Journal articles on the topic 'Second level students'
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1
Donlon, Máire, and Eabhnat Ní Fhloinn. "Mathematics support sessions for second-level students." MSOR Connections 15, no. 1 (September 5, 2016): 47. http://dx.doi.org/10.21100/msor.v15i1.348.
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This paper reports on a free drop-in mathematics support service offered to secondary school students by Dublin City University. Pre-service mathematics teachers volunteered as tutors in the scheme, which was available to students from 1st – 6th year. Both students and tutors were surveyed to ascertain the benefits of the scheme to all parties involved.
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Zamborova, Katarina, and Blanka Klimova. "Analyzing Second Language Written Summaries at University Level." Emerging Science Journal 5, no. 6 (December 1, 2021): 943–52. http://dx.doi.org/10.28991/esj-2021-01322.
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Objective: The objectives of the study are to identify and categorize non-native students´ errors in the written summaries, to see which research instruments – the mobile reading app (experimental group) or internet-based article (control group) are more effective, and to determine if language proficiency of students will improve. Methods: This study uses an analysis of linguistic-stylistic errors as a research method on the written performance of 29 EFL Slovak students in 29 written summaries. Findings: The findings indicate that the most problematic areas in writing summaries were grammatical (determiners), followed by stylistic (text coherence, slang words, and punctuation), lexical (word collocations), and lexico-stylistic errors (prepositions). Overall, students´ proficiency in both groups rose from B2 to C1 level by 38% of the students (11 students). Therefore, both methods – the reading app and internet-based articles are effective. Novelty: The novelty of the study consists in enriching the existing literature by pointing out errors of EFL Slovak students making in writing summaries by exploiting modern technology in the writing process. Doi: 10.28991/esj-2021-01322 Full Text: PDF
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Wijaya, M. Sayid. "READING SPEED LEVEL AND COMPREHENSION IN SECOND LANGUAGE READING." Pedagogy : Journal of English Language Teaching 6, no. 1 (June 4, 2018): 77. http://dx.doi.org/10.32332/pedagogy.v6i1.1087.
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Fluent readers are characterized by their ability in comprehending reading text flawlessly. They need no such a significant delay to process either word recognition or world knowledge while putting some efforts to get the gist of the text. Thus, their reading speed would increase by the time their word recognition skill improved. This also implicates their reading comprehension as well since they are skillful enough to relate what they know about the text with the text itself. However, that condition happened differently to students who joined Reading for General Purposes class. Some students who read in normal speed varied in their reading comprehension score. Students’ reading speed level must have yielded the approximate score to their speed level, moderate score. This occurrence leaded the writer to investigate if there is any correlation between students’ reading speed level and their reading comprehension. Thus, correlational research design was deployed in this research. Sample of this research were students who joined writer’s Reading for General Purposes class, 74 students. The data were collected by using tests, reading speed test and reading comprehension. After collecting the data, the writer analyzed them by using Spearman’s Rank Order Correlation to test the hypothesis. Since the result of Spearman’s rho value Sig. = .608 > α = .05, alternative hypothesis was not accepted which meant that there was no correlation between students’ reading speed level and their reading comprehension.
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Gregg-Jolly, Leslie, Jim Swartz, Ellen Iverson, Joyce Stern, Narren Brown, and David Lopatto. "Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College." CBE—Life Sciences Education 15, no. 3 (September 2016): ar43. http://dx.doi.org/10.1187/cbe.16-01-0044.
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Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of perceptions and attitudes and then qualitative measures to characterize the impact of support strategies, including peer mentoring, a second-year science student retreat, learning and advising support resources, and department-specific activities. Analysis of registration and transcript information revealed underperformance by students of color (SOC) and first-generation (FG) students in 200-level science courses. Comparison of these data before and during programming revealed significant improvement in success rates of these students in 200-level biology and chemistry courses, but success rates of SOC and FG students remain lower than the overall rate for 200-level science courses. Contemporaneous with the program, qualitative and quantitative measures of student attitudes revealed a high level of belongingness and support. The results suggest that a focus on students’ metacognition about their own abilities and strategic knowledge of how to succeed may be a fruitful direction for future research.
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O’Neill, D., and E. Mcloughlin. "Examining Students’ Interest in Physics at Second Level in Ireland." Journal of Physics: Conference Series 1929, no. 1 (May 1, 2021): 012033. http://dx.doi.org/10.1088/1742-6596/1929/1/012033.
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Apel, Kenn, and Linda K. Swank. "Second Chances." Language, Speech, and Hearing Services in Schools 30, no. 3 (July 1999): 231–42. http://dx.doi.org/10.1044/0161-1461.3003.231.
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The case of a 29-year-old university student is used to discuss impairments in decoding skills in older students. Factors are reviewed that contribute to decoding unfamiliar words, such as phonological awareness skills, quality of visual orthographic images, type of decoding strategy used, and morphological awareness skills. The assessment and intervention procedures used with this student highlight the application of current literature when developing assessment and intervention programs for students from middle school and high school to the university level. Additionally, the need is emphasized to recognize and work with the special emotional needs of older students with reading impairments.
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Rosney, B. "Integration of Visually Impaired Students in an Irish Second–Level School." Journal of Visual Impairment & Blindness 83, no. 1 (January 1989): 46–47. http://dx.doi.org/10.1177/0145482x8908300115.
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At Rosmini Community School in Dublin, about 10 percent of the students, aged 12–18, are registered blind, and many have multiple handicaps. These students have been as fully integrated into regular classrooms as their abilities allow. Their successful social and academic integration is attributed to the flexibility of the staff and parents and the provision of appropriate resources to meet the students’ needs.
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Lussier, Denise, Carolyn E. Turner, and Suzanne Desharnais. "Measuring Second Language (L2) Proficiency in High School Level Exchange Students." Canadian Modern Language Review 49, no. 3 (April 1993): 526–49. http://dx.doi.org/10.3138/cmlr.49.3.526.
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Akuma, S., and H. Abakpa. "Predicting Undergraduate Level Students’ Performance Using Regression." NIGERIAN ANNALS OF PURE AND APPLIED SCIENCES 4, no. 1 (August 19, 2021): 129–39. http://dx.doi.org/10.46912/napas.224.
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Students’ academic performance in the university environment changes from one academic year to another as they climb up the ladder of their academic programme. Predicting students’ academic performance in higher educational institutions is challenging due to the lack of a central database of students’ performance records. The other challenge is the lack of standard methods for predicting students’ performance and other moderating factors like physical, economic and health that affect students’ progress. In this work, we predicted students’ performance based on previous academic results. A model to predict students’ performance based on their Cumulative Grade Point Average (CGPA) was developed using Linear Regression Algorithm. A dataset of 70 undergraduate students studying Computer Science was analyzed and the results show that the model was able to predict the 4th year CGPA of the Students using the previous Cumulative Grade Point of the past three years with an accuracy of 87.84%, and a correlation of 0.9338. This study also identified students’ second semester CGPA in the first year and their first semester CGPA in the second year as the most important CGPAs that affect the accuracy
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Riheel Alnaas Taha, Ayman, Sajjad Hussain, Muhammad Sajid Aziz, and Hafiz Ali Raza. "The EFL Students’ Pragmatic Competence Level in Pakistan." International Journal of Social Science, Education, Communication and Economics (SINOMICS JOURNAL) 1, no. 2 (May 29, 2022): 141–52. http://dx.doi.org/10.54443/sj.v1i2.14.
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Second language teaching and learning has been grounded greatly on pragmatics. It has been a very important aspect of L2 learners. Majority of the existing literature on this subject matter has paid much attention to diverse pedagogies in the teaching and learning of English and how to integrate pragmatics in the classroom teaching of the language. Experts in the teaching and learning of English as a second language have over the period proven that understanding the level of competence of students’ pragmatics in terms of Pakistan EFL learners is imperative for establishing curriculum in teaching pragmatic competence. This study therefore addresses this aspect and pushes the debate further for a deeper understanding. This research specifically seeks to examine the pragmatic competence level of Pakistan students L2 learners or speakers as well as the contribution of gender and the type of school regarding their competency level in pragmatic knowledge. As for institution type, the results show that there is a significant difference regarding implicate and speech acts. The situational routines do not prove any differences for school type.
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Ershad, Qurratulain, Maria Shiraz, and Shahzada Qaisar. "Language Learning Beliefs of Second Language Learners at Graduate Level in Pakistan." I V, no. I (March 30, 2020): 104–12. http://dx.doi.org/10.31703/glr.2020(v-i).12.
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The current research aimed at examining the beliefs of Pakistani graduate students towards English language learning and assessing the stability of their beliefs after six weeks. In the process of language learning beliefs play a pivotal role. Students beliefs about second language acquisition need to be studied so that appropriate approach can be adopted. To collect data, sixty graduate students were selected by purposive sampling. BALLI (Beliefs about Language Learning Inventory, Horwitz, 1987) tool was adopted and administered twice to collect the data. The results showed that the learners are motivated and keen to acquire English language. The respondents were apprised of the significance of foreign language acquisition and highlighted the importance of pronouncing the words correctly, meanings of new words, and the benefits of drills. The results also depicted that there is stability in most of students beliefs after six weeks.
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Geva, Esther. "Reading Comprehension in a Second Language: The Role of Conjunctions." TESL Canada Journal 3 (August 26, 1986): 85. http://dx.doi.org/10.18806/tesl.v3i0.996.
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The purpose of this study was to examine whether and at what level of proficiency the meaning of conjunctions is comprehended by adult L2 learners, and whether and at what level of proficiency conjunctions facilitate integration of information in text. Subjects were sixty immigrant or foreign ESL students and thirty-six students whose first language was English. Subjects completed a series of tasks focussing on intrasentential, intersentential and discourse level comprehension of conjunctions. They also read three college level one-page texts, which could appear in one of three versions: normal-intact, implicit-all conjunctions omitted, and highlighted-all conjunctions printed in bold typeface. Each text was followed by a set of high-level comprehension questions focussing on logical relationships in these texts. Analyses have shown that a discourselevel measure of knowledge of conjunctions was more closely related to how L2 learners comprehend logical relationships in written discourse than were discrete, sentence level items. In addition, the more advanced ESL students were more capable of inferencing or using available logical relationships under the three text versions than were the intermediate ESL students. Finally, highlighting. conjunctions had an adverse effect on intermediate level students and a facilitating effect on the advanced level students. The theoretical and practical implications of these results are discussed.
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Mutakhirani Mustafa. "A ANALYZING THE LEVEL OF THE STUDENTS’ READINGCOMPREHENSION IN COMPREHENDING NARRATIVETEXT." ACITYA Journal of Teaching & Education 2, no. 2 (July 21, 2020): 152–61. http://dx.doi.org/10.30650/ajte.v2i2.1387.
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The research aimed at finding out the analyzing of students’ reading
comprehension at the second year of SMU Negeri 4 Bulukumba Kab. Bulukumba.
The findings of this research that the researcher known the ability of the
students’ reading comprehension on level at the second year of SMA Negeri 4
Bulukumba to have “Low” level.
Based on the finding indicated that the second year of students’ SMA
Negeri 4 Bulukumba in answer or identifying reading comprehension test, there
were 60% students got correct answer in ( answer with literal) and 40% students
had incorrect answer. Then 40% students had correct answer in (Interpretation)
and 60% students had incorrect answer. Then 30% students had correct answer in
(Critical) and 70% students had incorrect answer. Then 35% students had correct
answer in (Creative) and 65% students had incorrect answer.
Based on the finding about the students competence on reading
comprehension level, some problems or difficulties were faced by the second
grade students of SMA Negeri 4 Bulukumba in analyzing reading test with correct
answer which were answer with literal, interpretation, critical and creative. Based
on the result of questionnaire of students, the researcher finds out some solution
from the problem of the students in reading. The students are suggested to
practice reading anything that they like, for example reading a article, reading,
essay, reading a book, reading newspaper and reading novel every day. The
students practice interpreting what has been reading in improving reading
comprehension.
Keywords: Student, Reading Comprehension, Level, Analyzing
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Sorayyaei Azar, Ali, and Darshini Tanggaraju. "Motivation in second language acquisition among learners in Malaysia." Studies in English Language and Education 7, no. 2 (September 3, 2020): 323–33. http://dx.doi.org/10.24815/siele.v7i2.16506.
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Lack of motivation is the critical factor which affects university students’ learning process in Malaysia. Hence, this study is an attempt to investigate the types of motivation which Bachelor students used in learning English at one of the private universities in Malaysia. It was also analysed to determine the motivational level of the Bachelor students who learn English as a Second Language (ESL). This study used a quantitative method where the data was collected through the questionnaire adapted from Gardner’s (1972) Attitude, Motivation Test Battery (AMTB). The questionnaire was distributed to 150 students and the data was analysed quantitatively. The findings showed that the majority of the Bachelor students were instrumentally motivated towards learning ESL. The result concerning the level of motivation showed that the students had a high level of instrumental motivation for learning English, compared to integrative, resultative, and intrinsic ones. Yet, it is also apparent that all four types of motivation are at a high motivational level. Based on the findings, a few suggestions were highlighted. First, the lecturers should always design a classroom environment that promotes students’ motivation towards learning ESL. Second, students should be given more opportunities to visit other English native countries under Global Learning Programmes (GLP). In that case, teachers or lecturers of ESL should promote all types of motivation in the classroom and guide students towards achieving goals.
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D'Orazzi, Giuseppe. "University Students’ Demotivation in Learning Second Languages." International Journal of Literacy, Culture, and Language Education 1 (December 9, 2020): 28–53. http://dx.doi.org/10.14434/ijlcle.v1i0.31151.
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Prior studies report a tendency of university students in Australia to quit their beginner level second language (L2) courses at an early stage (Martín et al., 2016; Nettelbeck et al., 2007). Demotivational patterns are meta-analyzed to understand what hampers the interest in learning French, German, Italian and Spanish of continuing students, discontinuing students, and quitters over one year of studies at Australian universities. Such a distinction across categories of students is offered in line with Martín et al.’s (2016) research. Demotivators are structured on three levels of analysis drawing on Gruba et al.’s (2016) and The Douglas Fir Group’s (2016) frameworks, which encapsulate three levels of analysis, specifically micro, meso and macro. Findings suggest that beginner L2 students in Australia are demotivated by all three levels of analysis in very dynamic and interchangeable ways. Students were found to concurrently experience very different degrees of demotivation over time.
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Gutiérrez-Rubio, David, Alexander Maz-Machado, Carmen León-Mantero, and María José Madrid-Martín. "Analysis of PISA data on the effect of student's parents on Math Anxiety in Spanish students." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9 (July 3, 2018): 1489–95. http://dx.doi.org/10.24297/ijrem.v9i1.7886.
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In this work we present a descriptive study of the effects that the schooling level of both parents (mother and father) may cause in the levels of Math Anxiety in Spanish students from secondary education. We study the effects separately for male and female students, and native, first, and second generation of immigrants. Results show a slightly bigger influence of the mother over the father. For higher ISCED levels, native and second generation immigrants have same behavior, while for lower levels natives have less anxiety. In families where the mother has a higher ISCED level than the father, female students native and second generation immigrants have more Math Anxiety, whereas the opposite occurs in male students.
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Woodward, Ernest, and Patsy G. Buckner. "Reflections and Symmetrya–a Second-Grade Miniunit." Arithmetic Teacher 35, no. 2 (October 1987): 8–11. http://dx.doi.org/10.5951/at.35.2.0008.
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At Marshall Elementary School, Fort Campbell, Kentucky, students are assigned to small groups for instruction on specific mathematics topics. Assignments to these groups are made on the basis of when students are “ready” for a particular topic. The five-day mini unit described in this article was taught to a group of seven second graders and one third grader. The second graders were slightly above grade level and the third grader was slightly below grade level.
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Buckledee, Steve. "Motivation and Second Language Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.
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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.
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Siry, Joanne Michaele. "Level of Aspiration and Students' Performance on a Concept-Formation Task." Psychological Reports 60, no. 2 (April 1987): 639–46. http://dx.doi.org/10.2466/pr0.1987.60.2.639.
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Level of aspiration was studied as a function of performance on the first part of a concept-formation task and as a predictor of performance on later trials of that same task. 76 college students (54 women and 22 men) were asked to make a prediction as to how many trials they would answer correctly on the second part after completing the first part. It was hypothesized that (1) subjects who perform better on the first part set higher levels of aspiration, (2) high predictors perform better on the second part, and (3) subjects with higher grade point averages make higher predictions than those with lower GPAs. Subjects scoring higher on the first part did set higher levels of aspiration, but high predictors did not perform better on the second part of the task. Grade point average was not related to level of aspiration or to actual performance on the task.
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Killeavy, Maureen, Vtvienne Collinson, and H. Joan Stephenson. "Making curriculum relevant to the lives of second level students: Teachers’ classroom practice." Irish Educational Studies 22, no. 1 (March 2003): 105–20. http://dx.doi.org/10.1080/0332331030220110.
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Moynihan, R., P. van Kampen, O. E. Finlayson, and E. McLoughlin. "Developing second level students’ understanding of the inverse square law and electric fields." Journal of Physics: Conference Series 1286 (August 2019): 012014. http://dx.doi.org/10.1088/1742-6596/1286/1/012014.
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Ulaş, A. Halim, Oğuzhan Sevim, and Esengül Tan. "Attitudes Of Primary School Second Level Students Towards The Lesson Of Turkish Language." Procedia - Social and Behavioral Sciences 31 (2012): 355–61. http://dx.doi.org/10.1016/j.sbspro.2011.12.067.
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VASYNOVA, Nadiia. "ORGANIZATION OF INDEPENDENT WORK OF SECOND (MASTER'S) LEVEL STUDENTS: PRACTICE AND MODERN REQUIREMENTS." Humanities science current issues 1, no. 55 (2022): 221–26. http://dx.doi.org/10.24919/2308-4863/55-1-36.
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Melezhik, Karina, Aleksandr Petrenko, and Nataliya Khlybova. "Didactic variable in Russian students’ ulterior motivation for second language learning." SHS Web of Conferences 69 (2019): 00076. http://dx.doi.org/10.1051/shsconf/20196900076.
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The purpose of the article is to identify factors characterizing interdependence between the English proficiency level and motivation in the conventionally organized Russian university English classroom where all students are treated as having similar learning profiles. It is claimed that deficiency of classroom motivation accounts for the students’ negative attitude to and low effectiveness of university English teaching. The author proposes to apply Brousseau's concept of didactical situations, environment and variables as a way of revising the content of the motivational spectrum of the English learner. An experiment for studying the impact of ulterior motivation variables on an individual English proficiency level was carried out in a group of 100 graduate students of Crimean Federal University with the aim to find out the students’ individual ulterior motives explaining variability of attitudes towards English as a subject of the curriculum. The findings of the experiment proved that the students’ motivational preferences didn’t meet motivational criteria of their teachers and curriculum. The students’ self-assessment of their English proficiency showed a significant correlation among English proficiency, individual ulterior motivation variables and individual goals connected with their plans for the future. The main conclusion is that the task of learning transnational English should be viewed as a sequence of didactical situations predetermined by a set of didactical motivation variables. To find out ulterior didactical motivation variables, the teacher should identify the student's types of potential milieu and choose a succession of appropriate didactical situations.
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Rostovtseva, Marina Viktorovna, Natal'ya Alekseevna Goncharevich, Ol'ga Valer'evna Shaidurova, and Igor' Anatol'evich Kovalevich. "Research on the level of motivation of the students of vocational school towards learning." Психолог, no. 5 (May 2020): 1–11. http://dx.doi.org/10.25136/2409-8701.2020.5.33897.
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The subject of this research is educational motivation of the first-year and second-year students of vocational school. The author puts forward an assumption that the second-year students have higher motivation towards learning than the first-year students. This related to the completion of adaptation period and maturing of students, as well as with formation of the responsible professional stance on their future. The conducted research confirmed the advanced hypothesis. The motives for learning highlighted by the second-year students are associated mostly with the current issues of educational activity. The author also underlines the greater importance of motives pertinent to professional competences and professional activity among the second-year students. The main conclusion lies in the thesis that motives for learning indicated by the first-year students are characterized by expectancy, temporary farness of the result, and are merely associated with the current problems. These results reveal the considerable importance of the remote and abstract learning goals for the first-year students. The author detects a trend that acquisition of knowledge is more significant that professional skills in the learning process. Moreover, in course of time, the motive for acquiring knowledge acquires more currency among the students of vocational school.
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Febryanto, Mohammad. "Students’ Self Revision in Essay Writing." Jurnal Bahasa Inggris Terapan 3, no. 2 (February 21, 2017): 39–44. http://dx.doi.org/10.35313/jbit.v3i2.1262.
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This study investigates self-revision in essay writing conducted by 6 students. The analysis is based ondetermining common revised errors. The data have been reduced based on Language Related Episodes (LREs). The result shows that there are revision consisting of 1 change in punctuation both in first and second essay, 5 changes spelling in first essay, 19 changes vocabulary in the first essay and 6 changes in second essay, 25 changes in word form correction in the first essay and 27 changes in the second essay, and there are 19 changes in sentence level the first essay and 13 changes in the second one. This indicates that the self-revision is predominantly focused onthe word level changes particularly in morphology. Keywords: self-revision, common revised errors, Language Related Episodes (LREs)
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Hashim, Haida Umiera, and Melor Md Yunus. "English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 3, no. 2 (December 30, 2018): 207. http://dx.doi.org/10.24042/tadris.v3i2.2941.
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Early exposure to English is very important as it is crucial for learners to acquire English language at early age as English is a global language that is used not only in the level of primary and secondary school but also in tertiary level of education. Schools can be one of the important roles in influencing second language acquisition, particularly English language. However, most schools did not consider acquiring English from the perspective of learners’ fluency and rarely consider movements or approaches that they can take to improve ESL learning among students. This study intended to investigate the influence of school settings and routines on ESL learning among secondary students. A qualitative method is used in this study as data were collected through the method of observation and interview. The observation period throughout the process of collecting data has been conducted based on a field note specifically prepared for this study. The participants involved in this study were all-girl school students located in Selangor. The gathered data were then interpreted in the findings analysis. Based on this study, it was proven that there are co-relations between the school settings and routines on ESL learning among secondary students. It was found that school settings and routines do influence ESL learning among secondary students. Discussion and recommendations are further explained in this study. Thus, it is hoped for future researchers to conduct further research on related factors that might help to contribute in ESL learning among ESL learners.
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Amini, Mutia, Fachri Helmanto, and Arif Hidayat. "Number lines in learning mathematic integer at the upper level." ETUDE: Journal of Educational Research 1, no. 1 (November 30, 2020): 19–25. http://dx.doi.org/10.56724/etude.v1i1.37.
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Background: Students who have a good understanding of mathematics tend to have proud learning achievements. Good mathematics learning outcomes are influenced by intelligence and material mastery. However, teachers interact more with the white board than with students. students feel less enthusiastic because the teacher asks students to listen during the delivery of the lecture. Purpose: This study aims to determine the appropriate method in conveying integer material to elementary school students. Design and methods: This research uses classroom action research methods on 25 of fifth grade students of SD Negeri Cibunian in the second semester. This classroom action research adapted the cycle scheme proposed by Kemmis and Taggart. This scheme consists of a series of plots, including planning, acting, observing, reflecting, and revised plans for each cycle. Results: The results of this study reveal the use of number lines in mathematics subject matter integers in class V can improve student learning outcomes. This is evidenced by the percentage of students who score above the pre-cycle passing score of 28% or 7 students complete learning, in the first cycle it increases to 56% or 14 students complete their learning, and in the second cycle it reaches 80% or 20 students complete learning.
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Emelia Agustianti, Syofia Delfi, and Dahnilsyah Dahnilsyah. "The Correlation between University Students’ Vocabulary Learning Strategies and The Vocabulary Mastery Level." J-SHMIC : Journal of English for Academic 8, no. 2 (August 31, 2021): 153–67. http://dx.doi.org/10.25299/jshmic.2021.vol8(2).7392.
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This research was intended to find the correlation between the students’ vocabulary learning strategies and the vocabulary mastery level. The research design of this study was a quantitative research and the study population was the second year students of English study program FKIP Universitas Riau. 41 participants were selected from the second year students of English Study Program FKIP Universitas Riau using the cluster random sampling technique. The instruments of this study were vocabulary learning strategy questionnaire and vocabulary level test. The data showed that 53.7% of students was used the vocabulary learning strategy in learning new vocabularies and 31.7% students were high vocabulary level. Moreover, the result of the study indicated that there was a negative correlation between two variables. The value of correlation coefficient was 0.813. It was on scale 0.00 – 1.00. It meant that the correlation between the students’ vocabulary learning strategies and the vocabulary mastery level of the second year students were categorized as high correlation. This research would assist students to understand the correlation between used the strategy in learning new vocabularies in order to increase the level of vocabulary mastery.
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Tiwari, Hari Prasad. "Exploring the Challenges Faced by the Bachelor’s level Students in Reading English Textbooks." Journal of NELTA Gandaki 5, no. 1-2 (November 7, 2022): 55–63. http://dx.doi.org/10.3126/jong.v5i1-2.49280.
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Reading textbooks written in second or foreign language is considered more challenging than written in reader’s mother tongue. If the textbooks are written considering the level of the students, they read and comprehend the texts without extra effort. With this in mind, the study tries to explore the challenges faced by the bachelor level second year students while reading the textbook ‘Readings for the New Horizons’. The participants of this descriptive phenomenological study consisted of 15 students studying specialization English in Bachelor of Education (B.Ed.) second year. I employed purposive sampling to select the participants and unstructured interview to collect the data. The collected data was transcribed and thematized and findings of the study were presented and analyzed employing descriptive techniques of qualitative data analysis. The findings revealed that students consider unfamiliar words as the major challenge followed by length of the reading texts, less proficient in English, sentence structure, content included in the textbook, number of lessons or reading texts incorporated in the textbook and lack of reading habits. The teachers need to involve students in intensive reading to overcome the challenges and to develop the habit of reading texts written in second language.
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Alzamil, Abdulrahman. "Situation-Specific Speaking Anxiety: University-Level Students’ Experiences." International Journal of English Linguistics 12, no. 2 (January 10, 2022): 18. http://dx.doi.org/10.5539/ijel.v12n2p18.
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Second language (L2) learners are very keen to master speaking in their L2, and this is among the most important of all language skills. However, speaking anxiety is a major obstacle to successful L2 learning. This study was designed to investigate university-level students’ attitudes towards speaking in English and their experience of anxiety. 81 participants who majored in English with an average age of 21.8 years were recruited. The researcher conducted semi-structured interviews and administered a four-point Likert-scale questionnaire with 18 items, designed to address three constructs: a) fear of speaking in English; b) fear of making mistakes in English; and c) fear of being judged by others. The findings showed that although the participants were generally unconcerned about speaking English, their attitudes were different when they were asked about specific situations. When asked about their fear of making mistakes in front of their classmates, or of being judged by them, they agreed that in those circumstances they would experience anxiety.
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Kamberi, Lulzime, and Majlinda Nuhiu. "PEER ASSESSMENT AT TERTIARY LEVEL." Knowledge International Journal 28, no. 7 (December 10, 2018): 2325–29. http://dx.doi.org/10.35120/kij28072325l.
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Autonomous second language learning (SLL) is a topic of focus in every educational setting and almost universally supported by institutions and scholars in the whole world. One aspect of autonomous learning is peer evaluation (Harmer, 2001; Benson, 2001; Cottrall, 1999; Everhard&Murphy) Seeking to make students more autonomous leaners and take more responsibility for their learning, as well as assess the effect of peer assessment, on language acquisition, peer assessment has been introduced to student of the final semester of their studies. This paper reports initial results from a study into the effectiveness of peer assessment in an EFL (English as a Foreign Language) classroom instruction, in a methodology course, conducted in the second semester of the academic year 2017/2018, at the Department of English Language and Literature, at the University of Tetovo, Macedonia. Applying frequency statistics, Fraenkel&Wallen, (2003), the study has analyzed peer assessment; in contrast to teacher assessment of student presentations. Content analysis (Leedy & Ormord, 2005) to identify themes biases and meaning, the study investigated the validity and reliability of peer assessment. Convenience sampling among students enrolled in the seventh semester identified a non-random sample of 20 students representing 41% of the possible cohort. The findings of the study revealed that students were not prepared to assess each other and rather acted on their personal feelings towards their peers. In conclusion, it is argued that research designs involving an extended period of time and with a larger sample will be needed to confirm these results.
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Kamberi, Lulzime, and Majlinda Nuhiu. "PEER ASSESSMENT AT TERTIARY LEVEL." Knowledge International Journal 28, no. 7 (December 10, 2018): 2325–29. http://dx.doi.org/10.35120/kij29082325l.
Full textAbstract:
Autonomous second language learning (SLL) is a topic of focus in every educational setting and almost universally supported by institutions and scholars in the whole world. One aspect of autonomous learning is peer evaluation (Harmer, 2001; Benson, 2001; Cottrall, 1999; Everhard&Murphy) Seeking to make students more autonomous leaners and take more responsibility for their learning, as well as assess the effect of peer assessment, on language acquisition, peer assessment has been introduced to student of the final semester of their studies. This paper reports initial results from a study into the effectiveness of peer assessment in an EFL (English as a Foreign Language) classroom instruction, in a methodology course, conducted in the second semester of the academic year 2017/2018, at the Department of English Language and Literature, at the University of Tetovo, Macedonia. Applying frequency statistics, Fraenkel&Wallen, (2003), the study has analyzed peer assessment; in contrast to teacher assessment of student presentations. Content analysis (Leedy & Ormord, 2005) to identify themes biases and meaning, the study investigated the validity and reliability of peer assessment. Convenience sampling among students enrolled in the seventh semester identified a non-random sample of 20 students representing 41% of the possible cohort. The findings of the study revealed that students were not prepared to assess each other and rather acted on their personal feelings towards their peers. In conclusion, it is argued that research designs involving an extended period of time and with a larger sample will be needed to confirm these results.
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Rashid, Mohd Ridhzwan, and Denise Koh Choon Lian. "Improving the level of eye and hand coordination for second-level students using a modified coordination training program." International Journal of Scientific and Research Publications (IJSRP) 9, no. 9 (September 6, 2019): p9311. http://dx.doi.org/10.29322/ijsrp.9.09.2019.p9311.
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De Luna Filho, Elias Benício, Fábio Thiago Maciel Da Silva, Amilton Da Cruz Santos, Leone Severino Do Nascimento, Aline Nóbrega Rabay, Filipe Fernandes Oliveira Dantas, Anna Myrna Jaguaribe De Lima, and Maria Do Socorro Brasileiro-Santos. "Level of physical activity in college students." Manual Therapy, Posturology & Rehabilitation Journal 13 (September 29, 2015): 256. http://dx.doi.org/10.17784/mtprehabjournal.2015.13.256.
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Introduction: Regular practice of physical activity is important to prevent and treat psychobiological dysfunctions and improve the quality of life. Insufficient levels of exercise have been considered a risk factor for diseases, mainly cardiovascular disorders. The evidences about the levels of physical activity in college students are inconsistent, especially in physical education undergraduate programs. Objective: The aim of this study was to assess the level of physical activity in Physical Education college students of the Universidade Federal da Paraíba, considering gender, undergraduate program (degree or bachelor) and term time. Method: The study design is transversal, and 159 subjects answered the International Physical Activity Questionnaire (IPAQ), short version. Results: Most of the college students were classified as active and very actives (77.4%) and, only 22.7% were insufficiently actives. It was observed a significant association between the level of physical activity and the term time (p=0.001), with a linear and progressive trend to towards an increase in the number of inactive/insufficiently active students. There was not significant association (p=0.088) between the level of physical activity and the first or second half of the undergraduate program. College’s Bachelor students of were more active than college’s Licentiate students, however, without significant association (p=0.181). In the difference between genders, women have higher levels of physical activity than men, but without significant association (p=0.797). Conclusion: The results show that students of physical education present appropriate levels of physical activity and students of the last term time are less active than first term time students.
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Véliz, Leonardo. "Corrective Feedback in Second Language Classrooms." Literatura y Lingüística, no. 19 (August 14, 2018): 283. http://dx.doi.org/10.29344/0717621x.19.1587.
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In this paper I attempt to analyse and survey the role of corrective feedback –more specifically recasts– in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students’ self-correction in order to finally come to the conclusion whether or not students are able to notice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Trainig Programme at Universidad Católica Raúl Silva Henrríquez are studied. Five students taking English courses at an intermediate level and five taking advanced English courses.Intermediate and advanced students have been categorised on the basis of their number of English language courses they have taken. Intermediate students have taken four, whereas advanced have taken seven. In this paper the point at issue is whether harmful and ineffective or essential and rather effective, and whether recasts are noticeable for students to ‘read between lines’ and figure out the underlying correction. I take the stand that recasts are only effective when using them with advanced students as they are more cognitively advancedand, therefore, able to make inferences and interpret the implicit message to reformulate their mistakes. The results as well as the tests on the whole, clearly demonstrate that recasts as a corrective technique happen to be a bit more effective with advanced students than with intermediate students, though the difference is not striking.
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Long, Kimberley Lau Yih, Yeo Jiin Yih, and Sandra Sim Phek Lin. "Undergraduates’ Speaking Anxiety in English as Second Language (ESL) Classrooms." International Journal of Service Management and Sustainability 4, no. 1 (March 2, 2020): 25. http://dx.doi.org/10.24191/ijsms.v4i1.8180.
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Many students exhibit fear of speaking in English in the English as Second Language (ESL) classrooms. Additionally, there are limited studies in this area of concern among the undergraduates in Sarawak. Hence, this study aimed to identify the students‟ anxiety level towards speaking English based on four components, namely communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English in the classrooms. This study also examined whether there is any significant difference in the level of anxiety in terms of gender. A total of 592 undergraduates from two public institutions of higher learning in Sarawakwere involved in this study. A Public Speaking Class Anxiety Scale (PSCAS) by Yaikhong and Usaha (2012) was adopted in this study to measure anxiety in the ESL speaking classes. The results gathered through the questionnaires were analysed using SPSS package to determine the students‟ speaking anxiety levels and the significant difference in the level of anxiety in speaking English in terms of gender. The findings revealed that undergraduates experienced an average level of speaking anxiety. T-test analysis of the findings in the study also portrayed that generally the female undergraduates experienced higher speaking anxiety as compared to the male undergraduates in all the four factors of ESL speaking anxiety. Among the four factors of speaking anxiety, only the factor of 'comfort in using English' in the classrooms showed a statistically significant difference between male and female undergraduates. Findings of this study would be significant as knowing the level of anxiety among the undergraduates in ESL classrooms will provide the basis for educators to plan better strategies or techniques to help students in overcoming their English speaking anxiety and to improve their oral English proficiency. It will also help students to be aware of their own speaking anxiety level so that they can seek for measures to overcome their speaking anxiety.
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Alwani Omar, Nor, Ezzah Suraya Sarudin, Arfah Mohd Nasir, Suraya Masrom, and Norhasliza Ahmad. "Peer-reviewed active learning engagement with a multi-level remedial class." International Journal of Engineering & Technology 7, no. 4.33 (December 9, 2018): 517. http://dx.doi.org/10.14419/ijet.v7i4.33.28166.
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This study was conducted to find the effectiveness of the remedial class to the students’ performance in Mathematical courses. Two objectives were highlight which are the active learning engagement among participants and the effectiveness of the remedial class. The respondents of this study is 169 semester one students of Diploma in Sciences. All students were involved in the first remedial class and the result of the students later was compared with the previous semester. The result shows there is improvement in students’ performance as the failure rate for that semester is lower compared to the previous one. Next, students who passed in Pre-calculus was divided into two groups for the next semester. The control group proceed with calculus I without second remedial class while the experimental group need to attend second remedial class. The result of these students in Calculus I later was collected and analyzed. The statistics shows there is slight improvement in failure rate for experimental group. Thus, it shows that multi-level remedial class is a new effective approach to improve students’ poor foundation in Mathematics. Besides, it is indirectly beneficial to the faculty and university as there will be less students who do not graduate on time.
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Lashary, Mubarak, Muntazar Mehdi, and Yasir Arafat. "SOCIAL MEDIA IN SECOND LANGUAGE CLASSROOM: A SURVEY OF ESL STUDENTS AT UNIVERSITY LEVEL." Pakistan Journal of Social Research 03, no. 03 (September 30, 2021): 194–203. http://dx.doi.org/10.52567/pjsr.v3i3.241.
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This paper intends to analyze the choice of social media from Facebook, Twitter, WhatsApp, or any other means of communication by the students in learning English at university level. Social media has turned out to be a social reality of today’s world, particularly in the field of academics. The use of social media is not restricted to any social sphere of human life irrespective of any social varialbles. All the people are consumers of it in either one or the other way. Through this study, the dominant choice in various perspectives and its uses have been unfolded. The study is quantitative and tries to explore how the ESL students are trying to use social media in learning second language. The sample for the study is non-probability where 50 students from the Institute of English Language and Literature, University of Sindh, Jamshoro, Pakistan have been selected on the non-proportional quota basis. The researchers received 48 questionnaires from the respondents. The questionnaire is mainly close-ended with nominal response category; however, ut some open-ended options were given to get a deeper insight into the issue. The data is analyzed by simple arithmetic and percentage. The conclusion is based on the findings of the data. In order to seek the possibility of the use of social media in the language learning or literary upheaval in using social media, the researchers found out that students are inclined towards the use of social media and it is helpful in the academics and learning the second language in multiple ways. Keywords:Social Media, Facebook, Twitter, WhatsApp, academic purpose, Language learning
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Junaedi, Ahmad. "The Correlation between Students' Intelligence Level and their Achievement in Learning English." Acitya: Journal of Teaching and Education 3, no. 2 (July 31, 2021): 234–44. http://dx.doi.org/10.30650/ajte.v3i2.2222.
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The objective of the research was to find out the correlation between the students intelligence and their achievement in learning English at SMPN 27 Makassar. The design of this research was descriptive and employed correlational method. The population of this research was the second year students of SMPN 27 Makassar. The technique of sampling applied cluster random sampling which the total of sample was 20 students. The instruments of this research were IQ test and English test. To find out students achievement in learning English, the researcher tested the students using multiple choice test that consisted of materials from their handbook. To find out the level of students intelligence, the Psychological Department Team of State University of Makassar was given IQ test. To find out the correlation from both variables, the researcher used Pearson r formula. The result of the test shows that most of the students’ intelligence was categorized as dull average and the students’ achievement was 6.35 which is categorized as fair achievement. The result data found that there was no significant correlation between the students’ intelligence level and their achievement in learning English at the second year of SMPN 27 Makassar.
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Zhang, Haomin, and Weicheng Zou. "Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners." Sustainability 12, no. 4 (February 16, 2020): 1465. http://dx.doi.org/10.3390/su12041465.
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Reading success in a second language (L2) is vital to sustainable language and academic development because reading serves as a tool to absorb and learn new knowledge. Particularly in the context of college English as a foreign language (EFL), students constantly face the challenge to read English material to develop content knowledge. The current study investigated the effect of explicit morphological instruction on L2 students’ higher-order inferencing and comprehension abilities. Sixty-two Chinese collegiate EFL students who were taking an intensive reading course (31 in the treatment class and 31 in the control class) participated in this study. The morphological intervention in the treatment class focused on identifying, decomposing, analyzing, associating, applying word parts in context. The control class received no explicit instruction in morphological awareness. After one semester of instruction, a series of morphology, inferencing and comprehension measures were administered to the participating students. The results showed that the didactic intervention of morphological awareness contributed to morphological knowledge and word-meaning inferencing ability, whereas there was no significant relationship between morphological intervention and text-based inference and comprehension abilities. The findings suggest that the intervention has a direct impact on word learning ability; however, higher-order processing skills may not directly benefit from it in a short period of time. Given that reading comprehension requires fine-tuned understandings of both local meanings and global contextual information, morphological awareness may not have an immediate effect on comprehension. Applied implications are also discussed in relation to effective morphological instruction and reading development in L2 contexts.
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Kalisa, Pasca. "Communication Strategies in English Second Language Acquisition." Language Circle: Journal of Language and Literature 14, no. 1 (October 1, 2019): 93–102. http://dx.doi.org/10.15294/lc.v14i1.21475.
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This research aims to describe and analyze communication strategies used by learners in the acquisition of a second language. In this case, this research analyzes the use of communication strategies in which English is the language of instruction.This study involved 21 students at the Department of English Language and Literature, in one of the state universities in Semarang, Indonesia. These students are second year students in the English Language and Literature Department. This research is a case study in the purpose of investigating the communication strategies used when the participants are engaged when the learning activities take place. The participants are given a conversation project in pairs and exposed to a variety of setting such as in the restaurant, in the professor’s room, and in a company. Data collection was carried out through video and audio recordings. The data obtained are then categorized into 13 categories of communication strategies (Dornyei, 1995) and sorted to obtain the frequency of occurrence. The findings indicate that the students mostly use time-gaining strategy (36%) to overcome the problem in their communication with the interlocutors. It is then followed by the use of meaningless words which occurs very frequently (18%) from all utterances, “repetition” strategy which occurs rather frequently about 16% of the total, literal translation (13%), and “use of non-linguistics means” (10%). In conclusion, choices of communication strategies are highly influenced by the level of the conversation tasks given (Wongsawang, 2001). The occurrence of certain types of communication strategies depends on the tasks given to the students and the level of difficulty of those tasks.
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Smith, Sara Dawn. "Computer Attitudes of Teachers and Students in Relationship to Gender and Grade Level." Journal of Educational Computing Research 3, no. 4 (November 1987): 479–94. http://dx.doi.org/10.2190/wqkv-jhj7-ftnx-qkpl.
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The two studies reported here examined teachers' and students' Efficacy and Sex-typing attitudes toward computers in schools from contrasting settings. The first study analyzed computer attitudes of 491 participants (318 students, 173 teachers) in a district with an across-the-grades educational computing curriculum in place for almost two years. The second study assessed attitudes of 421 students and teachers (331 students, 90 teachers) in schools which were in the early stages of computer implementation. In the first study, there were significant differences in sense of Efficacy between teachers and students. Both studies found significant differences in Efficacy attitudes by grade level, with the second study showing differential effects by gender and group (teacher/student). Sex-typing attitudes were found to be significantly different for males and females in both studies, with females showing stronger feelings for equity in computer use and careers than males did. Teachers in Study 2 showed significantly higher attitudes of equity than students.
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Puspitasari, Elia, and Titik Lina Widyaningsih. "THE ANALYSIS OF BRAINSTORMING STRATEGY ON TEACHING WRITING IN THE UNIVERSITY LEVEL." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 2 (December 31, 2018): 6. http://dx.doi.org/10.17977/um046v2i2p6-10.
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This research was aimed to analyze a brainstorming strategy on teaching writing, especially in writing a short story for the second-semester students of the English Department in (STKIP) PGRI Tulungagung in the academic year 2017/2018. This research was conducted using qualitative methodology. The researcher observed and analyzed the writing class where the lecturer was applying a brainstorming strategy. Qualitative data had been collected from observation of the teaching-learning process, interview with the lecturer and the students, and also questionnaire given to twenty students in that class. The data was in the form of observation, interview transcripts, and the results of the questionnaire. In this research, the researcher involved twenty participants to fill the questionnaire. There were six students from those twenty students and the lecturer who were involved in the process of interview. The result of the research showed that implementing a brainstorming strategy in writing class could improve student's skills in writing, especially writing a short story. The brainstorming strategy helped students to generate their ideas and express the ideas into a systematic paragraph. The students also felt that this strategy could improve their writing. When the lecturer applied a brainstorming strategy, the students could do their writing assignments better and also got good results. Thus, the researcher suggested that the lecturer and the students to apply a brainstorming strategy in ordered that the students’ writing skills could be improved.
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Alias, Asnadia Binti, and Nur Atikah Binti Noor Rashid. "The relationship between students’ second language learning anxiety and language proficiency." Journal of Counseling and Educational Technology 1, no. 2 (December 8, 2018): 50. http://dx.doi.org/10.32698/0141.
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Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.
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Sesmiyanti, Sesmiyanti. "A Study on Students’ Reading Ability at Second Year Students of STKIP PGRI Sumatera Barat." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 6, no. 1 (March 28, 2018): 20–23. http://dx.doi.org/10.30630/polingua.v6i1.12.
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This research is aimed to find out the students’ reading ability in comprehending the text at the second years of STKIP PGRI Sumatera Barat. The population of the research was 76 students. The researcher used total sampling population and took all population as the sample. In collecting data, the researcher used classroom test. Test is used to find out the students’ reading ability. Students’ reading ability is categorized into very good, good, enough, less, and failed. Based on the result of the research, It can be seen that mean score of students’ reading abilityscore is 63.2. It is enough level, so it can be concluded that the students’ reading ability is enough or sufficient
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Hadar, Linor Lea, and Lynne Genser. "Promoting Critical Thinking for All Ability Levels in an Online English as a Second Language Course." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 1 (January 2015): 71–88. http://dx.doi.org/10.4018/ijcallt.2015010105.
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This study explores the development of critical thinking among undergraduate students in the context of an “English as a Second Language course”. A structured, online forum task demanding an increasing level of critical thinking was repeated four times during the year. Students' use of critical thinking skills was evaluated in terms of the variety of critical thinking skills and the number of times each skill was repeated. Two groups were compared: low advantage students versus average to high advantage students. Students of both ability groups improved their critical thinking in the three more concrete tasks and showed a decrease in the fourth more abstract task. While low advantage students started at a significantly lower level than the rest of the students, they reached the same level by the second critical thinking activity. The pedagogical implications of these findings are discussed.
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Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.
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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicating with non-English parents, and a knowledge of and contact with ethnic welfare/support agencies. A literature search revealed little in the way of studies on language provision for students of NESB in SSPs in the USA, Canada, Britain or in Australia. Assessment for placement in special education has always posed a difficulty in regard to students whose dominant language is not English. A move towards the use of Adaptive Behaviour Scales is a possible change in assessment procedures. where the level of language development will constitute just one factor among a number of others. The commencement of English as a second language programme and a bilingual programme are seen as innovatory in this field of education.
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Allo, Markus Deli Girik, and Arnovan Priawan. "Students' Self-Confidence in Speaking Skill." Jurnal Studi Guru dan Pembelajaran 2, no. 1 (March 20, 2019): 11–14. http://dx.doi.org/10.30605/jsgp.2.1.2019.1263.
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The objective of the research was to find out whether or not describing people improve students’ self-confidence in speaking skill by the second grade of SMK Kristen Makale. In doing this research, the writer used quantitative method. The population of this research was the second grade students which consist of 139 students and divided into eight classes. This research employs a cluster sampling where the writer took only 25 students as respondents. The instrument that used by the writer in collecting data is questionnaire. The result of this research found that describing people could improve students’ self-confidence in speaking. It was proved by the mean score of the students in questionnaire one (Q1) is 67.88 (precisely self-confidence level) and students mean score in questionnaire two (Q2) is 79.76 (medium self-confidence level). It means that the students have shown raising the self-confidence level from precisely into the medium after learning using describing people.
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Strambi, Antonella, Ann Luzeckyj, and Antonia Rubino. "Flourishing in a Second Language (FL2)." Australian Review of Applied Linguistics 40, no. 2 (December 1, 2017): 121–39. http://dx.doi.org/10.1075/aral.40.2.03str.
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Abstract This paper presents findings from the Flourishing in a Second Language (FL2) project – a language curriculum for first-year university students which integrates Positive Psychology (Seligman, 2002), Transition Pedagogy (Kift, 2009a), and CLIL principles (Coyle, 2006). The project aims to create learning experiences that are personally relevant, and that facilitate alignment between learners’ interests, linguistic goals, and cognitive challenges posed by the tasks, in order to increase the perceived value of language learning and sustain students’ motivation. More specifically, the project involves re-designing language learning activities typically found in beginners’ level classes, to include strategies and contents believed to facilitate transition, as well as enhance students’ psychological, emotional, and social wellbeing. In this paper, we evaluate the trial implementation of the FL2 activities integrated into the beginners’ curriculum at two different universities. Feedback obtained from language experts and practitioners in language education and Positive Psychology is also briefly discussed.