themes should be covered by younger aged students: antonyms, synonyms, and affixes. Research limitations/implications Several limitations apply to this study which will need to be addressed in future studies. These include: the random sampling of students from the overall student population was not an option, given the necessity of voluntary participation and avoiding disruption to school routines. This study used meta-analysis to aggregate results across multiple comparisons largely because of the extremely small samples available. The data show large standard errors as a consequence of small numbers of participants. Hence, the current results, notwithstanding the power of meta-analysis, need to be validated with much larger samples in future studies. Originality/value This paper suggests that greater comprehension and cloze performance among L1 students was found due to the teaching of IT compared to vocabulary training, with the reverse result for L2 English learners.
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Mosully, Ayman. "An Investigation of EFL Learners’ Reading Strategy Use." International Journal of Linguistics, Literature and Translation 7, no. 4 (April 4, 2024): 25–33. http://dx.doi.org/10.32996/ijllt.2024.7.4.4.
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Reading is one of the four primary skills, alongside listening, writing, and speaking. It involves cognitive and comprehension processes. Reading is a dynamic skill that urges learners to find and use a variety of materials and resources. This study was conducted to reveal the type of reading strategies used by EFL preparatory university students at a foreign language department in a foundational university. The participants of this study were 65 EFL learners aged between 18 to 22 years old. The data was collected and analyzed through a questionnaire and semi-structured follow-up interviews. The findings gave insight into the reading strategies most and least used by learners. Furthermore, it provided EFL instructors with the opportunity to focus on the learners’ reading weaknesses. It also highlighted the importance of reading strategies awareness among learners and underscored the significance of acquiring reading strategies as a vital method for EFL learners to improve their reading comprehension.
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Sani, Sarina, and Hanita Hanim Ismail. "THROUGH THE LENS OF YOUNG SARAWAKIAN ENGLISH AS SECOND LANGUAGE LEARNERS: IDENTIFYING THEIR LANGUAGE LEARNING STRATEGIES." Journal of Nusantara Studies (JONUS) 7, no. 2 (June 30, 2022): 399–423. http://dx.doi.org/10.24200/jonus.vol7iss2pp399-423.
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Background and Purpose: Different language learners have varying capacities to acquire L2, where some learners develop their learning strategies faster than others. Hence, it is critical for instructors to examine the degree of understanding and ability obtained by the learners through the investigation of their language learning strategies particularly on the type of schools the learners attend. This study, therefore, reveals frequently employed learning strategies in ESL classrooms based on the type of school the learners attend, notably the distinction between Cluster School of Excellence (CSE) and non-cluster primary school in Malaysia.
Methodology: This quantitative research gathered information through the administration of a survey questionnaire. In total, 112 young ESL Malaysian learners (CSE:56; Non-CSE:56) aged 11 were chosen through stratified random sampling in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) that consist of 50 questions was used to collect information and SSPS Version 25 was used to interpret an independent t-test to determine the significant in strategies employed by the respondents.
Findings: The data revealed that the most prevalent Language Learning Strategy (LLS) used by young Malaysian ESL learners are metacognitive strategies that allow learners to manage their learning. Learners in non-CSE school adopt learning strategies more than learners in CSE school and there is no significant difference in the type of learning strategies employed by both learners.
Contributions: School’s environment reflects a significant impact on the academic success of students and the result of the investigation helped throughout the educational process to tailor teaching strategies to help learners achieve common educational goals. Teachers from both schools should use this chance to conceive, construct, or assign tasks that will push students to reach their full potential in language learning.
Keywords: Language learning, language learning strategies, type of school, Malaysian young learner.
Cite as: Sani, S., & Ismail, H. (2022). Through the lens of young Sarawakian English as second language learners: Identifying their language learning strategies. Journal of Nusantara Studies, 7(2), 399-423. http://dx.doi.org/10.24200/jonus.vol7iss2pp399-423
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Alabedi, Suzan, Farah Al Abidi, Khaleel Alarabi, Najeh Rajeh Alsalhi, and Nagaletchimee Annamalai. "Exploring instrumental and integrative motivation in ESL learners of primary schools in Abu Dhabi, UAE." International Journal of English Language and Literature Studies 13, no. 1 (January 4, 2024): 26–39. http://dx.doi.org/10.55493/5019.v13i1.4956.
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ESL learners are often motivated to learn English as a second language either through integrative or instrumental motivation. The purpose of this paper was to explore the type of motivation (instrumental or integrative) that impacted English language learning as well as the factors that impacted learners’ motivation. The qualitative method was adopted to conduct this research at a private school in Abu Dhabi in the United Arab Emirates. Data were collected via semi-structured interviews with 12 students aged eight to 10 years old backed up by naturalistic observations. The questions of the interviews used Gardner’s Attitude/Motivation Test Battery (AMTB). SPSS software was used to analyze the collected data. The main findings showed that students were highly motivated to learn English as a second language. Students’ sense of responsibility and student-teacher relationships played the most crucial role in impacting students’ motivation. The study identified its limitations and implications for future research and recommended to study the effect of technology integration on the level of motivation.
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Abrahams, Zulfa, Anniza de Villiers, Nelia P. Steyn, Jean Fourie, Lucinda Dalais, Jillian Hill, Catherine E. Draper, and Estelle V. Lambert. "What's in the lunchbox? Dietary behaviour of learners from disadvantaged schools in the Western Cape, South Africa." Public Health Nutrition 14, no. 10 (June 13, 2011): 1752–58. http://dx.doi.org/10.1017/s1368980011001108.
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AbstractObjectiveTo identify and describe factors associated with food shop (known as tuck shop in South Africa) and lunchbox behaviours of primary-school learners in South Africa.DesignAnalysis of data collected in 2008 from a cross-sectional survey.SettingSixteen primary schools in the Western Cape, South Africa.SubjectsA total of 717 grade 4 learners aged 10–12 years.ResultsA 24 h recall established that 69 % of learners carried a lunchbox to school and 49 % had consumed at least one item purchased from the school food shop/vendor. Most lunchboxes contained white bread with processed meat, whereas the most frequent food shop/vendor purchase comprised chips/crisps. Learners who carried a lunchbox to school had significantly lower BMI percentiles (P = 0·002) and BMI-for-age (P = 0·034), compared with their counterparts. Moreover, they were younger, had higher standard-of-living and dietary diversity scores, consumed more meals per day, had greater self-efficacy and came from predominantly urban schools, compared with those who did not carry a lunchbox to school. Learners who ate food shop/vendor purchases had a lower standard-of-living score and higher dietary diversity and meal scores. Only 2 % of learners were underweight, whereas 19 % were stunted and 21 % were overweight/obese (BMI ≥ 25 kg/m2).ConclusionsChildren who carried a lunchbox to school appeared to have greater dietary diversity, consumed more regular meals, had a higher standard of living and greater nutritional self-efficacy compared with those who did not carry a lunchbox to school.
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Makhado, Thendo Gertie, Rachel Tsakani Lebese, and Maria Sonto Maputle. "Incorporation of Epilepsy into Life Skills Education: Perceptions of Primary School Learners in Mpumalanga and Limpopo Province—A Qualitative Exploratory Study." Children 10, no. 3 (March 17, 2023): 569. http://dx.doi.org/10.3390/children10030569.
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Providing education on epilepsy is crucial, as this helps individuals to acquire the necessary knowledge and skills to effectively manage seizures while also reducing the stigma and misconceptions surrounding the condition. The aim of this research was to examine how learners perceive the integration of epilepsy education into life skills training. A descriptive-exploratory design was utilized for the study. The research took place in the provinces of Limpopo and Mpumalanga, located in South Africa, where primary schools in chosen rural communities were selected for the research. Six focus group discussions were conducted with learners aged 9 to 14 years in grades 4 to 7. Each group was comprised of six learners, resulting in a total of 36 individuals who satisfied the inclusion criteria. Data were collected from August to November 2022. Semi-structured interviews were utilized to collect data until saturation was reached. The collected data were analyzed with the assistance of ATLAS.ti. The study’s results underscore the significance of incorporating epilepsy education into life skills curricula at the primary school level, as revealed by two prominent themes that emerged: first, the reasons provided by students for the integration of epilepsy education into life skills training, and second, the preferred teaching methodologies for epilepsy education within the life skills curriculum as identified by learners. Trustworthiness and ethical consideration were ensured. It is recommended that guidelines for epilepsy life skills should be developed to enhance the wellbeing and academic performance of learners with epilepsy in primary schools in Mpumalanga and Limpopo provinces.
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Lehtinen, Antti, Pasi Nieminen, Salla Pehkonen, and Markus Hähkiöniemi. "Comparing Guidance via Implicit and Explicit Model Progressions in a Collaborative Inquiry-Based Learning Environment with Different-Aged Learners." Education Sciences 12, no. 6 (June 8, 2022): 393. http://dx.doi.org/10.3390/educsci12060393.
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There is a need for research on the effect of different types of model progressions and learner age on learning and engagement in inquiry-based science settings. This study builds on the Scientific Discovery as Dual Search model to introduce less specific implicit model progression and compares them to the traditional explicit model progression. The data come from Finnish 8-, 10-, and 12-year-olds collaboratively using two different configurations of an inquiry-based learning environment about balance. Balance scale tasks were used to assess learning. Students also rated their situation-specific engagement. Both types of model progressions were beneficial for learning but there was no difference in the normalized change scores between them. The 12-year-olds had a higher normalized change score than the 8-year-olds. There were no differences in situation-specific engagement between the two types of model progression. These results suggest that implicit model progression offers a way to provide less specific guidance and a more open learning environment for primary-aged learners compared to the more specific explicit model progression.
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Hayes, David. "Language education policy and practice in state education systems." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 240–61. http://dx.doi.org/10.1075/ltyl.19017.hay.
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Abstract This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in language use which is meaningful in their contexts). The status and training of highly skilled foreign language teachers for primary aged learners is also accorded due weight. Using case studies of English as a foreign language in the school systems of South Korea and Thailand, the article emphasizes the importance of policies which are appropriate to their educational and socio-cultural context and realistic objectives for young children’s early engagement with learning a foreign language if it is to be a positive experience in primary schools.
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Ponsamak, Noppadon, and Apisak Sukying. "Utilizing Facebook Input to Enhance Vocabulary Knowledge in Young EFL Learners." English Language Teaching 16, no. 12 (November 28, 2023): 68. http://dx.doi.org/10.5539/elt.v16n12p68.
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This mixed-methods study investigated the role of Facebook in enhancing Thai EFL primary school learners’ vocabulary knowledge. The study's primary goal was to examine how using Facebook as an instructional platform improves the written form of English vocabulary knowledge. Twenty-four primary school students, aged 11-12, participated in this study. Two tests were designed and validated to measure students’ receptive and productive knowledge of word form. A focus group was also used to gain deeper insight into students’ perspectives on the impact of Facebook input on vocabulary learning. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was used to analyze qualitative data. The results showed that students significantly improved their receptive and productive vocabulary knowledge, and the knowledge of word form (written) developed along the receptive-productive continuum. Additionally, the qualitative findings showed the usefulness of Facebook input. Indeed, the participants viewed the Facebook input as an inviting and stimulating atmosphere and a helpful platform to acquire vocabulary by engaging and sharing with their peers in the learning activity. Overall, the study indicates that Facebook input is an efficient alternative platform for vocabulary teaching. Implications for practitioners and suggestions for future studies are also provided.
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Ygot, Jonalie, and Helen Revalde. "Academic Achievement of Primary Learners and the Parental Involvement Capabilities During Covid 19 Pandemic." American Journal of Multidisciplinary Research and Innovation 3, no. 3 (May 27, 2024): 35–44. http://dx.doi.org/10.54536/ajmri.v3i3.2659.
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This study determined the academic achievement of grades one, two, and three pupils and the parental involvement capabilities during the COVID 19 pandemic of Libertad Elementary School, Daanbantayan, Cebu during school year 2020-2021 as the basis for the proposed development plan. This research employed a descriptive correlational design. There were 115 parent respondents, selected via general sampling, who answered the adopted survey questionnaire. The data were treated using frequency count, percentage, weighted mean, and chi-square test of independence. Findings revealed that most parent-respondents were mothers, aged 36-40, married, high school graduates, unemployed, had 1 to 3 children in the family and enrolled in school, and had an income of less than 9,649.47. The level of academic achievement of the pupils was mostly very satisfactory. The extent of parental involvement in the children’s academic achievement was moderately involved. There were significant impacts of civil status, occupation, family size, and income on student achievement. There was no significant relationship between the profile variables and student achievement. Hence, complex support strategies are needed to be tailored to meet the diverse learners’ needs.
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Kabung'a, Mbowe. "Entrepreneurial Education on Adult Learners’ Motives for Creativity in Higher Learning Institutions: A Case Study of the Institute of Adult Education." Journal of Adult Education in Tanzania 24, no. 1 (December 31, 2022): 37–65. http://dx.doi.org/10.61408/jaet2022v24i01.08.
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This study intended to evaluate the motives for creativity, among the adult learners’ in relation to entrepreneurial education in higher learning institutions using the Institute of Adult Education (IAE) in Tanzania as a case study. This quantitative study had applied a questionnaire survey with both closed and open-ended questions to collect primary data from a randomly selected sample of 170 respondents drawn from a study population of 291 IAE learners. With the help of the Statistical Package for Social Sciences (SPSS) version 20, the study analysed the resultant quantitative data using t-test, descriptive statistics and Pearson correlation coefficient test. The study found statistically significant differences between gender motives for creativity among adult learners resulting from the entrepreneurial education taught. Two- thirds of intrinsic components studied favoured female learners. Moreover, the study found statistically significance correlation between motives for creativity and adult learners’ perceptions in family background on entrepreneurial venture formation (M= 1.66, s = 1.728) and (M = 1.62, s = 1.505) for male and female respectively, t (168) = -0.877, p= 0.0421, α = 0.05 (p < 0.05). The study indicates a strong positive correlation between the interest of an adult learner in the entrepreneurship education taught and family background (Father and Mother) in venture formation, which was statistically significant at p < .001 (r = .685, n = 170, p = .000) and p< .001 (r = .699, n = 170, p = .000), respectively. On the other hand, the study found weak and insignificant correlations between motives for creativity (satisfying and enjoying) and family background in venture formation; instead, perception of an adult learners accounted for such a drive. The results finally indicated that the energetic group was of those aged 31-39, who were highly motivated by the entrepreneurial education taught as alternative to employment. Thus, the study recommended that entrepreneurship education must nurture and inculcate in adult learners a sense of creativity through practical and exposure to the famous and successful entrepreneurs during the course module to develop and strengthened interest, satisfaction and enjoyment.
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Longchin, Suwanan, Somkiet Poopatwiboon, and Pilanut Phusawisot. "Using Digital Flashcards to Improve English Word Reading Skills in Thai Primary School Learners." Journal of English Language and Linguistics 5, no. 2 (June 6, 2024): 120–39. http://dx.doi.org/10.62819/jel.2024.346.
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Numerous studies have investigated the effectiveness of digital flashcards for teaching word reading. Digital flashcards, among various educational tools, have gained popularity for enhancing word reading skills. This study investigated the effect of digital flashcards on English word reading skills among Thai primary students. Moreover, the study explored their perceptions towards the implementation of digital flashcards for word reading development. The study involved nineteen students aged 11 to 12. The research tools included a pre-test and post-test assessment of word reading skills and a perception questionnaire. A semi-structured interview was also conducted to gather deeper insights into the participants’ perceptions of digital flashcards. A pre-test was administered before the implementation of an eight-week instructional period with digital flashcards, followed by a post-test. Next, a perception questionnaire and a semi-structured interview were conducted. The findings suggested that digital flashcards effectively enhanced word reading skills among Thai primary school students. The perception questionnaire revealed that the participants held highly positive views on using digital flashcards. Qualitative data further supported the advantages of digital flashcards in word reading skills, offering insights for educators and recommendations for future research.
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Forty, James, Kannan Navaneetham, and Gobopamang Letamo. "Prevalence and predictors of suicidal behaviours among primary and secondary school going adolescents in Botswana." PLOS ONE 18, no. 3 (March 14, 2023): e0282774. http://dx.doi.org/10.1371/journal.pone.0282774.
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Background There is a scarcity of studies on the prevalence and predictors of suicide behaviors among primary and secondary school going adolescents aged 10–19 years in Botswana hence, this study would fill that gap. Methods This study used cross-sectional secondary data from Botswana Youth Risk Behavior and Biological Surveillance Survey (BYRBBSS), 2010. Multivariable binary logistic regression models were used to investigate the predictors of suicide behaviours. Results The study shows that 51.5% of the respondents reported having ever contemplated suicide while 40.1% of the respondents attempted suicide in the last 12 months before the survey. The study found that male learners (AOR = 0.61, 95% CI = 0.44–0.83), learners who were not attacked or threatened or injured by someone (AOR = 0.35, 95% CI = 0.17–0.72), who were not bullied (AOR = 0.22, 95% CI = 0.13–0.39), and who were confident of themselves (AOR = 0.55, 95% CI = 0.39–0.76) were less likely to contemplate suicide. Whereas learners with primary school level education were more likely to contemplate suicide (AOR = 2.12, 95% CI = 1.14–3.95). Males were less likely than their female counterparts to attempt suicide (AOR = 0.68, 95% CI = 0.47–0.97). Regarding attempt, learners who had self-confidence (AOR = 0.35, 95% CI = 0.24–0.50), not being bullied (AOR = 0.20, 95% CI = 0.11–0.35), not being attacked or threatened or injured by someone (AOR = 0.35, 95% CI = 0.18–0.69), not engaging in a physical fight that led to injury (AOR = 0.34, 95% CI = 0.19–0.61) were less likely to attempt suicide. Whereas being at primary school (AOR = 5.29, 95% CI = 2.58–10.86), and missing classes once or more in a week (AOR = 1.70, 95% CI = 1.05–2.76) were associated with increased likelihood of suicide attempt. Conclusion The study shows that suicide behaviours as big challenges in Botswana among primary and secondary school going adolescents aged 10–19 years. Thus, the study recommends policy interventions aiming at including education on peer bullying or fighting or attack at primary and secondary education levels if not already in existence. There should also be interventions aiming at educating guardians and teachers on consequences of bullying or fighting so that they should consistently remind their children not to bully and for them to open up if they are being bullied. The study further recommends that schools and communities at large should have a psychosocial system for bullying or fighting reporting, follow-up, and appropriate corrective interventions for the offenders. There should also be self-confidence instilling education as well as sex/gender-specific interventions for instance girls can be given platform (private if necessary) to express peculiar problems to them that need specific help.
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Muma, Kangwa I. M., Godfrey Mwelwa, Anne Buglass, Felidah Mwacalimba, David Mwitumwa, Chishimba Chibwe, Wendy Musonda, et al. "Extraordinarily Low Prevalence of Refractive Error and Visual Impairment in Primary and Secondary School Learners in Kabwe District, Zambia." Medical Journal of Zambia 49, no. 1 (August 4, 2022): 17–25. http://dx.doi.org/10.55320/mjz.49.1.1103.
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Objective: Kabwe District is largely an urban town in the Central Province of Zambia. We aimed to determine the prevalence of refractive errors and visual impairment in primary and secondary school learners in this District.
Method: A cross-sectional survey of 41 primary and secondary schools in Kabwe District. The examination included visual acuity (VA) testing, cycloplegic retinoscopy with subjective refinement if indicated, ocular motility testing and anterior segment and fundus examinations in visually impaired children.
Results: There was an estimated total of 32,971 learners who were eligible to participate of which 23,915 (72.5%) were enrolled into the survey. Of the 2,424 learners examined by the mobile ophthalmic team, 418 were refracted representing 17.2 %. Of the 418 learners refracted, 359 were diagnosed with refractive errors and prescribed spectacles. The mean spherical equivalent in the right eyes was 0.57 diopter (D) (95% confidence interval [CI], 0.49 - 0.75), and the mean spherical equivalent in the left eyes was 0.59 (95% CI, 0.50 - 0.71). The prevalence of hyperopia was 0.9% (95% CI, 0.4 - 1.3; 207 subjects), and the prevalence of myopia was 0.5% (95% CI, 0.1-1.0; 119 subjects). The majority of learners (98.3%; 95% CI, 97.0 -99.0) had normal unaided binocular VA (at least 6/9 in their better eye). The overall prevalence of any visual impairment (presenting VA 6/9 in the better eye) was 1.7% (95% CI, 1.0 -2.5; 418 subjects) and the overall refractive error prevalence was 1.5% (95% CI, 1.0 -2.3; 359 subjects). In multivariate logistic regression analysis, age (P 0.001) was a significant predictor and female gender (P 0.06) was a borderline significant predictor of the presence of any visual impairment.
Conclusions: Visual impairment is not a public health concern in this school-aged population in Kabwe District. The prevalence of uncorrected significant refractive errors among learners is not too high to justify a regular school eye screening programme in schools in Kabwe District.
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Muma, Kangwa I. M., Godfrey Mwelwa, Anne Buglass, Felidah Mwacalimba, David Mwitumwa, Chishimba Chibwe, Wendy Musonda, et al. "Extraordinarily Low Prevalence of Refractive Error and Visual Impairment in Primary and Secondary School Learners in Kabwe District, Zambia." Medical Journal of Zambia 49, no. 1 (August 5, 2022): 17–25. http://dx.doi.org/10.55320/mjz.49.1.21.
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Objective: Kabwe District is largely an urban town in the Central Province of Zambia. We aimed to determine the prevalence of refractive errors and visual impairment in primary and secondary school learners in this District.
Method: A cross-sectional survey of 41 primary and secondary schools in Kabwe District. The examination included visual acuity (VA) testing, cycloplegic retinoscopy with subjective refinement if indicated, ocular motility testing and anterior segment and fundus examinations in visually impaired children.
Results: There was an estimated total of 32,971 learners who were eligible to participate of which 23,915 (72.5%) were enrolled into the survey. Of the 2,424 learners examined by the mobile ophthalmic team, 418 were refracted representing 17.2 %. Of the 418 learners refracted, 359 were diagnosed with refractive errors and prescribed spectacles. The mean spherical equivalent in the right eyes was 0.57 diopter (D) (95% confidence interval [CI], 0.49 - 0.75), and the mean spherical equivalent in the left eyes was 0.59 (95% CI, 0.50 - 0.71). The prevalence of hyperopia was 0.9% (95% CI, 0.4 - 1.3; 207 subjects), and the prevalence of myopia was 0.5% (95% CI, 0.1-1.0; 119 subjects). The majority of learners (98.3%; 95% CI, 97.0 -99.0) had normal unaided binocular VA (at least 6/9 in their better eye). The overall prevalence of any visual impairment (presenting VA 6/9 in the better eye) was 1.7% (95% CI, 1.0 -2.5; 418 subjects) and the overall refractive error prevalence was 1.5% (95% CI, 1.0 -2.3; 359 subjects). In multivariate logistic regression analysis, age (P 0.001) was a significant predictor and female gender (P 0.06) was a borderline significant predictor of the presence of any visual impairment.
Conclusions: Visual impairment is not a public health concern in this school-aged population in Kabwe District. The prevalence of uncorrected significant refractive errors among learners is not too high to justify a regular school eye screening programme in schools in Kabwe District.
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Sperti, Silvia. "English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts." EuroAmerican Journal of Applied Linguistics and Languages 9, no. 2 (December 29, 2022): 17–39. http://dx.doi.org/10.21283/2376905x.1.9.2.279.
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Over the last twenty-five years, English has been introduced into the primary school curriculum around the world at an ever-earlier age. Several research studies on those directly involved in this policy implementation, i.e., young learners, have been carried out, particularly in Europe. The ENRICH Project—aimed at promoting teacher competences necessary for responding to the challenges raised in today’s multilingual classrooms across Europe—has explored contexts of teaching/learning in five countries where English language teachers teach learners from different linguistic and cultural backgrounds. The project investigated the needs of today’s young and adolescent learners, their awareness and understanding of new forms of communication, and their learning through English. The focus of the present article is data collected by means of focus groups in which over 100 participants, aged 11-13, were asked to think back to their role as learners and users of English, thus triggering personal responses and enhancing reflections on their learning experiences. The analysis of young learners’ statements revealed their positioning in terms of awareness of English language teaching and of the current role of English in multilingual contexts.
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Nilsson, Maria. "Foreign language anxiety." Apples - Journal of Applied Language Studies 13, no. 2 (March 19, 2019): 1–21. http://dx.doi.org/10.17011/apples/urn.201902191584.
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Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8–12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners’ reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. Moreover, the study’s contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.
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Gierzyńska, Marta. "Przygotowanie uczniów do międzynarodowych certyfikatów językowych Fit in Deutsch 1 i 2 jako sposób na wykorzystanie potencjału ucznia zdolnego w rozwijaniu kompetencji językowej na poziomie A1/A2." Neofilolog, no. 58/2 (August 26, 2022): 209–26. http://dx.doi.org/10.14746/n.2022.58.2.5.
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This article is devoted to the issue of special educational needs in the context of working with a gifted learner, with particular linguistic abilities. Satisfying the needs of such children and providing them with opportunities for integral development of linguistic competence demands a different educational approach – similar to the situation when working with students with some limitations in their learning processes. The approach taken reflects the concepts and definitions of abilities presented in this article. The analysis of those elements suggests ways of identifying gifted learners and, as the next step, also offers certain educational solutions which can easily be applied in teaching. One such way can be preparing children and teenagers for international language certificates in German – Fit in Deutsch 1 and 2 as a form of extra-curricular activities. These certificates are at the A1/A2 level of language skills according to the Common European Framework of Reference for Languages (CEFR). As they are aimed at young people aged 10–16, it is possible to include primary school students in preparation for them, which in turn allows the learners to develop language skills and linguistic interests at the second stage of education. This article serves as a general overview and should not be taken as an empirical research.
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Ahmad Nasaruddin, Nur Sakinah, and Rosemaliza Mohd Kamalludeen. "A Case Study of How Malay ESL Learners Build Vocabulary Using Multimedia Technology." IIUM Journal of Educational Studies 8, no. 2 (December 31, 2020): 112–30. http://dx.doi.org/10.31436/ijes.v8i2.288.
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This study explored the process of how Malay primary ESL learners build English vocabulary using multimedia technology. With this purpose, students’ choices of multimedia technology tools and the reasons behind the choices were investigated. The qualitative approach was employed in this study by conducting semi-structured interviews with three Malay primary school students aged 12 years old from a public school in Kuala Lumpur. The findings revealed that the students chose three main types of multimedia tools namely audio, audio-visual, and video games. The participants revealed three reasons behind their preferences of the multimedia tools which are acquisition of additional information, presence of visuals, and convenience. It was also found that the process of vocabulary-building using the preferred multimedia tools can be organised into four stages namely (i) first encounter, (ii) cognitive dissonance, (iii) establishing equilibrium, and (iv) remembering. The findings suggest English teachers to include multimedia tools in the teaching of vocabulary because it facilitates the process of vocabulary building among students as the words are learned in context and enhanced with visuals.
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Catherine, Sempele NL, and Violet K. Mugalavai. "Effects of Pupils’ Perceptions towards School Uniform on Learners’ Self-Esteem." NURTURE 6, no. 1 (December 20, 2012): 14–22. http://dx.doi.org/10.55951/nurture.v6i1.61.
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Clothing which includes school uniform is likely to influence one’s body image perceptions. This study looked at the effects of pupils’ perceptions towards school uniform on learners’ self-esteem. The objective of the study was to investigate pupils’ perceptions towards school uniform and the effect this has on learners’ self-esteem. The hypothesis there is no significant relationship between school uniform and learners’ self-esteem as perceived by pupils guided this study. Purposive and stratified sampling techniques were used to identify and select pupils from classes 5, 6, 7 and 8 to participate in the study. These are pupils aged between 10 and 16 years old in their adolescence stage of growth and development thus in the process of establishing their personality. The researchers used questionnaires and focus group discussions to collect the information required. The sample comprised of 248 pupils attending public primary schools in Marigat Division of Baringo County in Kenya. Descriptive statistics was used to analyze the data and the relationship and difference between variables was established using the Chi-square, correlation and the Anova analysis. The study established that based on perceptions towards school uniform, pupils significantly related school uniform to learners’ self-esteem although there was no significant difference in perception by gender.
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Nuroh, Ermawati Zulikhatin, Pratiwi Retnaningdyah, and Ahmad Munir. "Engaging young learners of English with multilingual digital storytelling (MDST) during covid-19 school closure." JEES (Journal of English Educators Society) 6, no. 1 (April 23, 2021): 133–38. http://dx.doi.org/10.21070/jees.v6i1.1145.
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The use of Multilingual Multimedia Storytelling (MDST) to teach English to primary school students is nothing new in Indonesia. However, digital learning is still not implemented in practice because English in primary schools is a local subject and a foreign language. In this research, the researchers used Multilingual Digital Storytelling (MDST) as a model for encouraging and reflecting on multiliteracy in education. They understand the importance of storytelling, and interactive storytelling has self-representation and communication with others. This research explicitly outlines our experience of using MDST as a pedagogical innovation for pupils aged 12 years. In this MDST project, students co-created digital stories as multimodal texts. In this regard, they used a variety of multilingual (e.g. Javanese, Bahasa Indonesia, and English) as well as visual and technical resources, which enabled them to communicate their real-life experience through digital stories. The practical consequences of the project are that English primary school teachers will experiment with MDST to involve students in effective project-based language learning.
HIGHLIGHTS:
The multilingual digital story (MDST) -making learning provided students with a new way to tell their ownstory in a multilingual way, and to share and explore their life experiences through the production of digitalstories2. Engaging students with multilingual digital stories, they have more creatively developed their stories basedon images taken by themselves.3. English primary school teachers will experiment with MDST to engage students in language learning as aneffective method of innovative learning.
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Madondo, Fortunate, and Graham Dampier. "Storytelling strategies for facilitating the development of comprehension: A case for pre-schoolers in Zimbabwe." Journal for Language Teaching 55, no. 2 (May 26, 2022): 45–67. http://dx.doi.org/10.4314/jlt.v55i2.2.
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The study explored storytelling strategies used by teachers to facilitate children’s development of story comprehension. Seven educators and forty-four preschoolers, aged three to five years, participated in the study at a primary school situated in Masvingo, Zimbabwe. Learners listened to six cultural stories randomly selected from different genres that included fables, myths, and legends. A Grounded Theory approach to data gathering and analysis was used to develop the ‘recycling of knowledge’ theory. Findings suggested that ‘recycling of knowledge’ served as the primary social process, which provided teachers with the most effective strategies for improving children’s comprehension of stories. The study recommended that Early Childhood Development (ECD) educators should implement strategies involved in the recycling of knowledge theory to improve children’s early literacy and story comprehension.
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Pule, Eric, Tonie Drotsky, Abel Toriola, and Ntwanano Alliance Kubayi. "PROMOTION OF SCHOOL SPORTS: A SURVEY OF THE PERCEPTION OF PRIMARY AND SECONDARY SCHOOL LEARNERS AT PUBLIC TOWNSHIP SCHOOLS IN TSHWANE, SOUTH AFRICA." Commonwealth Youth and Development 13, no. 1 (June 1, 2016): 41–49. http://dx.doi.org/10.25159/1727-7140/1157.
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The purpose of this study was to evaluate learners’ views about sport promotion at public primary and secondary schools in Tshwane, the capital city of South Africa. A total of 773 school children aged 12–18 years volunteered to participate in the study. Data were collected using a validated structured questionnaire. Overall, the results showed that both primary and secondary school children indicated that quality of sport facilities, school sport bursaries, safety after school hours, competition and sport equipment should be made available to all children at schools. The implication of the findings for effective planning and delivery of sports programmes in schools are discussed.
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Opria, Stefana, and Mariana Momanu. "A Qualitative Study on Digital Citizenship Education in Primary Schools." International Journal of Academic Studies in Science and Education 2, no. 1 (May 28, 2024): 53–65. http://dx.doi.org/10.55549/ijasse.14.
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In recent years, the number of studies related to digital citizenship has increased amidst the intense use of digital media. The literature, rich in theoretical and empirical examples related to this topic, provides a clear picture of contemporary society. There is little empirical research on digital citizenship education in the early school years. Thus, through this investigation, we aimed to collect qualitative data on the development of specific digital competencies and digital citizenship in primary school students. Therefore, the authors considered it appropriate to use the observation method in its participatory version. Over a year, a group of 29 pupils, aged between 6 and 7, formed the sample to identify how they would develop digital competencies and digital citizenship in the context of formal and non-formal learning experiences. To collect the necessary information, we used the observation protocol, conducted in the form of open-ended questions described by Gay, Mills & Airasian (2006). The results of the study showed that parental educational attainment, family structure, time spent online, and the type of device have an important impact on the development of digital competencies and digital citizenship in young learners.
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Mohideen, Muhammad Asyraf Bin Khaja, and Dr Nur Ehsan Bin Mohd. "Watch’n Listen Effects of A Visual Approach on ESL Learner’ Listening Comprehension in an ESL Context." International Journal of Innovative Science and Research Technology 5, no. 7 (July 22, 2020): 216–20. http://dx.doi.org/10.38124/ijisrt20jul253.
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The proficiency of learners’ listening comprehension will often determine their proficiency in other language skills. Listening skill has not be emphasized on in the previous Primary School Standard Curriculum. By implementing the New Educational Blueprint (2013-2025), the Malaysian Ministry of Education (MoE) is putting more emphasis on listening and speaking skills. The study was conducted a study to see the effects of having visual stimulus on the learners’ listening comprehension during a listening task. Employing Kemmis and Mactaggart’s model, the study was designed to be an action research project for the period of 2 weeks. A total of 47 participants, aged 9, from a primary school in Negeri Sembilan were recruited, comprising a control group (n=22) and a treatment group (n=25). A pretest was conducted for both the experimental and control group. After the pretest, the experimental group went through six intervention sessions in two weeks which took one hour per session. Based on the data analysis, the result shows that the experimental group outperformed the control group. The study suggests that the participants’ listening comprehension improved with visual stimulus. Fellow educators can adapt the intervention used in this study to conduct listening comprehension tasks to ensure the efficiency of their lesson.
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Lee, Shinhye, and Paula Winke. "Young learners’ response processes when taking computerized tasks for speaking assessment." Language Testing 35, no. 2 (May 3, 2017): 239–69. http://dx.doi.org/10.1177/0265532217704009.
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We investigated how young language learners process their responses on and perceive a computer-mediated, timed speaking test. Twenty 8-, 9-, and 10-year-old non-native English-speaking children (NNSs) and eight same-aged, native English-speaking children (NSs) completed seven computerized sample TOEFL® Primary™ speaking test tasks. We investigated the children’s attentional foci on different test components (e.g., prompts, pictures, and a countdown timer) by means of their eye movements. We associated the children’s eye-movement indices (visit counts and fixation durations) with spoken performance. The children provided qualitative data (interviews; picture-drawings) on their test experiences as well. Results indicated a clear contrast between NNSs and NSs in terms of speech production (large score differences) as expected. More interestingly, the groups’ eye-movement patterns differed. NNSs tended to fixate longer on and looked more frequently at the countdown timer than their NS peers, who were more likely to look at content features, that is, onscreen pictures meant to help with building up speech. Specifically, the NNSs’ fixations on timers were likely to co-occur with hesitation phenomena (e.g., hemming; pausing; silence). We discuss (a) the potential effects of test-specific features on children’s performance and (b) child-appropriate test accommodations and practices.
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Kostikova, Ilona, Olha Honcharova, Viktoriia Vorozhbit-Horbatiuk, Nataliia Soloshenko-Zadniprovska, Oleksandra Marmaza, and Yuliia Lushchyk. "The Impact of Summer Reading on Young Learners’ Foreign Language Acquisition." Journal of Educational and Social Research 10, no. 2 (March 10, 2020): 5. http://dx.doi.org/10.36941/jesr-2020-0022.
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The aim of the research was to solve a problem of sustaining and developing foreign language skills and abilities by young learners during long-lasting summer holidays. The analysis of the current situation in Ukrainian education sector showed that reading a book continues to be one of the few tools for English revision in summer. There has been little research targeting on studying the impact of summer reading on young learners’ foreign language acquisition, so the experiment in which 240 young learners (aged 8-9) took part was conducted. Both the experimental (n=120) and control (n=120) groups were pre-tested and post-tested in May and September 2019 respectively, and the children’s skills and abilities in reading comprehension, vocabulary, speaking, writing and creativity were checked. The data obtained before the experiment showed almost the similar level of language acquisition in both groups. The results of the experiment indicated significant progress of the participants of the experimental group in every aspect of English. The main factors which played the crucial role in young learners’ enhancements were access to English readers, comprehensibility of the reading materials which were elaborated specially for the children’s language needs, interesting topics, reading for pleasure and enjoyment without tasks, tests or marks, and parental support. These results proved the reasonability of integrating summer reading in teaching foreign languages in primary school and induced the creation of English readers for all grades of elementary education.
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Olatunji Ojedoyin, Olusegun, Thayananthee Nadasan, Oladapo Michael Olagbegi, and Pragashnie Govender. "Prevalence of Low Physical Fitness and Its Related Factors Among Primary School Learners in Lagos State, Nigeria." Iranian Journal of Health Sciences 11, no. 1 (January 1, 2023): 1–12. http://dx.doi.org/10.32598/ijhs.11.1.918.1.
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Background and Purpose: Current evidence shows that physical fitness (PF) is declining among children and adolescents in Africa and worldwide, and this trend is associated with increased cardiovascular morbidity and mortality. This study aimed to evaluate the baseline PF data of primary school children in Lagos State, Nigeria, and to determine the predictors of low PF within the cohort. Materials and Methods: A total of 733 primary school children aged 6-12 years in Lagos, Nigeria, were included in this cross-sectional quantitative study. PF measures were assessed using the Eurofit battery test including sit and reach (S&R), standing long jump (SLJ), sit-ups (SU), 5 m shuttle run test (5 m-SRT), and cricket ball throw (CBT). A structured questionnaire was used to determine the socio-demographic factors. Anthropometric and cardiovascular measurements were performed using standardized protocols. Data were analyzed using descriptive statistics of frequencies, percentages, median, and quartiles, and inferential statistics of the Mann- Whitney U test, Quade analysis of covariance (ANCOVA) correlation matrix, and multiple linear regression model. Results: Boys showed significantly higher SU counts (P<0.001), higher CBT (P<0.001), lower 5 m SRT (P=0.003), and the same SLJ (P=0.008) than girls, while S&R scores were statistically comparable (P=0.135). Also, the results showed that sex (B=-0.647, P=0.015), height (B=0.831, P=0.0001), weight (B=-0.641, P=0.007), and hip circumference (HC) (B=0.955, P=0.009) were significantly associated with total PF (measured using S&R, SLJ, SU,5 m SRT, and CBT). Conclusion: Increased weight and gender were the main predictors of low PF among primary school children in Lagos, Nigeria.
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Fizi, Resti Molina, Sri Winarni, Guntur, and Amri Hartanto. "A game model in physical education to improve motor skills, cooperation, and discipline of primary school learners." Pedagogy of Physical Culture and Sports 27, no. 6 (December 30, 2023): 448–55. http://dx.doi.org/10.15561/26649837.2023.0602.
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Background and Study Aim. Motor skills, cooperation, and discipline are important for elementary school children. The purpose of this research is to develop a game-based physical education learning model that is effective in improving motor skills, cooperation, and discipline in elementary school students. Material and Methods. This type of research is Research and Development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The validation subjects of the game-based learning model are six expert lecturers with professors and doctoral degrees. The effectiveness test subjects were 46 upper grade elementary school students (aged 10-12 years). The statistical analysis used was Aiken validity analysis and Intraclass Correlation Coefficients, and to analyse the effectiveness of the product using paired sample test analysis. Results. The results show that the game-based learning model is effective for improving motor skills (p-value 0.000 < 0.05), cooperation (p-value 0.000 < 0.05), and discipline (p-value 0.000 < 0.05) in upper grade elementary school students. The developed learning model is valid and reliable, so it is very effective to be used by Physical Education teachers for the learning process. Conclusions. The learning model through this game is expected to be able to bridge the shift in the character values of students in a good direction, along with the development of games and technology that are very strong magnets. For further researchers, further studies and developments are needed to add to the repertoire of game models to improve motor skills, cooperation, and discipline. This will support the learning process of physical education in elementary schools in accordance with the applicable curriculum.
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Adams, Dylan, and Gary Beauchamp. "Portals between worlds: A study of the experiences of children aged 7–11 years from primary schools in Wales making music outdoors." Research Studies in Music Education 40, no. 1 (March 26, 2018): 50–66. http://dx.doi.org/10.1177/1321103x17751251.
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There has been increasing interest in the educational value of outdoor learning around the world and in the United Kingdom. This is reflected in the statutory curricula of each country. At present, however, there has been little research into the potential of music-making in the outdoors. This study investigated how changing the physical location of learners’ music-making to outdoor environments impacted on children aged 7–11 years. Seven classes of children and their teachers, from six different primary schools, created music for a ceremonial performance in various outdoor locations in Wales. These activities were video-recorded and after their musical performances, the children were interviewed using video-stimulated reflective dialogue (VSRD) in semi-structured interviews. Their teachers also took part in semi-structured interviews, but without the use of VSRD. The resultant iterative analysis of data revealed four overlapping and interwoven themes: freedom, emotion, senses and agency. In addition, the interviews revealed that the combination of the setting (including the ritual structure of the activity), the move from the school setting and the four themes (emotion, senses, freedom, agency) contribute to create a ‘vortex’ effect, potentially drawing the children into a state of liminality and peak experience, before achieving a state of calm focus. All of these factors are summed up in a tentative model of the impact of music-making outdoors with children aged 7–11 years.
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Omar, Khadija Saleem, Nahida Mohammed Salman, and Balachandran Vadivel. "The Impact of English Movies with Standard Subtitles on Enhancing the Writing Skills of EFL Students at Cihan University – Duhok." Journal of Humanities and Education Development 5, no. 3 (2023): 45–52. http://dx.doi.org/10.22161/jhed.5.3.7.
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This research paper aims to comprehensively investigate the effects of English movies accompanied by standard English subtitles on the writing skills of English as a second language (ESL) learners. Writing, considered a particularly challenging language skill, presents unique difficulties for ESL learners. Moreover, understanding English movies without subtitles poses further challenges. To address these issues, integrating media and movies into language learning practices has been recognized as highly effective. This study employs a meticulously designed questionnaire as the primary research instrument to collect data from a sample size of 30 participants aged 19-24 enrolled at Cihan University- Duhok. A combination of qualitative and quantitative methodologies is utilized to thoroughly examine the impact of watching English movies with English subtitles on the development of writing skills. Participants provide valuable insights into the effects they experience when utilizing subtitles, including improvements in expressive abilities, as well as the formation of more coherent and sophisticated sentences and phrases. The findings unequivocally demonstrate that a significant majority of participants attribute their enhanced writing skills to the use of English movies with subtitles as a powerful learning tool.
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Cho, Yeonsuk, and Ian A. Blood. "An analysis of TOEFL® Primary™ repeaters: How much score change occurs?" Language Testing 37, no. 4 (June 17, 2020): 503–22. http://dx.doi.org/10.1177/0265532220927751.
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In this study, we examined how much change in TOEFL® Primary™ listening and reading scores can be expected in relation to the time interval between test administrations. The test records of 5213 young learners of English (aged 8–13 years) in Japan and Turkey who repeated the tests were analyzed to examine test scores as a function of time interval. The effect of time on test scores was analyzed with a multilevel modeling approach, allowing both initial scores and rate of change among individual test takers to vary. In addition, we examined the effects of test-taker age and test-level difficulty on test scores. Separate analyses were conducted by country for ease of interpretation, as Japan and Turkey differ with respect to the number of hours of instruction that students receive and the English-learning goals in their respective curricula. Results showed a positive rate of change, indicating that test scores increase gradually over time. However, the rate of change differed between the two countries. Furthermore, repeaters’ test scores increased with their age and with the length of time between test administrations. Findings provide empirical evidence for schools to refer to when determining the timing of re-administration of the TOEFL Primary tests to their students.
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Zhang, Yaqun, Fayruza Rebrina, Fairuza Sabirova, and Julia Afanaseva. "Blended Learning Environments in Inclusive Education at the University." International Journal of Emerging Technologies in Learning (iJET) 15, no. 21 (November 16, 2020): 145. http://dx.doi.org/10.3991/ijet.v15i21.16013.
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The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.
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Hell, Anna, Anna-Lena Godhe, and Eva Wennås Brante. "Young L2-learners' meaning-making in engaging in computer-assisted language learning." EuroCALL Review 29, no. 1 (April 20, 2021): 2. http://dx.doi.org/10.4995/eurocall.2021.12859.
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<p>This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL). The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication. In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.</p>