Relevant bibliographies by topics / Senior secondary English

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Academic literature on the topic 'Senior secondary English'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Senior secondary English"

Lehmann, A. W. "Student-Generated Discussion in the Senior Secondary English Classroom." Networks: An Online Journal for Teacher Research 3, no. 2 (July 1, 2000): 142. http://dx.doi.org/10.4148/2470-6353.1225.

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Wenfeng Wang and Agnes S. L. Lam. "The English Language Curriculum for Senior Secondary School in China." RELC Journal 40, no. 1 (April 2009): 65–82. http://dx.doi.org/10.1177/0033688208101447.

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Chan, Vivien Nga Man. "English Private Tutoring in Macao: Perceptions of Senior Secondary Three Students." ECNU Review of Education 2, no. 1 (March 2019): 44–63. http://dx.doi.org/10.1177/2096531119840864.

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Purpose: This article examines how individual, school, and social factors shape the perceptions of students in Senior Secondary Three (SS3; in some schools called Form Six [F6]) toward English private tutoring in Macao. Design/Approach/Methods: This is a comparative study of two F6 classes of an English-medium secondary school and four SS3 classes of a Chinese-medium secondary school in Macao, with a total number of 145 students. Mixed-methods approach (questionnaires and interviews) is employed in the study. Findings: The respondents’ participation in English tutoring is not very intensive. They prefer to receive government-subsidized after-school tutoring taught by their schoolteachers more than fee-paying English tutoring taught by tutors outside. Low level of social competition and high tertiary enrollment rates contribute to this phenomenon. Students’ needs and beliefs in English learning play key roles in determining their receipt of English tutoring. Originality/Value: Teachers may need better understanding of their students’ needs so as to design suitable pedagogies. Schools can consider more fully the types of tutoring that they provide for different kinds of pupils. The government-subsidized after-school tutoring could be a plausible way to reduce educational inequality.

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Ajibade, Yetunde, and Kate Ndububa. "Effects of Word Games, Culturally Relevant Songs, and Stories on Students' Motivation in a Nigerian English Language Class." TESL Canada Journal 26, no. 1 (June 1, 2008): 27. http://dx.doi.org/10.18806/tesl.v26i1.128.

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This study investigated the extent to which word games and culturally relevant songs and stories could motivate senior secondary school students in Nigeria, thereby enhancing their performance in English. A pre-test/post-test control group design was used. The sample consisted of 100 senior secondary school II students randomly assigned into experimental and control groups. Four instruments were designed, validated, and used for data collection. Four hypotheses were formulated and tested. The findings revealed that the use of word games and culturally relevant instructional activities was beneficial for these students, as they served as an effective motivational strategy that contributed to better performance in English-language learning at the senior secondary school level.

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Utami, Nurul Mutia. "Communication strategies used by junior and senior teachers in teaching English at secondary school." International Journal of Humanities and Innovation (IJHI) 1, no. 4 (December 20, 2018): 20–29. http://dx.doi.org/10.33750/ijhi.v1i4.26.

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This research aims to find out the types of communication strategies used by the junior and senior teacher in teaching English. This study also explores the differences and similarities of communication strategies used by junior and senior teachers in teaching English. This research employed descriptive qualitative research. The participants of this research were two English teachers in Makassar. The data of this research were collected by employing observation and interview. The researchers adapted and modified Tarone’s (1977), Bialystok’s (1983), and Dörnyei and Scott’s taxonomy (1995a, 1995b) of communication strategies in identifying the data. The obtained data were analyzed in three major phases namely data collection, data reduction, data display, and conclude. The results of this research revealed that there were fifteen types of strategies used by the junior teacher and eleven types of strategies used by the senior teacher in teaching English. The junior teacher used topic avoidance, literal translation, code-switching, retrieval, other-repair, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for clarification, asking for confirmation, interpretive summary, comprehension check, and mime/gestures. The senior teacher used the literal translation, restructuring, code-switching, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for confirmation, comprehension check, and mime/gestures.

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Maulana, Saima, BAI DONNA ALIMAN, and ZAIDA ULANGKAYA. "SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE." Advances in Social Sciences Research Journal 8, no. 8 (September 5, 2021): 564–70. http://dx.doi.org/10.14738/assrj.88.10695.

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This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English. Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance

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Walker, Elizabeth. "Evaluation of a support intervention for senior secondary school English immersion." System 38, no. 1 (March 2010): 50–62. http://dx.doi.org/10.1016/j.system.2009.12.005.

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Pranata, Mohammad Sofyan Adi. "The Teaching of Reading in Senior Secondary School." International Journal of English Education and Linguistics (IJoEEL) 1, no. 2 (December 30, 2019): 42–49. http://dx.doi.org/10.33650/ijoeel.v1i2.964.

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Reading English is an important skill that students need to learn. The teaching of reading in secondary school will help student to get a purpose for reading, focus on what they are learning, think actively as they read, monitor their comprehension, and review content and relate what they have learned to what they already know. In order to apply the strategies effectively in new instructional settings, teachers must have a clear understanding of the reading comprehension process and the natural reading strategies that commonly applied by our students. By knowing this, they can select and demonstrate appropriate reading strategies that their students need in reading the text.

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Pardede, Parlindungan. "Use of Mother Tongue in EFL Classes of Secondary Schools In Jabodebek: Students’ and Teachers’ Perception." JET (Journal of English Teaching) 4, no. 2 (September 25, 2018): 62. http://dx.doi.org/10.33541/jet.v4i2.831.

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This study aims to investigate senior high school students and teachers’ perception of the use of Indonesian in their English classes. To achieve the objective, two sets of questionnaires were administered to gauge the perceptions of 556 students and 15 teachers of 10 senior high schools in Jabodebek (Jakarta, Bogor, Depok, and Bekasi). The findings revealed: (1) the majority of both students and teachers preferred to use Indonesian in their English classes; (2) they believed Indonesian is helpful in language skills development, language components learning, learning materials understanding and classroom interactions; (3) the students preferred the predominantly use of Indonesian, while the teachers preferred the predominantly use of English during the class hour; (4) the higher their grade, the higher amount of English the students would like to have in their English classrooms; and (5) teachers with longer teaching experience tended to expect the use of bigger proportion of Indonesian in English classrooms.

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Agbo, Isaiah I., Goodluck C. Kadiri, and Blessing U. Ijem. "Assessing Problem Areas in Senior Secondary Students’ Use of the English Concord." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 973. http://dx.doi.org/10.17507/tpls.0808.08.

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This research succinctly explicates the areas of problem in Senior Secondary Students’ use of the English Concord in written texts. Language is a social property and has rules that determine how words should be matched to achieve effective communication. Concord in English deals with those rules that govern the co-occurrence of words in sentences. This work is a practical classroom experience and it x–rays the students’ performance in the grammatical, notional and proximity concords respectively. The findings are clearly presented in statistical tables and each of the tables shows the students’ performance in each of the areas. The result shows that the students performed fairly well in notional and proximity concords. The total results, however, led to the conclusion that the students are yet to attain competence in the English concord for good communication.

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Dissertations / Theses on the topic "Senior secondary English"

Burnett, Patricia Jane. "Reading and teaching prose texts in senior secondary English classes." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/1764.

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This study considers three different aspects of the teaching of prose texts in New Zealand's senior secondary English classes. Firstly, the study reports the findings of a survey of the prose texts currently being used in Years 11, 12 and 13 and the processes of texts selection at 47 area and secondary schools. Secondly, I address the issues of curriculum change and the inclusiveness of the English curriculum, focusing particularly on those issues pertaining to gender and culture. The third focus of this thesis examines some theories of literacy and the methods teachers are utilising to teach prose texts in secondary schools in the late 1990s. The survey showed that schools are using a wide range of fiction, non-fiction and short story titles and these include a mixture of texts from the Western literary canon and texts by modern authors. While the quality of writing proved to be the most popular criteria for the selection of new texts the HODs also mentioned that books were being selected because they were written by New Zealanders and/or that they portrayed strong female characters, thus addressing some of the culture and gender issues raised in the English curriculum. Teachers are being encouraged, and pre-service teachers are being trained, to put reader-response and critical literacy theories into practice in their classrooms, and these teaching methods also seek to make classrooms inclusive for all students.

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Lee, Brenda Hilary. "An analysis of senior secondary students' writing and the use of rhetorical devices." Thesis, Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/HKUTO/record/B38626354.

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Chan, Wai-fun. "Value orientations in senior secondary English language education in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304166.

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Chan, Wai-fun, and 陳蕙芬. "Value orientations in senior secondary English language education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960686.

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Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.

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This study focuses on the writing of senior students in the subject English at an ACT secondary college. Several features of the ACT education system are relevant. There is a high retention rate, so the sample is a broad one. The curriculum is school based, as is assessment. There are separate courses for those seeking tertiary entrance (TE) and those seeking to complete their education at Year 12 (Accredited). The theoretical basis of the study is provided by the work of a number of linguists with an interest in school language, in particular Graham Little. 255 samples of writing have been analysed, taking account of the function and forms of language. The function, or meaning, has been analysed in terms of content, abstraction, purpose and audience. The writing in the Accredited course is evenly distributed between the human and material worlds, three quarters is informational and one quarter Imaginative. The level of abstraction shows a predominance of reporting and generalising. Writing in the TE course is 60% concerned with the human world and reaches higher levels of abstraction such as speculation and hypothesising. The audience is academic. Compared with earlier findings, this study shows more human content and higher levels of abstraction. Language functions through selective use of forms. The aspects of form analysed are vocabulary, abstraction of noun phrase, sentence length and sentence sequencing. Figures produced were largely consistent with earlier studies; however the TE group shows higher syllable counts, greater abstraction of noun phrase and longer sentences than the Accredited group. Creative writing brings the groups closest together. Handwriting, spelling and punctuation are examined. Handwriting is always legible, spelling close to 98% correct and 84% of full stops are correctly used. A small number of scripts produce most of the errors in both spelling and punctuation. The achievement of students as revealed by this study of writing is consistent with earlier studies although the students represented here demonstrate higher levels of abstraction. The curriculum contains more human content and is commendably comprehensive, although there is less poetic and expressive writing than might be expected. This form of language analysis is recommended for its concentration on the language actually produced in class, the insights it provides for teachers and the information it provides for meaningful public discussion of education.

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Chan, Hoi-yan, and 陳凱茵. "English-Cantonese code mixing among senior secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29675480.

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Ng, King-hang, and 伍經衡. "An investigation into local senior secondary students' competence in English vocabulary knowledge." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193554.

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Various research has been done to investigate the relationship between learners’ vocabulary size and collocation knowledge (Gyllstad, 2007; Brown, 2012; Nizonkita, 2012). However, none has been done on Hong Kong senior secondary students who are taught under the new education curriculum and take the new Hong Kong Diploma of Secondary Education examination before pursuing their university studies. This study involved 90 secondary five students as participants who were divided into high-, medium- and low-ability groups. They were asked to do a test paper for the assessment of their vocabulary sizes and collocation knowledge. Also included in the test paper was a task to assess their vocabulary levels, aiming to find out the word levels they need to work on for the improvement of their academic vocabulary for university pursuit. The results found a significant positive correlation between the vocabulary size and collocation knowledge for the 90 participants as a whole group; interestingly, when divided into three proficiency groups, such a correlation was obtained only in the medium-ability group. Findings also indicated that the academic vocabulary level (AVL) closely correlated with the 3,000 and 5,000 word levels. Most of the students in the high-ability group performed well at AVL, and this group needed only to work on the 5,000 word level for the improvement of their academic vocabulary, whereas the other two groups needed to work on both the 3,000 and 5,000 word levels for the same purpose. The study concluded with suggested ways for teachers to help their students develop a bigger vocabulary size and improve their collocation knowledge.
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Applied English Studies
Master
Master of Arts in Applied Linguistics

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Hepburn, Henry. "The English language learning strategies of senior secondary school students in Hong Kong." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30973.

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In Hong Kong, the demand for school leavers with effective English skills has been exceeding supply for some time. Attempts to redress the problem by schools have been hampered by the lack of research evidence which would help produce more students with the required/relevant skills, hence recommendations e.g. Education Report No. 4 (1987) that more research should be undertaken into effective English learning strategies. This study seeks to extend, within a Hong Kong context, the research devoted to factors involved in successful language learning. It investigates the relationship between attitude/motivation, language learning strategies and achievement in English of Form 7 students in nine Hong Kong senior secondary schools (N = 476), selected from Bands 1 /2 and 4/5. Several instruments were used: a questionnaire; a language competence rating scale; interviews with 13 teachers and 42 students, identified by their teachers as high/low achievers (HA/LA); plus student think-aloud tasks. The quantitative data were analysed by a variety of multi-variate techniques while the transcribed interview data were analysed for representative statements to illuminate the research questions. The analyses identified the language learning strategies significantly associated with competence and also indicated several problems: lack of exposure to English, the learning demands of an exam culture and the lack of adequate facilities in the classroom. Clear differences emerged between the HA's and the LA's in attitude, motivation and choice of language learning strategies. The HA's were more active and ready to see problems as challenges whereas the LA's were more passive and gave up quickly when a problem surfaced. The factors that make for a successful learning plus a language learner profile, which may remain specific to Hong Kong, are outlined and indicate the role of attitude, motivational orientation and language learning strategies adopted to cope with the vicissitudes of language learning.

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Macrae, Claire Elisabeth. "Examining of the novel in the senior secondary phase (English first language higher grade): a study of conflicting aims." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001423.

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This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified

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Leung, King-hang. "Errors and syntactic transfer in English relative clause formation : a case study of senior Hong Kong secondary school students /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31573411.

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Books on the topic "Senior secondary English"

Aspinwall, D. Stop-gap materials for senior secondary English. [Lusaka]: English Teachers' Association of Zambia, 1989.

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Lukiv, Dan. Creative writing for senior secondary students. Vancouver, BC: BCTF Lesson Aids Services, 1997.

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Coe, Catherine A. Reader-response in a senior English classroom. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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Manitoba. Manitoba Education and Training. Senior 1 English language arts: Manitoba curriculum framework of outcomes and senior 1 standards. Winnipeg, MA: Manitoba Education and Training, 1996.

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Branch, Alberta Curriculum Support. Senior High English language arts: Teacher resource manual. Edmonton, Alta: Curriculum Branch, 1991.

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Adams, Janice Lynn Oberg. Reading and writing for success senior, [11]. Toronto: Harcourt Canada, 2001.

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Education, Ontario Ministry of. Business Studies: Senior Division : Business English. S.l: s.n, 1987.

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Manitoba. Manitoba Education and Training. Senior 2 English language arts: Manitoba curriculum framework of outcomes. Winnipeg, MA: Manitoba Education and Training, 1998.

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Branch, Alberta Curriculum. Program of studies for senior high English language arts. [Edmonton]: Alberta Learning, Curriculum Branch, 1999.

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Education, Ontario Ministry of. Business studies: Business english : senior division, 1987. [Toronto, Ont.]: Ministry of Education, 1987.

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Book chapters on the topic "Senior secondary English"

Zhao, Wen. "English Language Teaching in Vocational Senior Secondary Schools in China." In English Language Education and Assessment, 51–68. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_4.

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Benson, Phil, and John Patkin. "Innovation in Hong Kong’s New Senior Secondary English Language Curriculum: Learning English Through Popular Culture." In English Language Education and Assessment, 3–15. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_1.

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Wang, Wenfeng. "Implementing the Innovative 2003 English Curriculum for Senior Secondary Schools in China: Teachers’ Beliefs and Practices." In English Language Education and Assessment, 35–50. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_3.

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Ndimurugero, Speciose N., and Gloriose Mugirase. "SUBJECT TEACHERS AND ENHANCEMENT OF STUDENTS’ ENGLISH PROFICIENCY IN SELECTED SENIOR SIX CLASSROOMS IN RWANDA." In Advances in Education and Educational Trends Series, 115–29. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead10.

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This study was conducted in Sixth Form schools in Huye District in Rwanda. The researchers’ concern was that most secondary school leavers enter university with low proficiency in English, the medium of instruction. The researchers focused on subject teachers because subject-related courses are allotted more hours than English. The study aimed to explore whether subject teachers offered any assistance in boosting students’ English proficiency. The research drew on Language across the Curriculum (LAC) and Content and Language Integrated Learning (CLIL) approaches. LAC stipulates that all teachers are language teachers, that subject teachers and language teachers should work jointly, and that language should be taught across the curriculum. CLIL recommends that content be learnt through a second language and that the subject and the language be taught at the same time. For validity and reliability purposes, the current study made use of both qualitative and quantitative data collection and analysis methods. Findings revealed that only some of the subject teachers used strategies that could help promote their students’ English proficiency. Findings also indicated that content and English language teachers did not collaborate and that the students were not proficient in English. In accordance with these findings, recommendations were made.

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Conference papers on the topic "Senior secondary English"

Pan, Buhan. "A Comparative Study of English Language Planning and Policy for Senior Secondary Education between Mainland China and Hong Kong." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.152.

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Kanno, Theresa Nnennaya, and Udodirim Angela Igwe. "Session 6: Curriculum, Research and Development | Using Simulation in Teaching Senior Secondary Two Students English Language Comprehension in Abia State, Nigeria." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0024.

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