Rozprawy doktorskie na temat „High achievers”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „High achievers”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Liliequist, Malin. "Motivation among English L2 learners in Sweden : A comparison between high and low achievers in Upper Secondary School". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29967.
Pełny tekst źródłaPrice, Benjamin J. "Resilience Among High Achievers In An Instrumental Music Program". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103376/.
Pełny tekst źródłaMcDaniel, Linda Marie. "Family Background and Structure of High Academic Achievers". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278780/.
Pełny tekst źródłaMcDonough, Andrea M., i res cand@acu edu au. "Naïve and Yet Knowing: Young learners portray beliefs about mathematics and learning". Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp21.16082005.
Pełny tekst źródłaGreenberg, Arthur Richard. "College study in high school for low and moderate achievers /". Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10734594.
Pełny tekst źródłaŽvinakevičiūtė-Stankevičienė, Aušra. "6-8 klasių aukštų akademinių pasiekimų mokinių pažintinių gebėjimų struktūra". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_194827-93742.
Pełny tekst źródłaSUMMARY This research aimed on describing the structure of Intelligence of high-achievers of 6th to 8th formers. There were 45 students, namely 32 girls and 13 boys, students of secondary schools, who we participated in the research. Age range of students varied from 12 to 15 years old. Based on performance indicators, the following three groups of children were distinguished: those who showed good performance in languages; those who were goods at mathematics and those who were good at both languages and mathematics (with semestrial and annual evaluation grade 10 (excellent) and 9 (very good) of givens subjects. Students have been tested according to two methods: Wechsler Intelligence Scale for Children (WISC-III) and Bender-Gestalt Visual Motor Test II. It was found that verbal abilities of school high-achievers are very high and nonverbal abilities are high. School high-achievers perform WISC-III subtests better than theirs peers from general population. Relevant differences in performing verbal subtests were determined in three groups of students. For children, who are good at languages, is characteristic abstract logical reasoning involving when involving words and school aptitude. Students, who are good at mathematics, have better computation and abstract reasoning involving digits abilities. Children, who are good at all subjects, possess best long-term memory, ability to accumulate information. The cognitive profile of high-achievers is similar to profile of gifted... [to full text]
DeLoach, Shondale. "SAME-RACE REGULATORY RESOURCE DEPLETION: OBSTACLES OF BLACK HIGH-ACHIEVERS". Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344626399.
Pełny tekst źródła黎泳芝 i Wing-chi Lai. "The importance of learner training for high achievers in self-directedlearning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262463.
Pełny tekst źródłaLeung, Wai-ping. "Mathematics anxiety among high and low achievers in a Hong Kong secondary school". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567197X.
Pełny tekst źródłaLai, Wing-chi. "The importance of learner training for high achievers in self-directed learning". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262463.
Pełny tekst źródłaSin, Kuen-fung. "Self-concept amongst high and low achievers in a Hong Kong secondary school". Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627097.
Pełny tekst źródłaLeung, Wai-ping, i 梁慧萍. "Mathematics anxiety among high and low achievers in a Hong Kong secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3567197X.
Pełny tekst źródłaSin, Kuen-fung, i 冼權鋒. "Self-concept amongst high and low achievers in a Hong Kong secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627097.
Pełny tekst źródłaDavies, Simeon. "Lifestyle orientation of high versus low achievers in traditional school sports: an holistic analysis". Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1009501.
Pełny tekst źródłaShapiro, Bradley Thomas. "Ability Tracking and Class Mobility in High School Mathematics: The Case of Low Achievers". Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32393.
Pełny tekst źródłaMaster of Science
Cheung, Chok-yee, i 張作儀. "The effectiveness of vocabulary learning strategies of Chinese low achievers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29649742.
Pełny tekst źródłaWong, Chung-fu Roger. "An Exploration of the differences of learning conceptions and strategies between high and low academic achievers". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22400965.
Pełny tekst źródła譚佩珊 i Pui-shan Tam. "Attribution of academic achievement of high and low achievers and its relationship with self-esteem". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249553.
Pełny tekst źródłaTam, Pui-shan. "Attribution of academic achievement of high and low achievers and its relationship with self-esteem /". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744495.
Pełny tekst źródłaNorén, Josefine, i Stina Blomqvist. "Matematikbegåvade elever : En studie om hur fyra lärare talar om sitt arbete med matematiskt begåvade elever". Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13231.
Pełny tekst źródłaLam, Ho-chuen Edwin. "An investigation of the nature of Hong Kong secondary school pupils' English vocabulary knowledge : with special reference to the low-achievers (Band 5) and high-achiever (Band 1) pupils /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876407.
Pełny tekst źródła黃仲夫 i Chung-fu Roger Wong. "An Exploration of the differences of learning conceptions and strategies between high and low academic achievers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196199X.
Pełny tekst źródłaAu, Oi-na Anna. "Self-regulated learning of secondary students in Hong Kong: a comparison of high and low achievers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791492.
Pełny tekst źródłaMori, Sachiho. "Task-related Japanese language learning strategies used by high and low achievers at an American university". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319832.
Pełny tekst źródłaTitle from PDF t.p. (viewed on May 8, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2998. Adviser: Martha Nyikos.
Treviño, Robert Edward. "Parent involvement and remarkable student achievement : a study of Mexican-origin families of migrant high-achievers /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaLau, Yiu-tsang, i 劉耀增. "Assessing curriculum needs of high and low achievers in a Hong Kong secondary school: implications for curriculumreform". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956129.
Pełny tekst źródłaRoberts, Robert E. "A study of the cognitive and affective characteristics of high and low achievers in Year 10 algebra". Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36679/1/36679_Digitised%20Thesis.pdf.
Pełny tekst źródłaLam, Ho-chuen Edwin, i 林浩川. "An investigation of the nature of Hong Kong secondary school pupils' English vocabulary knowledge: with specialreference to the low-achievers (Band 5) and high-achiever (Band 1)pupils". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959489.
Pełny tekst źródłaLau, Yiu-tsang. "Assessing curriculum needs of high and low achievers in a Hong Kong secondary school : implications for curriculum reform /". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890724.
Pełny tekst źródłaStenback, Jonny. "Räknar skolan med alla? : En studie om hur lärare uppfattar kunskapsskillnader mellan elever i årskurs 6 kopplat till matematik". Thesis, Linköping University, Department of Thematic Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2331.
Pełny tekst źródłaSyftet med den här studien var att se vilka uppfattningar lärare har om att eleverna i en klass befinner sig på olika kunskapsnivåer kopplat till matematik. Studien bygger på kvalitativa intervjuer med lärare som arbetar i årskurs 6.
Litteraturen tydliggör vikten av att alla elever får möjligheter att utvecklas utifrån sina egna förutsättningar och behov. Hur undervisningen läggs upp och hur grupperna ser ut varierar, men dialogen mellan lärare och elev samt en varierande pedagogik är två betydelsefulla inslag som lyfts fram.
Resultatet visar att lärarna ser stora fördelar med att ha elever som är på en jämn kunskapsnivå, men de vänder också skillnaderna till något positivt och utnyttjar det i undervisningen. Lärarna har en önskan om att variera undervisningen mer för att ge alla elever möjlighet att lära sig matematik utifrån sina egna förutsättningar.
Min slutsats är att lärarna trots stora skillnader i klasserna anstränger sig för att kunna möta varje elev på elevens egen nivå och att de skapar sitt eget arbetssätt för att uppnå detta. Dock finns tendensen att de högpresterande eleverna ofta inte får chansen att utvecklas utifrån sina egna förutsättningar, eftersom lärarna lägger mycket kraft och tid på att hjälpa de lågpresterande eleverna.
Irby, Coretta Andréa. ""Now You Know What You're Reaching For...On the Up and Up": An Interpretative Phenomenological Analysis of Scholar Identity Development Among Black Male Achievers". Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5507.
Pełny tekst źródłaMellroth, Elisabet. "High achiever! Always a high achiever? : A comparison of student achievements on mathematical tests with different aims and goals". Licentiate thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34516.
Pełny tekst źródłaPrabhu, Sarvesh P. "An Efficient 2-Phase Strategy to Achieve High Branch Coverage". Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/40931.
Pełny tekst źródłaMaster of Science
Morriss, Calvin James. "Techniques used by elite javelin throwers to achieve high release speeds". Thesis, Manchester Metropolitan University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288142.
Pełny tekst źródłaLaarich, Abdellatif. "Designing a Heat Treatment to Achieve Ductile Advanced High Strength Steels". Thesis, Luleå tekniska universitet, Institutionen för teknikvetenskap och matematik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79754.
Pełny tekst źródłaSharpe, Sheree T. "Examining the Characteristics of High Schools in Which Black Students Achieve in Mathematics". Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/630.
Pełny tekst źródłaPhelps, Ryan J. "Optimization of water and metakaolin content to achieve high performance in concrete /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1136091351&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Pełny tekst źródłaAlm, Caroline. "Särbegåvade elever i skolan : Ett nytt fält för specialpedagogiken". Thesis, University of Gävle, Department of Education and Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-257.
Pełny tekst źródłaDe högpresterande eleverna i skolan har precis som alla andra elever ett behov av bekräftelse, stimulans och utmaningar. Syftet med denna studie är att belysa lärares syn på de duktiga eleverna i skolan. Studien kommer även att beröra lärarnas syn på sin egen kunskap, samt hur de arbetar för att stimulera dessa elever i skolan. Studien ger en översikt av tidigare forskning i ämnet. För att uppnå syftet med studien så genomfördes kvalitativa intervjuer med fem grundskollärare på två olika skolor. I intervjuerna ställdes öppna frågor för att ge respondenterna möjligheten att utveckla sina svar. Resultatet pekar mot att de medverkande pedagogerna upplever en tidsbrist i sitt arbete, att det är svårt att hinna med dessa elever i den utsträckning som önskas. Respondenterna var överens om att diskussionen om de högpresterande eleverna i skolan är viktig. Resultatet visar även att de specialpedagogiska resurserna som finns i skolan enbart går till elever i olika svårigheter och att frustrationen hos pedagogerna ligger i att skapa nya stimulerade och utmanade uppgifter till dessa elever.
Njiru, Joseph Njeru. "Measuring academic motivation to achieve for high school students using a Rasch measurement model". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1320.
Pełny tekst źródłaTseng, Wan-Ting, i 曾婉婷. "A Reading Miscue Analysis of High English Achievers and Low English Achievers in Junior High School". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/75167419816152533115.
Pełny tekst źródła國立高雄師範大學
英語學系
96
ABSTRACT The purpose of the present study is to investigate the difference of the reading processes of the high English achievers (HEA) and the low English achievers (LEA) by means of reading miscue analysis. The HEA’s and the LEA’s reading interests and reading strategies were compared after individual interview. Their oral reading miscues were analyzed in terms of miscues of meaning construction, grammatical relations, and graphic/sound similarity. Finally, the HEA’s and the LEA’s reading comprehension were verified. The participants were ten HEA and ten LEA in the eighth grade. After the reading interview, all the subjects read two English reading selections individually, and then retold the story. The interviews and oral readings were recorded. The subjects’ reading miscues were analyzed via reading miscue inventory (Goodman, Watson & Burke, 1987). The findings are summarized as follows: 1. From the reading interview responses, the HEA showed greater interests and better self-evaluation in English reading than the LEA. 2. Both the HEA’s and the LEA’s reading difficulty is decoding unfamiliar words or phrases. The strategies both groups used to overcome reading difficulty are consulting teachers/others, and consulting a dictionary. 3. From the statistical analysis of reading miscues, there are no significant differences in meaning construction, grammatical relationship and graphic/sound similarity between the HEA and the LEA. However, there is a significant difference in reading miscues per hundred words (MPHW). It indicats that the HEA showed better reading fluency than the LEA. 4. From the statistical analysis of retelling scores, a significant difference is found in reading comprehension of the two English reading selections between the HEA and the LEA. It indicats that the HEA comprehended the theme and the detailed information of the reading selections better than the LEA. Finally, the researcher made suggestions for English teachers to investigate students’ strengths and weaknesses in reading, and then to design appropriate reading strategies for students in need. Hopefully, the instruction of reading strategies will help students promote reading abilities efficiently.
Kuo, Feng-ju, i 郭鳳茹. "The Relationship between Stress Teaching and High or Low Achievers". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/16127487202474792907.
Pełny tekst źródła國立高雄師範大學
英語學系
92
The purpose of this present study is to investigate the relationship between stress learning and high or low achievers. Besides their English pronunciation learning background, the attitudes of high or low achievers toward English stress learning were examined. Moreover, the present English stress teaching, students’ errors of English stress, or their problems in learning English stress were also observed. In this study, 93 students in the third grade were chosen as subjects from Cheiting Junior High School. The 93 subjects were divided into two classes. 47 students in the best Class A, are referred to the high achievers and 46 students in the middle Class B, are referred to the low achievers. First, all the students needed to answer the students’ questionnaires. Then, they marked the stress, read the oral reading text and were recorded. At the same time, the English teachers in Cheiting Junior High School had to answer the teachers’ questionnaire. The results of the two questionnaires were displayed in frequency and percentage to show the teachers’ and the subjects’ attitudes in teaching and learning English stress. The subjects’ perception and production of the word list were scored and collected. Then, the data were computed in statistical programs to investigate the relationship between the subjects’ English achievement and English stress perception and production. At last, the subjects’ misplacements of stress were classified. Based on the results of the data analysis, the findings of the present study are summarized as follows: 1. There was no obvious difference between high and low achievers’ learning attitude toward English stress. Most of them didn’t think it important and had little interest in learning it. Owing to this kind of attitude, students more or less considered English stress difficult to learn. 2. Most of the teachers paid little attention on English stress teaching. And the textbooks in junior high school now neither referred to anything about English stress nor provided any practice about it 3. Concerning the difficulties to teach or to learn English stress, the teachers admit that the patterns of English stress are too variable to present to students. Students think they can’t find good models to imitate and don’t work hard enough. 4. The statistical results reveal that the stress perception of the students in Class A and Class B is no prominent difference, and the stress production of the students in Class A is proved to be better than the students in Class B. 5. As for the statistical results on the relationship among the semester average grade, stress perception grade, and the stress production grade in Class A and Class B, the average grade and the perception grade, and the perception grade and the production grade are highly related in Class A, but there is no significant correlation in Class B. 6. The performance of stress production of either high or low achievers is much better than their stress perception. There is no significant discrimination of the stress perception between high and low achievers. In the production of English stress, all the students are easier to stress on the wrong syllable when they encounter new words and when the syllables of the words increase. Interfered by Mandarin, students stressed every word in sentences. Based on the study findings, it is suggested that students should take more active attitudes toward English stress learning. In addition, English teachers can focus on the errors of students at different levels, and promote their stress teaching more successfully and easily. Though there is still some room for improvement in this study, the results of this study provide English teachers with evidence that it is urgent and necessary to teach English stress in junior high school in Taiwan.
Lin, Shih-ting, i 林詩婷. "English Learning Beliefs and Learning Strategies of High and Low English Achievers in Junior High School". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73548459190545374761.
Pełny tekst źródła國立高雄師範大學
英語學系
99
The aim of the current study is to explore high and low English proficiency students’ beliefs about language learning and their use of language learning strategies at the junior high school level. Besides, the present study also attempted to investigate the relationship between students’ beliefs and English achievement as well as between students’ strategy use and English achievement. Furthermore, the relationship between students’ language learning beliefs and strategy use was also examined. Meanwhile, the interview based on BALLI categories was utilized to elicit more information. A total of 267 eighth grade students from Li Shin Junior High School in Taichung County participated in this study, 140 were males and 127 were females. Both quantitative and qualitative methods were used in the present study. The quantitative method was executed by a questionnaire, which contained three parts. The first part was Personal Background Information with eight items. The second and the third part were Horwitz’s (1987) Beliefs about Language Learning Inventory (BALLI) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) respectively. On the other hand, the qualitative method was conducted by student interview, and a random sample of 6 high English proficiency students and 6 low English proficiency students were selected to participate in the interview. The data was computed and analyzed by means of descriptive analyses, independent t-test and Pearson’s correlation analysis. The significance decision level was set atα< .05 level for statistical significance. The major findings of the study are summarized as follows: 1.High proficiency students held more positive and optimistic concepts than low proficiency students. Besides, high proficiency students were more confident about their abilities and held stronger motivations than low proficiency students. On the other hand, both high and low proficiency students had similar concepts about the nature of learning English as well as learning and communication strategies. For example, most of them considered vocabulary, grammar and translation were the most important parts when learning English, but vocabulary was much more important than grammar and translation. Meanwhile, pronunciation, repetition, practice and guessing were highly valued by both groups. 2.High and low proficiency students were significantly different in 4 categories of BALLI, which were beliefs about foreign language aptitude, the difficulty of language learning, the nature of language learning, and learning motivations, as well as 20 individual items. 3.High and low proficiency students used a variety of learning strategies. But their lower overall mean scores indicated that junior high school students did not employ language learning strategies frequently. Besides, compensation strategies were used the most frequently while social and affective strategies were used the least frequently for both groups. 4.High and low proficiency students were significantly different in their use of overall strategies and all the individual strategies. Besides, high proficiency students reported higher frequency of strategy use than low proficiency students. 5.There was a close relationship between language learning beliefs and strategy use. In both groups, the beliefs about the difficulty of language learning had the strongest correlation with each category of strategies. 6.The results of interview corresponded to the statistical analyses. The only difference was that interviewees held more integrative motivation than instrumental motivation, which was opposite to the statistical analysis. The findings suggested that language teachers should not only understand students’ language learning beliefs but also encourage them to utilize more language learning strategies. Pedagogical implications and suggestions for further research were provided at the end of the study.
Chao, Hui-ling, i 趙慧玲. "THE EFFECTS OF ENGLISH ABSTRACT WORD INSTRUCTION ON HIGH AND LOW ENGLISH ACHIEVERS IN JUNIOR HIGH SCHOOL". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/99857430485766652739.
Pełny tekst źródła國立高雄師範大學
英語學系
92
ABSTRACT This study explored the effects of English abstract word instruction (AWI) on high and low achievers in junior high school. Specifically, it is to examine if the students with different level of English proficiency utilized different abstract vocabulary learning strategies (AVLS) to decode English abstract words before and after the AWI. In addition, it is to examine if the subjects, including high English achievers and low English achievers, made progress in learning abstract words with six categories of linguistic strategies and six categories of applied linguistic strategies. In conducting this study, the author invited 90 ninth-grade students from Pei-Shin Junior High School to participate in this study. According to their English achievement, these students were further divided into two groups, the high English achievers (HEA) and low English achievers (LEA). Before the AWI, the students were asked to take a pretest which included ten multiple-choice questions in Part A and they also had to describe in detail how they decoded the ten words in Part B. After the AWI, the students were again asked to take an immediate recall test and write down their AVLS. At last, their perception of the AWI and AVLS was investigated. In addition, the students’ linguistic strategies and applied linguistic strategies were also examined through a questionnaire. The main study findings were summarized as follows: 1.The HEA used more strategies and adopted a wider variety of strategies in decoding the new abstract words than the LEA before and after the AWI. 2. After the AWI, both the HEA and the LEA made progress in receptive and productive recall tests, and the difference between the two groups was significant. 3. Among the six linguistic vocabulary learning strategies, there were significant differences in word feature analysis, using dictionaries, and word compounding method between the HEA and the LEA before the AWI. On the other hand, there were significant differences in word feature analysis and word compounding method between the HEA and the LEA after the AWI. 4. Comparison of the six applied linguistic strategies in learning English abstract words of the HEA and the LEA, there were significant differences in cognitive, compensation, and metacognitive strategies, but there were no significant differences in memory, social, and affective strategies. 5. Both the HEA and the LEA showed their positive attitudes toward the AWI and the AVLS. In addition, they agreed that the AVLS was more helpful than rote rehearsal. On the basis of the study findings, the researcher suggests that EFL teachers should introduce some linguistic vocabulary learning strategies to help students to decode new abstract words. In addition, the effectiveness of the strategy employment depends on the students’ language proficiency, the students’ cognitive development, and the students’ acceptance. Therefore, EFL teachers should pay attention to the above factors while employing the strategies. What is more, EFL teachers should make good use of applied linguistic strategies to guide the students in learning abstract words. Finally, EFL teachers should encourage students to read extensively in order to keep the newly learned abstract words and use them conventionally.
Huang, Pei-chun, i 黃佩君. "TAIWANESE SENIOR HIGH SCHOOL STUDENTS’ READING STRATEGY USE AND LEARNING MOTIVATION OF HIGH AND LOW ENGLISH ACHIEVERS". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/30792659364607028538.
Pełny tekst źródła國立高雄師範大學
英語學系
101
This study aims to explore high and low English proficiency students’ metacognitive awareness of reading strategy use and learning motivation at the senior high school level in Taiwan. The subjects of the study were 105 eleventh-grade students from Kaohsiung Municipal Rueisiang Senior High School in Kaohsiung City, Taiwan. They were asked to complete a Reading Comprehension Test (RCT) and then to fill out two questionnaires, the Survey of Reading Strategies (SORS) and Motivation Questionnaire (MQ). The strategies were classified into three categories: global, problem solving, and support. Motivation was divided into three categories: learning attitude, learning need, and learning achievement. The subjects were divided into High Proficiency Group (HPG) and Low Proficiency Group (LPG) based on their Reading Comprehension Test. Both quantitative and qualitative methods were used in the current study. The quantitative method was executed by SORS and MQ with independent sample t-test. The qualitative method was conducted by interviews. The major findings of the present study are summarized as follows. 1. As a whole, a significant difference was found between HPG and LPG in SORS. It proved the correlation between English achievement and metacognitive awareness. 2. The HPG outperformed LPG in problem solving strategies, but no statistically significant difference was found in using global reading strategies and support strategies. 3. HPG students had higher motivation than LPG students. Significant differences were also found in learning need and learning attitude. 4. Interviews results showed that motivation seemed a more powerful predictor to language achievement, especially to LPG students. It is suggested that teachers should integrated metacognitive strategies with curriculum. This will enhance students’ awareness of using strategies. Besides, teachers should try to increase students’ motivation in learning English, such as offering them successful experiences or making English lessons more interesting to them.
Chen, Guan-Rung, i 陳冠蓉. "A Comparison of Language Learning Strategy Use Between EFL High and Low Achievers". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/73658p.
Pełny tekst źródła靜宜大學
英國語文學系
107
The research focused on an investigation of elementary school students’ use of English learning strategies and its relationships between their English learning strategy use and their English learning achievement. A questionnaire (Oxford, 1990a), Strategy Inventory for Language Learning (SILL) was distributed to the 51 participants to examine the participants’ English learning strategies and the relationship between their English learning achievements and their strategy use. Participants included 51 sixth graders in one elementary school in central Taiwan. They have studied English as a foreign language in formal school settings for about five years. Statistical analyses were performed using SPSS software (version 22) and data analyses consisted of descriptive statistics and independent sample t-test. Results indicated that the mean scores among the six strategies categorizations of the high achievers were higher than the low achievers except social strategies. Also, the participants with high English learning achievement and low English learning achievement applied metacognitive strategies and social strategies most respectively. For item 18 of cognitive strategies, I first skim an English passage (read over the passage quickly) then go back and read carefully, it is the only significant item between the participants’ English learning strategy use and their English learning achievements. It indicates that the skimming skill is relatively crucial when learning English; learners can make use of this kind of strategy to upgrade and improve their English ability; on the other hand, when teaching English, teachers are supposed to put more focus on teaching the skill of skimming to their students. As for participants’ English learning strategy use and the genders, it revealed that there are seven significant items between the participants’ English learning strategy use and their genders. To sum up, females own higher frequency in using strategy than males generally. It is expected that the results of the current study can provide some implication for elementary school English teaching and learning.
Lai, Yi-ju, i 賴怡如. "Effects of Subtitles and Captions on Taiwanese High and Low Achievers in Senior High School in English Learning". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/76870394185729325411.
Pełny tekst źródła國立高雄師範大學
英語學系
99
The aim of this study was to examine the effects of Chinese subtitles, English captions, and no captions on high and low achievers in English learning. Vocabulary learning, content comprehension, and listening comprehension were the three aspects that were concerned. 500 second graders in St. Dominic Senior High School were recruited as the subjects. According to the grades of the two monthly exams, the top 30% and the bottom 30% were defined as HEA (High English Achievers) and LEA (Low English Achievers). Further, HEA were randomly divided into three groups (50 students in each group) and LEA another three. The three different groups of HEA watched the same programs with different visual aids, and so did the three of LEA. After watching the programs, the subjects were made to take the vocabulary test, content comprehension test, and listening comprehension test. The major findings of this study are summarized as follows: 1. In vocabulary learning, the statistical results show that for HEA, the Chinese-subtitled group and the English-captioned one performed significantly better than the non-captioned one. As for LEA, there was no significant difference among the effects of Chinese subtitles, English captions, and no captions. 2. In content comprehension, for HEA, the Chinese-subtitled group performed significantly better than the English-captioned one; the English-subtitled group performed significantly better than the non-captioned one. That is, the effects of Chinese subtitles > the effects of English captions > the effects of no captions. With regard to LEA, Chinese subtitles were significantly the most effective, but there was no distinct difference of the effects of English captions and the effects of no captions. 3. In listening comprehension, HEA, with Chinese subtitles and English captions, performed significantly better than those who watched the program with no captions, but there was no significant difference between the Chinese-subtitled and English-captioned groups. When it comes to LEA, the Chinese-subtitled group performed significantly better than the other two, but there was no significant difference between the performance of English-captioned and non-captioned groups. Generally speaking, the whole study yields the result that the effect of Chinese subtitles > the effect of English captions > the effect of no captions on Taiwanese senior high school students’ English learning. The Chinese subtitles seem to be the most effective on both HEA and LEA. However, what is worth most notice is that English captions are far more effective on HEA than on LEA. Based on the findings listed above, EFL teachers, English learners, and parents can choose the most appropriate visual aids while broadcasting English-pronounced DVD according to their objectives and the learners’ levels.
Chen, Ssu-Ting, i 陳思婷. "Research on Using APP for Low Achievers’ English Vocabulary Learning in Junior High School". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/01689922721684150040.
Pełny tekst źródła國立臺灣師範大學
課程與教學研究所
103
Low achievers have poor performance in English, resulting in loss of interest and self-confidence in learning English. The main contribution of this study is to propose an innovative APP to increase low achievers' vocabularies and improve their listening, speaking, reading, and writing. Seventh-graders are the subjects, and four objectives are presented respectively in understanding and analyzing low achievers' previous English learning experiences, process of using APP, outcomes of using APP and comment towards attitude of using APP. Research process through interviews, observation, student achievement and questionnaires.All data collected were analyzed and summarized. Four conclusions are organized as below: (1)Students' English learning experience is very important for it can affect their willingness in further learning. Especially on their characters, students have positive changes in terms of their learning traits, behavioral traits, and mental traits during the process of using APP. (2)Students' proaction and interaction are emphasized from individual learning to group interactive learning process, reaching task-based teaching. (3)APP brings upon positive learning results among students especially in the students' listening and reading, each student gets full marks. (4)The students display a positive learning attitude towards APP, expressing particularly on its games, learning units and pronunciation learning strategies. Finally, concrete suggestions are presented from the prospect of future research and current teaching methods based on the methodology of low achievers in seventh- graders improving English with designed APP, with the hope that the findings will benefit and aid relevant personnel in terms of both theory and practice.
Hsu, Mei-fen, i 徐美芬. "An Action Research on Computer-Assisted Vocabulary Learning of Junior High School Low Achievers". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/52776905204282893330.
Pełny tekst źródła雲林科技大學
應用外語系碩士班
97
ABSTRACT The study investigated the effect of computer-assisted vocabulary software, Qword, on junior high low achievers’ vocabulary learning as well as their inattentive behavior in class. Three 14-year-old junior high school low achievers participated in a 3-month action research, with vocabulary recognition tests as the quantitative data and the field notes as well as the teachers’ reflective journal as the qualitative data. The T-test and content analysis of the data showed that each of the two participants under intervention showed considerable academic improvement and positive attitude toward learning English with the aid of Qword. This study contributes the knowledge of incorporating computer-assisted vocabulary learning into regular English curriculum. Future research can involve more participants for better external validity. Key words: computer-assisted language learning, remedial instruction, low achievers
劉奇愛. "Investigating Senior High School Low Achievers’ Engagement Pattern by using Scientific Inquiry Activities:Case Study". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3nn25r.
Pełny tekst źródła國立彰化師範大學
科學教育研究所
107
The purpose of this study is to investigate the middle school low achievers’ engagement patterns by implementing scientific inquiry activities. In addition, the goal is to describe where low achievers have difficulties when they engage in scientific inquiry activities, then further analyze the scientific inquiry learning outcomes of low achievement students. Using the method of case study, we selected 12 low achievers in science inquiry club that is in the public senior high school of central Taiwan. The qualitative data is made up of video recordings, teacher interviews, students’ worksheet, and students’ semi-structured interviews. The scientific inquiry in this research consists of six activities and one training course. Each inquiry activity last for180 minutes, while the training course last for 90 minutes. The activity design is based on the science education standard in 12-year compulsory education law passed. It operates under the basics of guided inquiry with the following structures: stimulating motivation, hypothesis creation, experimental design, hands-on, data collection, data analysis, class competition and group presentation. There are four results in this research: (1) This research characterizes low achievers by identifying four engagement patterns. (2) Distraction is the biggest problem for low achievers’ engagement in scientific inquiry. (3) Through the process of participation, low achievers gradually become familiar with scientific inquiry process. (4) Low achievers enter into self-isolation because of afraid to participate in discussions and express opinions. However, the experience brought by inquiry can help them gradually reduce anxiety.
Lin, Yuh-Huey, i 林玉惠. "The Effects of Learning Strategies Training to the Junior High School Low Achievers in English". Thesis, 1995. http://ndltd.ncl.edu.tw/handle/41496167460702442404.
Pełny tekst źródła