Search results for: English for secondary school students

Authors: Subramaniam Chandran, A. Geetha

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This paper addresses three issues: how to prepare instructional design for imparting English language skill from inter-disciplinary self-learning material; how the disadvantaged students are benefited from such kind of language skill imparted through m-learning; and how do the m-learners perform better than the other learners. This paper examines these issues through an experimental study conducted among the distance learners enrolled in preparatory program for bachelor’s degree. This program is designed for the disadvantage learners especially for the school drop-outs to qualify to pursue graduate program through distant education. It also explains how mobile learning helps them to enhance their capacity in learning despite their rural background and other disadvantages. In India nearly half of the students enrolled in schools do not complete their study. The pursuance of higher education is very low when compared with developed countries. This study finds a significant increase in their learning capacity and mobile learning seems to be a viable alternative where conventional system could not reach the disadvantaged learners. Improving the English language skill is one of the reasons for such kind of performance. Exercises framed from the relevant self-learning material for enhancing English language skill not only improves language skill but also widens the subject-knowledge. This paper explains these issues out of the study conducted among the disadvantaged learners.

Keywords: English language skill, disadvantaged learners, distance education, m-learning

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Authors: Sara Blanc, José V. Benlloch-Dualde, Laura Grindei, Ana C. Torres, Angélica Monteiro

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This paper presents a study that leads a new experience by introducing digital learning applied to a case study focused on primary and secondary school garden-based education. The approach represents an example of interaction among different education and research agents at different countries and levels, such as universities, public and private research, and schools, to get involved in the implementation of education for sustainable development that will make students become more sensible to natural environment, more responsible for their consumption, more aware about waste reduction and recycling, more conscious of the sustainable use of natural resources and, at the same time, more ‘digitally competent’. The experience was designed attending to the European digital education context and OECD directives in transversal skills education. The paper presents the methodology carried out in the study as well as outcomes obtained from experience.

Keywords: school gardens, primary education, secondary education, science technology and innovation in education, digital learning, sustainable development goals, university, knowledge transference

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Authors: Ali Adamu

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Teachers’ background characteristics as a correlate of students’ achievement in Mathematics were studied in Gombe State. Pearson Product Moment Correlation Coefficient was used for the analysis. Five Hundred and Twelve (512) students and 20 teachers from 12 schools in Gombe State of Nigeria were used for the study. Students’ Achievement Tests and Mathematics Teachers’ backgrounds were instruments for the study. The findings indicated that teachers’ qualifications, experience of the teacher, and teachers’ personalities had a positive correlation with students’ achievement. Recommendations are made, which include allowing the teachers to go for training as well as the government should ensure recruiting teachers that have experience in the teaching job.

Keywords: achievement-test, teachers’ personality, teaching mathematics, teacher-background

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Authors: Pelumi Olowofoyeku

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English as a language has great reach and influence; it is taught all over the world. For instance, in Nigeria, English language is been taught and learned as a second language; therefore second learners of English in Nigeria have certain problems they contend with. Because of the dissimilarities in word formation patterns of English and Yoruba languages, Yoruba learners of English mostly found in the south west of Nigeria, and some parts of Kwara, Kogi, and Edo states of Nigeria have problems with word formation patterns in English. The objectives of this paper therefore, are: to identify the levels of word formation dissimilarities in English and Yoruba languages and to examine the effects of these dissimilarities on the Yoruba learners of English. The data for this paper were graded words purposely selected and presented to selected students of Adeniran Ogunsanya College of Education, Oto-Ijanikin, Lagos, who are Yoruba learners of English. These respondents were randomly selected to form words which are purposively selected to test the effects of word formation dissimilarities between Yoruba (the respondent’s first language) and English language on the respondents. The dissimilarities are examined using contrastive analysis tools. This paper reveals that there are differences in the word formation patterns of Yoruba and English languages. The writer believes that there is need for language teachers to undertake comparative studies of the two languages involved for methodological reasons. The author then suggests that teachers should identify the problem areas and systematically teach their students. The paper concludes that although English and Yoruba word formation patterns differ very significantly in many respects, there exist language universals in all languages which language educators should take advantage of in teaching.

Keywords: word formation patterns, graded words, ESL, Yoruba learners

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Authors: Khoa K. Doan

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Assessment plays an essential role in teaching and learning English as it aims to measure the learning outcomes. Designing appropriate test types and procedures for four skills, especially productive skills, is a very challenging task for teachers of English. The assessment scheme is supposed to provide precise measures and fair opportunities for students to demonstrate what they can do with their language skills. This involves content domains, measurement techniques, administrative feasibility, target populations, and potential sources of testing bias. Based on these elements, a review of end-of-term speaking tests for English-majored students at Ho Chi Minh City Open University (Viet Nam) was undertaken for the purpose of analyzing the strengths and limitations of the testing tool for the speaking assessment. It helped to identify what could be done to facilitate the process of teaching and learning in that context.

Keywords: assessment, oral tests, speaking, testing

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Authors: Chaiwat Tantarangsee

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The purposes of this study are 1) to study the frequent English writing errors of students registering the course: Reading and Writing English for Academic Purposes II, and 2) to find out the results of writing error correction by using coded indirect corrective feedback and writing error treatments. Samples include 28 2nd year English Major students, Faculty of Education, Suan Sunandha Rajabhat University. Tool for experimental study includes the lesson plan of the course; Reading and Writing English for Academic Purposes II, and tool for data collection includes 4 writing tests of short texts. The research findings disclose that frequent English writing errors found in this course comprise 7 types of grammatical errors, namely Fragment sentence, Subject-verb agreement, Wrong form of verb tense, Singular or plural noun endings, Run-ons sentence, Wrong form of verb pattern and Lack of parallel structure. Moreover, it is found that the results of writing error correction by using coded indirect corrective feedback and error treatment reveal the overall reduction of the frequent English writing errors and the increase of students’ achievement in the writing of short texts with the significance at .05.

Keywords: coded indirect corrective feedback, error correction, error treatment, English writing

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Authors: Saima Salehjee, Mike Watts

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In our school-based world, we are commonly confronted by young people for whom the study of science is an unpalatable ‘other world’: they simply do not see themselves as science (sciencey) people. To be clear, we are not interested in all young people becoming career scientists – although some small modicum of that would be quite agreeable. We are, though, keen to form or transform (trans(form)) their appreciations of science and retain open minds on matters scientific to develop the feeling of being ‘sciencey’ with or without the aspiration of becoming scientists. Our discussion in this paper draws upon research undertaken in a co-education primary- and lower-secondary school in Scotland, and our arguments chart the trans(formations) of thirty under-representative and under-researched Scottish South-Asian Muslim students (aged 11-13) over a school term. We use science identity theory as the basis for our analysis: what it means to be ‘sciencey’ and whether (or not) structural forces have impacted their decision of being ‘sciencey’. This work offers new insights into how Scottish, South-Asian, and Muslim students perceive and engage with in and out of school science and highlight some science nudges aimed to support their development of being ‘sciencey’.

Keywords: science identity, science nudges, transformative moments, south-Asian, Muslim, scottish, sciencey

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Authors: Elvis Enowbeyang Tarkang

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Background: Since students in high schools in Cameroon fall within the age group hardest hit by HIV/AIDS, it is assumed that these students might be exposed to sexual risk behaviours. Sexual risk behaviours include engaging in unprotected sexual intercourse, early sexual debut, multiple sexual partners and coerced or forced sex, and these behaviours might predispose youth to HIV transmission. However, little has been explored on the sexual risk behaviours of high school learners in Cameroon. This study aimed at examining the sexual risk behaviours of high school students in an urban town of Cameroon. Method: A quantitative cross sectional design was adopted, using a self-administered questionnaire to collect data from a disproportional stratified simple random sample of 480 (240 male and 240 female) grade 10 to grade 12 students from two participating secondary school in Limbe in the Southwest region of Cameroon August 2014. Descriptive and Chi square statistics were calculated using statistical Package for Social Sciences (SPSS) version 20 software program at the level 0.05. Results: Majority of the respondents, 63.4% reported being sexually active, of whom only 33.2% used condoms consistently. Up to 37% of the sexually active respondents had multiple sexual partners in the past one year before the study, while 23% had multiple sexual partners during the study period. The mean age of first sex was 15.4 years. Among Christians, Pentecostals, 17 (58.6%) were more likely to have experienced sexual coercion than non-Pentecostals, 111 (42.2%) (p= 0.000). Christians, 41 (10.3%) were more likely to have been forced into first sex than Muslims, 0 (0.0%); while among the Christians, Pentecostals, 6 (15.0%) were more likely to have been forced into first sex than non-Pentecostals, 35 (10.9%) (p=0.004). Among the Christians, Pentecostals, 16 (66.7%) were more likely to have experienced sex by age 16 years than non-Pentecostals, 125 (64.1%) (p= 0.000). Students who lived in rented places, 32 (22.7%) were more likely to have had multiple sexual partners than those who lived in their parents’ houses, 35 (18.1%) (p= 0.000). Males, 36 (16.0%) were likely to have had multiple concurrent sexual partners than females, 14 (6.0%) (p=0.002). Students who used condoms consistently, 25 (33.3%) were more likely to have a higher perception of risk of contracting HIV than those who did not use condoms consistently, 38 (29.9%) (p=0.002). Students who lived in their parents’ houses, 35 (35.4%) were more likely to use condoms consistently during sex, than those who lived in rented places, 31 (29.8%) (p=0.021). Students who passed their examinations, 57 (30.9%) were more likely to have used condoms consistently than those with low academic profiles, 24 (27.9%) (p= 0.034). Conclusions and Recommendations: Gender, lack of parental control, religion, academic profile, poverty, place of residence and perception of risk of HIV infection were the main factors associated with sexual risk behaviours among students in urban Cameroon. The findings indicate that sexual risk behaviours exist among high school students in Limbe urban town of Cameroon. There is need for campaigns and interventions to bring about sexual behaviour change.

Keywords: Cameroon, high school students, HIV/AIDS, Limbe urban town, sexual risk behaviours

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Authors: T. Dubayova

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Slovak, as well as foreign authors, believe that the influence of non-cognitive factors on a student's academic success or failure is unquestionable. The aim of this paper is to establish a link between the mental vulnerability and coping strategies used by 4^th grade elementary school students in dealing with stressful situations and their academic performance, which was used as a simple quantitative indicator of academic success. The research sample consists of 320 students representing the standard population and 60 students with special education needs (SEN), who were assessed by the Strengths and Difficulties Questionnaire (SDQ) by their teachers and the Children’s Coping Strategies Checklist (CCSC-R1) filled in by themselves. Students with SEN recorded an extraordinarily high frequency of mental vulnerability (34.5 %) than students representing the standard population (7 %). The poorest academic performance of students with SEN was associated with the avoidance behavior displayed during stressful situations. Students of the standard population did not demonstrate this association. Students with SEN are more likely to display mental health problems than students of the standard population. This may be caused by the accumulation of and frequent exposure to situations that they perceive as stressful.

Keywords: coping, mental vulnerability, pupil with special education needs, school performance, school success

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Authors: Wing Mui Winnie So, Tian Luo, Zeyu Han

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To fully explore and develop the potentials of gifted students systematically and strategically by providing them with opportunities to receive education at appropriate levels, schools in Hong Kong are encouraged to adopt the "Three-Tier Implementation Model" to plan and implement the school-based gifted education, with Level Three refers to the provision of learning opportunities for the exceptionally gifted students in the form of specialist training outside the school setting by post-secondary institutions, non-government organisations, professional bodies and technology enterprises. Due to the growing concern worldwide about low interest among students in pursuing STEM (Science, Technology, Engineering, and Mathematics) careers, cultivating and boosting STEM career interest has been an emerging research focus worldwide. Although numerous studies have explored its critical contributors, little research has examined the effectiveness of comprehensive interventions such as “Studying with STEM professional”. This study aims to examine the effect on gifted students’ career interest during their participation in an off-school support programme designed and supervised by a team of STEM educators and STEM professionals from a university. Gifted students were provided opportunities and tasks to experience STEM career topics that are not included in the school syllabus, and to experience how to think and work like a STEM professional in their learning. Participants involved 40 primary school students joining the intervention programme outside the normal school setting. Research methods included adopting the STEM career interest survey and drawing tasks supplemented with writing before and after the programme, as well as interviews before the end of the programme. The semi-structured interviews focused on students’ views regarding STEM professionals; what’s it like to learn with a STEM professional; what’s it like to work and think like a STEM professional; and students’ STEM identity and career interest. The changes in gifted students’ STEM career interest and its well-recognised significant contributors, for example, STEM stereotypes, self-efficacy for STEM activities, and STEM outcome expectation, were collectively examined from the pre- and post-survey using T-test. Thematic analysis was conducted for the interview records to explore how studying with STEM professional intervention can help students understand STEM careers; build STEM identity; as well as how to think and work like a STEM professional. Results indicated a significant difference in STEM career interest before and after the intervention. The influencing mechanism was also identified from the measurement of the related contributors and the analysis of drawings and interviews. The potential of off-school support programme supervised by STEM educators and professionals to develop gifted students’ STEM career interest is argued to be further unleashed in future research and practice.

Keywords: gifted students, STEM career, STEM education, STEM professionals

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Authors: Japnoor Garcha, Andrew P. Smith, A. James

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There has been a significant increase in the prevalence and estimates of neurodevelopmental disorders, especially autism spectrum disorders, in the last decade. The literature has seen increasing research on understanding wellbeing and mental health. To understand the association and interaction of wellbeing and mental health with autism and ADHD, a survey was given to 560 secondary school students. The survey used the wellbeing process questionnaire, the autism spectrum quotient, the ADHD self-report scale, and the strengths and difficulties questionnaire. The analysis conducted using SPSS showed that there was a significant correlation between anxiety, depression, A.Q., and ADHD. Anxiety and depression were also significantly correlated with all wellbeing and SDQ variables. The regression analysis showed that anxiety was significantly associated with positive wellbeing, negative wellbeing, emotional problems, and prosocial behaviour, whereas depression was significantly associated with positive wellbeing, negative wellbeing, physical health, flourishing, conduct problems, emotional problems and peer problems.

Keywords: ADHD traits, anxiety, autistic traits, depression

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Authors: Nina Leila Mussa

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Background: The devastating effects of the war on Syria’s educational infrastructure has been widely reported, with millions of children denied access. However, among those who resettled in Lebanon, the impact of receiving educational assistance on their abilities to pass the English entrance exam is not well described. The aim of this study was to identify predictors of success among Syrian refugees receiving English language courses in a Lebanese university. Methods: The database of Syrian refugee girls matriculated in English courses at the American University of Beirut (AUB) was reviewed. The study period was 7/2018-09/2020. Variables compared included: family size and income, welfare status, parents’ education, English proficiency, access to the internet, and need for external help with homework. Results: For the study period, there were 28 girls enrolled. The average family size was 6 (range 4-9), with eight having completed primary, 14 secondary education, and 6 graduated high school. Eighteen were single-income families. After 12 weeks of English courses, 16 passed the Test of English as Foreign Language (TOEFL) from the first attempt, and 12 failed. Out of the 12, 8 received external help, and 6 passed on the second attempt, which brings the total number of successful passing to 22. Conclusion: Despite the tragedy of war, girls receiving assistance in learning English in Lebanon are able to pass the basic language test. Investment in enhancing those educational experiences will be determinantal in achieving widespread progress among those at-risk children.

Keywords: refugee girls, TOEFL, education, success

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Authors: Premvadee Na Nakornpanom

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Language mixing in spontaneous speech has been widely discussed, but not in virtual situations; especially in context of the third language learning students. Thus, this study was an attempt to explore the characteristics of the mixing of Japanese, English and Thai in a mobile chat room by students with their background of Japanese, English, and Thai. The result found that Insertion of Thai and English content words was a very common linguistic phenomenon embedded in the utterances. As chatting is to be ‘relational’ or ‘interactional’, it affected the style of lexical choices to be speech-like, more personal and emotional-related. A Japanese sentence-final question particle“か”(ka) was added to the end of the sentence based on Thai grammar rule. Moreover, some unique characteristics were created. The non-verbal cues were represented in personal, Thai styles by inserting textual representations of images or feelings available on the websites into streams of conversations.

Keywords: code-mixing, Japanese, English, Thai, line chat

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Authors: Proud Arunrangsiwed

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This study analyzes the crisis management and image repair strategies during the crisis of Mahidol Wittayanusorn School (MWIT) library burning. The library of this school was burned by a 16-year-old-male student on June 6th, 2010. This student blamed the school that the lesson was difficult, and other students were selfish. Although no one was in the building during the fire, it had caused damage to the building, books and electronic supplies around 130 million bahts (4.4 million USD). This event aroused many discourses arguing about the education system and morality. The strategies which were used during crisis were denial, shift the blame, bolstering, minimization, and uncertainty reduction. The results of using these strategies appeared after the crisis. That was the numbers of new students, who registered for the examination to get into this school in the later years, have remained the same.

Keywords: school, crisis management, violence, image repair strategies, uncertainty, burn

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Authors: Christiana Fwenji Zumyil, Toma Maina Antip

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Environmental Science subject is currently not an independent subject taught in secondary schools in Nigeria like Biology, Agricultural Science, Chemistry, Geography and other subjects that students take final exams (West Africa Examination Council, WAEC, National Examination Council, NEC, National Board for Technical Education, NABTED)., on it but its elements/topics/contents are integrated into the curriculum of the subjects mentioned, and because of that, it becomes difficult to know what should be taught and how it should be taught. Currently, it is still difficult to implement student-centered strategies in the classroom. Through this study, we sought to diagnose the difficulties, advantages and perceptions that Environmental Teachers experience when conceiving and implementing Science-Technology-Society (STS) strategies in SS2 classes at the Secondary Education level. Four semi-structured interviews were conducted with Secondary School Environmental Teachers. Despite the difficulties found, the advantages, the motivation and the involvement of the students that this teaching perspective enables to lead the teacher to continue developing and implementing STS strategies in the classroom.

Keywords: environment, science, technology, society, science-technology-society, science education, secondary teaching

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Authors: Mohsen Shahbakhti

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The aim of this study was to examine the relationship between self-esteem, social support and mental health in a sample of government high school students in Eshtehard city in Alborz Province in Iran. Three hundred and eleven students (boys) were included in this study. All participants completed the General Health Questionnaire (GHQ 12), Multidimensional Scale of Perceived Social Support (MSPSS -12), and Self-Esteem Scale (SS-10). The results revealed that self-esteem was positively associated with social support. Self-esteem and social support negatively associated with psychological distress. Self-esteem and social support to influence on mental health.

Keywords: self-esteem, social support, mental health, high school students

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Authors: Stephanie Ho

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This project utilizes principles derived from the Surrealist movement to prioritize creative and critical thinking in secondary English Language Arts (ELA). The implementation of Surrealist-style pedagogies within an ELA classroom will be rooted in critical, radical pedagogy, which addresses the injustices caused by economic-oriented educational systems. The use of critical pedagogy will enable the subversive artistic and political aims of Surrealism to be transmitted to a classroom context. Through aesthetic reading strategies, appreciative questioning and dialogue, students will actively critique the power dynamics which structure (and often restrict) their lives. Within the ELA domain, cost-effective approaches often replace the actual “arts” of ELA. This research will therefore explore how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. This research will also examine how Surrealism can be used as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. The stakeholders are teachers, as they experience constant pressure within their practices. Similarly, students encounter rigorous, results-based pressures. These dynamics contribute to feelings of powerlessness, thus reinforcing a formulaic model of ELA. The ELA curriculum has potential to create laboratories for critical discussion and active movement towards social change. This proposed research strategy of Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills.

Keywords: arts-informed pedagogies, language arts, literature, surrealism

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Authors: Hissa Sadiq, Abdullah Abu-Tineh, Fatma Al-Mutawah, Hamda Al-Sulaiti

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The purpose of this quantitative study was to measure the difference in levels of satisfaction of students, teachers, and parents in schools run by licensed school leaders comparing with schools run by unlicensed school leaders. Data was gathered from 108 school performance reports as published by Ministry of Education and Higher Education for the year 2015-2016. School leaders in 58 participating schools obtained the professional licenses while school leaders in 56 participating schools have no professional licenses. Percentages, standard deviations, and t-tests were used to analyze the data. Results showed that no statistical differences were found in students’ satisfaction between the two school types. However, there were statistical differences in parents and teachers’ satisfaction in the two school types attributed to obtaining the professional license. Teachers and parents of students in schools run by licensed school leaders satisfied more than schools run by unlicensed school leaders. Finally, many recommendations and implications were discussed and proposed. This paper was made possible by NPRP grant # (NPRP7-1224-5-178) from the Qatar national research fund (a member of Qatar Foundation) to Abdullah M. Abu-Tineh. The statements made herein are solely the responsibility of the author

Keywords: professional licenses, Qatari schools, licensure system, satisfaction

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Authors: Niall J. English, Sylvia Leatham, Maria Isabel Meza Silva, Denis P. Dowling

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The training and education of under- and post-graduate students can be promoted by more active learning especially in engineering, overcoming more passive and vicarious experiences and approaches in their documented effectiveness. However, the possibility of outreach to young pupils and school-children in primary and secondary schools is a lesser explored area in terms of Education and Public Engagement (EPE) efforts – as relates to feedback and influence on shaping 3rd-level engineering training and education. Therefore, the outreach and school-visit agenda constitutes an interesting avenue to observe how active learning, careers stimulus and EPE efforts for young children and teenagers can teach the university sector, to improve future engineering-teaching standards and enhance both quality and capabilities of practice. This intervention involved careers-outreach efforts to lead to statistical determinations of motivations towards engineering, manufacturing and training. The aim was to gauge to what extent this intervention would lead to an increased careers awareness in engineering, using the method of the schools-visits programme as the means for so doing. It was found that this led to an increase in engagement by school pupils with engineering as a career option and a greater awareness of the importance of manufacturing.

Keywords: outreach, education and public engagement, careers, peer interactions

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Authors: Abdullah Khuwaileh

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The central aim of this paper is to investigate writing skills in the two languages involved, English and Arabic, and to see whether there is an association between poor writing across languages. That is to say, and it is thought that learners might be excellent in their L1 (Language 1: Arabic) but not in L2 (language 2: English). However, our experimental research findings resulted in an interesting association between L1 and L2. Data were collected from 150 students (chosen randomly) who wrote about the same topic in English and Arabic. Topics needed no preparation as they were common and well-known. Scripts were assessed respectively by ELT (English Language Teaching) and Arabic specialists. The study confirms that poor writing in English correlates with similar deficiencies in the mother tongue (Arabic). Thus, the common assumption in ELT that all learners are fully competent in their first language skills is unfounded. Therefore, the criticism of ELT programs for speakers of Arabic, based on poor writing skills in English and good writing in Arabic is not justified. The findings of this paper can be extended to other learners of English who speak Arabic as a first language and English as a foreign and/or second language. The study is concluded with several research and practical recommendations

Keywords: language, writing, culture, l1

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Authors: Manuela S. Tolentino, John G. Nepomuceno

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The purpose of this investigation was to assess the implementation of inclusive education (IE) in 6 elementary and 5 secondary public schools in the City Schools Division of Dasmarinas. Participants in this study were 11 school heads, 73 teachers, 22 parents and 22 students (regular and with special needs) who were selected using purposive sampling. A 30-item questionnaire was used to gather data on the extent of the implementation of IE in the division while focus group discussion (FGD) was used to gather insights on what facilitate and hinder the implementation of the IE program. This study assessed the following variables: school culture and environment, inclusive education policy implementation, and curriculum design and practices. Data were analyzed using frequency count, mean and ranking. Results revealed that participants have similar assessment on the extent of the implementation of IE. School heads rated school culture and environment as highest in terms of implementation while teachers and pupils chose curriculum design and practices. On the other hand, parents felt that inclusive education policies are implemented best. School culture and environment are given high ratings. Participants perceived that the IE program in the division is making everyone feel welcome regardless of age, sex, social status, physical, mental and emotional state; students with or without disability are equally valued, and students help each. However, some aspects of the IE program implementation are given low ratings namely: partnership between staff, parents and caregivers, school’s effort to minimize discriminatory practice, and stakeholders sharing the philosophy of inclusion. As regards education policy implementation, indicators with the highest ranks were school’s effort to admit students from the locality especially students with special needs, and the implementation of the child protection policy and anti-bullying policy. The results of the FGD revealed that both school heads and teachers possessed the welcoming gesture to accommodate students with special needs. This can be linked to the increasing enrolment of SNE in the division. However, limitations of the teachers’ knowledge on handling learners, facilities and collaboration among stakeholders hinder the implementation of IE program. Based on the findings, inclusion program framework was developed for program enhancement. This will be the basis for the improvement of the program’s efficiency, the relationship between stakeholders, and formulation of solutions.

Keywords: inclusion, inclusive education, framework, special education

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Authors: Ashmita Bhattacharya

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This study aims to investigate whether the English immersion experience offered by Kolkata’s high-cost private English-medium schools lead to additive or subtractive language learning outcomes for students. In India, English has increasingly become associated with power, social status, and socio-economic mobility. As a result, a proliferation of English-medium schools has emerged across Kolkata and the wider Indian context. While in some contexts, English language learning can be an additive experience, in others, it can be subtractive where proficiency in English is developed at the expense of students’ native language proficiency development. Subtractive educational experiences can potentially have severe implications, including heritage language loss, detachment from cultural roots, and a diminished sense of national identity. Thus, with the use of semi-structured interviews, the language practices and lived experiences of 12 former students who attended high-cost private English-medium schools in Kolkata were thoroughly explored. The data collected was thematically coded and analysis was conducted using the Thematic Analysis approach. The findings indicate that the English immersion experience at Kolkata’s high-cost private English-medium schools provide a subtractive language learning experience to students. Additionally, this study suggests that robust home-based support for native languages might be crucial for mitigating the effects of subtractive English education. Furthermore, the study underscores the importance of integrating opportunities within schools that promote Indian languages and cultures as it can create a more positive, inclusive, and culturally responsive environment. Finally, although subject to further evaluation, the study recommends the implementation of bilingual and multilingual educational systems and provides suggestions for future research in this area.

Keywords: bilingual education, English immersion, language loss, multilingual education, subtractive language learning

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Authors: Riam Almaqrn, Abdulrahman Alshabeb

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The study aims to examine the attitudes of Saudi students of English towards proper pronunciation and towards podcasts as a facilitator for proper pronunciation. In order to fulfill the purpose of the study, twenty-three students participated in this study. The study used a questionnaire as the main data collection instrument. The questionnaire included two parts, one or proper pronunciation and the other for podcasts. Data analysis showed that the participants, in spite of the low rate of improvement in their pronunciation, had positive attitudes towards proper pronunciation of English. This outcome is compatible with previous studies` results that assert the fact that having a positive attitude towards a particular language and its speakers can improve pronunciation. As for podcasts, students received a total of five podcasts related to their listening and speaking textbook. At the end of the project, students showed high rate of acceptance for podcasts and positive attitudes towards them. The findings proved the usefulness of examining learners` attitudes towards new CALL applications before using them in a practical way. In the light of the findings, pedagogical implications and suggestions were presented for language instructors and academics.

Keywords: CALL, MALL, podcast, learning English

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Authors: Simao E. Luis

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From the 1960s to the 1990s, the social-psychological framework of language attitudes that emerged from the Canadian research tradition was very influential. Integrativeness was one of the main variables in Gardner’s theory because refugees and immigrants were motivated to learn English and French to integrate into the Canadian community. Second language (L2) scholars have expressed concerns over integrativeness because it cannot explain the motivation of L2 learners in global contexts. This study aims to investigate student motivation to learn English as a foreign language in Mozambique, and to contribute to the ongoing validation of the L2 Motivational Self System theory in an under-researched country. One hundred thirty-seven (N=137) university students completed a well-established motivation questionnaire. The data were analyzed with SPSS, and descriptive statistics, correlations, multiple regressions, and MANOVA were conducted. Results show that many variables contribute to motivated learning behavior, particularly the L2 learning experience and attitudes towards the English language. Statistically significant differences were found between males and females, with males expressing more motivation to learn the English language for personal interests. Statistically significant differences were found between older and younger students, with older students reporting more vivid images of themselves as future English language users. These findings have pedagogical implications because motivational strategies are positively correlated with student motivated learning behavior. Therefore, teachers should design L2 tasks that can help students to develop their future L2 selves.

Keywords: English as a foreign language, L2 motivational self system, Mozambique, university students

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Authors: Surajo Isa

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In as much as mathematics is important to national development, it is regrettable to note that in Nigeria Students academic achievement especially in public examinations remains poor. Among the several factors responsible for such a poor performance is the lack of bringing cultural elements into the conventional school mathematics. The design for this study is triangulation in nature which is set to examined 800 students From 20 School (40 each from male and female schools). Ten (10) male and ten (10) female schools consisting of 400 male and 400 female students to formed the experiment and control groups with a further sub-groping of samples to represent urban and rural settings for both male and female groups. While the experimental groups were taught using ethnomathematics techniques, the control groups were taught using conventional techniques, the results of a t-test for independent samples at p =0.05 level of significance with tcritical = 1.968 showed that (a) boys performed significantly better than girls (b) there is no significantly difference in performance between urban and rural girls (c) significant difference in academic performance was obtained between urban and rural boys. Generally, it was observed that teaching mathematics with ethnomathematics technique would help in great achievement in mathematics.

Keywords: ethnomathematics, achievement, gender, settlement

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Authors: Aung Aung Kyi, Khin Khin Aye

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The mode of teaching and learning has been changed dramatically due to the Covid-19 pandemic that made schools close and students may have been away from the campus. However, many schools all over the countries are helping students to facilitate e-learning through online teaching and learning platform. Regarding this, Sarasas bilingual school in Bangkok conducted the high school students’ satisfaction survey since it is important for every school to improve its quality of education that must meet the students' need. For the good of the school's reputation, the purpose of the study is to examine the level of satisfaction that enhances the best services in the future. This study applied random sampling techniques and the data were collected using a self-administered survey. Descriptive analysis and independent sample t-tests were used to measure the importance of satisfaction components. The results showed G-11 (A) students were extremely satisfied with “Accessibility of course resources and materials through online platform” and “Ontime homework submission” while G-11 (B) students were extremely satisfied with “Teacher assisted with guiding my learning activities” and “Course teacher for this online course interacted with me in a timely fashion”. Additionally, they were also satisfied with a clear understanding of the teacher’s introduction during online learning. A significant difference in the satisfaction was observed between G-11 (A) and G-11 (B) students in terms of “A clear understanding on introduction was given by the teacher at the beginning of this online course”(P=0.03), “Teacher assisted with guiding my learning activities” (P=0.003), and “Comfortable surrounding during online learning” (P=0.02). With regard to gender, it has been seen that female high school students were extremely satisfied with the amount of course interaction with their teacher and her guidance with learning activities during online learning. By understanding the survey assessment, schools can improve their quality of education through the best digital educational platform that helps satisfy their students in the future.

Keywords: Bangkok high school students., covid-19 pandemic, online learning platform, satisfaction

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Authors: Chaiwat Tantarangsee

Abstract:

The purposes of this study are: 1) to study the frequent English writing errors of students registering the course: Reading and Writing English for Academic Purposes II, and 2) to find out the results of writing error correction by using coded indirect corrective feedback and writing error treatments. Samples include 28 2nd year English Major students, Faculty of Education, Suan Sunandha Rajabhat University. Tool for experimental study includes the lesson plan of the course; Reading and Writing English for Academic Purposes II, and tool for data collection includes 4 writing tests of short texts. The research findings disclose that frequent English writing errors found in this course comprise 7 types of grammatical errors, namely Fragment sentence, Subject-verb agreement, Wrong form of verb tense, Singular or plural noun endings, Run-ons sentence, Wrong form of verb pattern and Lack of parallel structure. Moreover, it is found that the results of writing error correction by using coded indirect corrective feedback and error treatment reveal the overall reduction of the frequent English writing errors and the increase of students’ achievement in the writing of short texts with the significance at .05.

Keywords: coded indirect corrective feedback, error correction, error treatment, frequent English writing errors

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Authors: Kawinphat Lertpongmanee

Abstract:

The purposes of this study were (1) investigate the English language learning motivation and the attainment of their English proficiency, (2) to find out how motivation and motivational variables of the high and low proficiency subjects are related to their English proficiency. The respondents were 80 fourth-year from Faculty of Management Sciences students in Rajabhat Suansunadha University. The instruments used for data collection were questionnaires. The statistically analyzed by using the SPSS program for frequency, percentage, arithmetic mean, standard deviation (SD), t-test, one-way analysis of variance (ANOVA), and Pearson correlation coefficient. The findings of this study are summarized as there was a significant difference in overall motivation between high and low proficiency groups of subjects at .05 (p < .05), but not in overall motivational variables. Additionally, the high proficiency group had a significantly higher level of intrinsic motivation than did the low proficiency group at .05 (p < .05).

Keywords: English language proficiency, faculty of management sciences, motivation factors, proficiency subjects

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Authors: Xian Xie, Qinghua Fang

Abstract:

This study used quantitative and qualitative methods to explore the characteristics of flipped classroom’s influence on classroom environment of college English reading, writing, and translating, and to summarize and reflect on the teaching characteristics of college English Reading, writing, and translating. The results of the study indicated that after the flipped classroom applied to reading, writing, and translating, students’ performance was improved to a certain extent, the classroom environment was improved to some extent, students of the flipped classroom are generally satisfied with the classroom environment; students showed a certain degree of individual differences to the degree of cooperation, participation, self-responsibility, task-orientation, and the teacher leadership and innovation. The study indicated that the implementation of flipped classroom teaching mode can optimize College English reading, writing, and translating classroom environment and realize target－learner as the center in foreign language teaching and learning, but bring a greater challenge to teachers.

Keywords: classroom environment, college English reading, writing and translating, individual differences, flipped classroom

Procedia PDF Downloads 265

Authors: Mamiko Orii

Abstract:

This study reports on primary school second language teachers’ sources of language insecurity. Furthermore, it aims to develop an in-service training course to reduce anxiety and build sufficient English communication skills. Language/Linguistic insecurity refers to a lack of confidence experienced by language speakers. In particular, second language/non-native learners often experience insecurity, influencing their learning efficacy. While language learner insecurity has been well-documented, research on the insecurity of language teaching professionals is limited. Teachers’ language insecurity or anxiety in target language use may adversely affect language instruction. For example, they may avoid classroom activities requiring intensive language use. Therefore, understanding teachers’ language insecurity and providing continuing education to help teachers to improve their proficiency is vital to improve teaching quality. This study investigated Japanese primary school teachers’ language insecurity. In Japan, teachers are responsible for teaching most subjects, including English, which was recently added as compulsory. Most teachers have never been professionally trained in second language instruction during college teacher certificate preparation, leading to low confidence in English teaching. Primary source of language insecurity is a lack of confidence regarding English communication skills. Their actual use of English in classrooms remains unclear. Teachers’ classroom speech remains a neglected area requiring improvement. A more refined programme for second language teachers could be constructed if we can identify areas of need. Two questionnaires were administered to primary school teachers in Tokyo: (1) Questionnaire A: 396 teachers answered questions (using a 5-point scale) concerning classroom teaching anxiety and general English use and needs for in-service training (Summer 2021); (2) Questionnaire B: 20 teachers answered detailed questions concerning their English use (Autumn 2022). Questionnaire A’s responses showed that over 80% of teachers have significant language insecurity and anxiety, mainly when speaking English in class or teaching independently. Most teachers relied on a team-teaching partner (e.g., ALT) and avoided speaking English. Over 70% of the teachers said they would like to participate in training courses in classroom English. Questionnaire B’s results showed that teachers could use simple classroom English, such as greetings and basic instructions (e.g., stand up, repeat after me), and initiate conversation (e.g., asking questions). In contrast, teachers reported that conversations were mainly carried on in a simple question-answer style. They had difficulty continuing conversations. Responding to learners’ ‘on-the-spot’ utterances was particularly difficult. Instruction in turn-taking patterns suitable in the classroom communication context is needed. Most teachers received grammar-based instruction during their entire English education. They were predominantly exposed to displayed questions and form-focused corrective feedback. Therefore, strategies such as encouraging teachers to ask genuine questions (i.e., referential questions) and responding to students with content feedback are crucial. When learners’ utterances are incorrect or unsatisfactory, teachers should rephrase or extend (recast) them instead of offering explicit corrections. These strategies support a continuous conversational flow. These results offer benefits beyond Japan’s English as a second Language context. They will be valuable in any context where primary school teachers are underprepared but must provide English-language instruction.

Keywords: english as a second/non-native language, in-service training, primary school, teachers’ language insecurity

Procedia PDF Downloads 68