This document summarizes a study that aimed to determine the best model for predicting English proficiency among college freshmen based on their verbal and non-verbal reasoning attributes. The study found that verbal comprehension, verbal reasoning, figural reasoning, sex, and the courses enrolled (particularly engineering courses) were the strongest predictors of English proficiency. A linear regression model showed that these factors accounted for 42% of the variance in English proficiency scores. The study supports previous research linking reasoning abilities to language and mathematics skills.
Self- Efficacy, Word Reading, and Vocabulary Knowledge in English Language Le...NOR RUBA'YAH ABD RAHIM
Mase, T. F. (2011). Self- Efficacy, Word Reading and Vocabulary Knowledge in English Language Learners. UMI Dissertation Publishing. United States: ProQuest LLC.
A Study Of The Relationship Between Multiple Intelligences Grammatical ErrorsSandra Long
This study examined the relationship between multiple intelligences and grammatical errors in Chinese EFL learners. 74 first year English majors at a Chinese university were randomly assigned to a control or experimental group. Both groups were given tests and questionnaires to assess their grammatical errors and multiple intelligences. The experimental group then received instruction tailored to their individual intelligences, while the control group received traditional instruction. The study found that (1) the most common error was incorrect use of lexical verbs, (2) intrapersonal intelligence was strongest, (3) visual intelligence correlated negatively with article errors, and (4) the experimental group performed better on the post-test than the control group.
Assessing Introversion And Extroversion In A Second Language SettingGina Brown
This study aimed to create a new tool to assess introversion and extroversion in language learners by comparing results from the new tool to an existing personality test and language assessment. 51 international students at a Midwestern university took the newly created Extroversion/Introversion in Language Learning Test (EILLT), the Myers-Briggs Type Indicator personality test, and an oral language assessment. The study found the EILLT provided statistically significant correlations with language ability, while the Myers-Briggs did not, showing the new tool more effectively assessed personality in this context. Participants also scored as more introverted on the EILLT which focused on language learning personality versus their overall personality. The researcher recommends using
Demonstrating Factors Causing Demotivation in Learning English as a Second La...ijtsrd
This study aimed to document factors that demotivate college students at the University of Eastern Philippines from learning English as a second language. A survey of 552 students found that they were much demotivated by internal factors like their attitude towards English and socialization, and demotivated by their English competency. Externally, students were much demotivated by teachers' behavior and competence, and the lack of classroom resources. They were also demotivated by the course content and class size/assessment. Overall, students were found to be much demotivated by both internal and external factors in learning English. The researchers proposed teaching strategies like cognitive, social and metacognitive approaches to address demotivation.
A Comparison Of Freshman And Sophomore EFL Students Written Performance Thro...Bryce Nelson
This document summarizes a study that compared the written performance of freshman and sophomore EFL students through a referential writing task based on pictures. The study found that:
1) There was no statistically significant difference between the grade levels in the number of t-units or words per t-unit written, but
2) There was a statistically significant difference between the grade levels in the number of words written and errors made.
3) The study used a qualitative document analysis approach to analyze writing samples from 118 Turkish BA students majoring in English Language Teaching, comparing performances between freshman and sophomore students.
Tsai, min hsiu university students anziety focus n6 v1 2012 (1)-chiodoWilliam Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Self- Efficacy, Word Reading, and Vocabulary Knowledge in English Language Le...NOR RUBA'YAH ABD RAHIM
Mase, T. F. (2011). Self- Efficacy, Word Reading and Vocabulary Knowledge in English Language Learners. UMI Dissertation Publishing. United States: ProQuest LLC.
A Study Of The Relationship Between Multiple Intelligences Grammatical ErrorsSandra Long
This study examined the relationship between multiple intelligences and grammatical errors in Chinese EFL learners. 74 first year English majors at a Chinese university were randomly assigned to a control or experimental group. Both groups were given tests and questionnaires to assess their grammatical errors and multiple intelligences. The experimental group then received instruction tailored to their individual intelligences, while the control group received traditional instruction. The study found that (1) the most common error was incorrect use of lexical verbs, (2) intrapersonal intelligence was strongest, (3) visual intelligence correlated negatively with article errors, and (4) the experimental group performed better on the post-test than the control group.
Assessing Introversion And Extroversion In A Second Language SettingGina Brown
This study aimed to create a new tool to assess introversion and extroversion in language learners by comparing results from the new tool to an existing personality test and language assessment. 51 international students at a Midwestern university took the newly created Extroversion/Introversion in Language Learning Test (EILLT), the Myers-Briggs Type Indicator personality test, and an oral language assessment. The study found the EILLT provided statistically significant correlations with language ability, while the Myers-Briggs did not, showing the new tool more effectively assessed personality in this context. Participants also scored as more introverted on the EILLT which focused on language learning personality versus their overall personality. The researcher recommends using
Demonstrating Factors Causing Demotivation in Learning English as a Second La...ijtsrd
This study aimed to document factors that demotivate college students at the University of Eastern Philippines from learning English as a second language. A survey of 552 students found that they were much demotivated by internal factors like their attitude towards English and socialization, and demotivated by their English competency. Externally, students were much demotivated by teachers' behavior and competence, and the lack of classroom resources. They were also demotivated by the course content and class size/assessment. Overall, students were found to be much demotivated by both internal and external factors in learning English. The researchers proposed teaching strategies like cognitive, social and metacognitive approaches to address demotivation.
A Comparison Of Freshman And Sophomore EFL Students Written Performance Thro...Bryce Nelson
This document summarizes a study that compared the written performance of freshman and sophomore EFL students through a referential writing task based on pictures. The study found that:
1) There was no statistically significant difference between the grade levels in the number of t-units or words per t-unit written, but
2) There was a statistically significant difference between the grade levels in the number of words written and errors made.
3) The study used a qualitative document analysis approach to analyze writing samples from 118 Turkish BA students majoring in English Language Teaching, comparing performances between freshman and sophomore students.
Tsai, min hsiu university students anziety focus n6 v1 2012 (1)-chiodoWilliam Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Chapter 3 individual differences in second language learningTshen Tashi
- Research has found correlations between individual learner characteristics like motivation, intelligence, language aptitude, personality, attitudes, beliefs, and success in second language acquisition. However, these factors are complex and interrelated.
- Specifically, studies have shown intelligence and language aptitude are predictors of success, though aptitude involves multiple abilities. Personality may only impact oral skills, not literacy. Both instrumental and integrative motivation correlate with achievement.
- Age is easier to measure than other factors, but its relationship to success is controversial. Younger learners may acquire pronunciation more easily, but older learners can still achieve high proficiency with sufficient instructional time and immersion in the language.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
Do female students have higher motivation than male studentsfaridnazman
This document provides an author biography and abstract for a research paper. The author biography states that R. Narayanan is a lecturer of English at Vinayaka Missions University in India. His research interests include Indian writing in English and English language teaching. The abstract indicates that the research paper examines gender differences in motivation factors for learning English as a second language among engineering and technology students. It focuses on integrative, instrumental, resultative and intrinsic motivation with respect to gender.
Do female students have higher motivation than male studentsfaridnazman
This document provides an author biography and abstract for a research paper. The author bio introduces R. Narayanan as an English lecturer in India who holds various degrees related to English literature, linguistics, and teaching English as a foreign language. The research paper abstract indicates that the study examines gender differences in motivation factors for learning English as a second language among engineering students in India. It focuses on integrative, instrumental, intrinsic and resultative motivation factors with respect to gender.
Play games-or-study-computer-games-in-e books-to-learn-english-vocabulary-201...Ayuni Abdullah
This document discusses a study that investigated using computer games embedded in eBooks to help Chinese undergraduate students learn English vocabulary. The study compared the effectiveness of computer games that used inferencing to vocabulary retention, compared to using hardcopy materials for studying. It found that students learned significantly more vocabulary using the computer game condition than using their usual hardcopy study methods. Students' scores on the computer games also correlated with their scores on a post-test of vocabulary. The document provides background on the challenges of learning English for Chinese students and discusses prior research on using technology and games for vocabulary learning.
Cross-linguistic Influence on Second Language Use of College StudentsAJHSSR Journal
ABSTRACT : The study determined the cross-linguistic influence (CLI) on the second language use of college
students for the school year 2022-2023. This study included qualitative descriptive research approaches and
thematic analysis. The purposely chosen participants in this study were the twenty-five sophomore BSED
English students from one higher institution in Sorsogon. The instruments used in this study were researchermade field notes, survey checklist and interview schedule. When replying to the teachers during recitation
English (L2) was used. Most participants used Taglish to interact with teachers, reporting, and in group
activities. The majority of participants used the Bicol dialect when chatting with peers and when ordering in the
cafeteria. The socio-cultural context, learning environment, teaching strategies, prior linguistic knowledge, and
support at home are the elements that influence vocabulary, syntax, and pronunciation in the context of CLI to
the speaking abilities of L2 students. The Filipino (L1) may influence the participants' use of L2 by making
them use their own dialect in the classroom instead of English. This suggests that everyone who speaks does so
with a solid foundation of language knowledge acquired from past exposure to a different language.
Furthermore, multiple consonants and vowels are frequently switched or mixed. The findings showed that CLI
can be linked to home language, location, socioeconomic status, parental education level, and literal or wordfor-word translation from Filipino to English all contributed to these issues. To eradicate cross-linguistic
influence, the researcher suggested the institutional policy known as English Language Only Policy.
KEYWORDS :cross linguistic influence, L1, L2, Sorsogon, Philippines.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
THE IMPACT OF ACADEMIC SELF-EFFICACY,ACCULTURATION DIFFICULT.docxcherry686017
THE IMPACT OF ACADEMIC SELF-EFFICACY,
ACCULTURATION DIFFICULTIES, AND LANGUAGE
ABILITIES ON PROCRASTINATION BEHAVIOR IN CHINESE
INTERNATIONAL STUDENTS
ROBERT JAY LOWINGER
Bluefield State College
ZHAOMINHE ..
Texas Tech University
MIRANDA L I N
Illinois State University
M E I CHANG
University of North Texas
This study examined the role of aeademic self-efficacy, aeculturation
difficulties, and language abilities on procrastination behavior using
a convenience sample of 264 Chinese intemational students studying
at three public universities in the United States. While there were no
significant mean gender differences on any of the measures, results
indicate that the impact of the independent variables on procrastination
behavior varied by gender. For males, significant correlations with
academic procrastination were found for discrimination (i=.3O, p=.OO)
and homesickness (i=. 19, p=.O5). For females, significant correlations
with academic procrastination were found for academic self-efficacy
(r=.41, p=.OO), English language ability (i= -.24, p=.Ol), and culture
shock & stress (i=. 18, p=.O5). There were no significant effects with
academic procrastination for age (F=. 15, p=.7O), marital status (F=. 16,
p=.69), undergraduate/graduate status (F=. 16, p=.69), or length of time
in the United States (F=1.57, p=.21).
Key words: Chinese international students, procrastination, self-efSca-
cy, acculturation, language abilities
Academic procrastination has been defined procrastinate regularly and roughly 2 0 % do
as an irrational delay in performing academ- so habitually (Schraw, Wadkins, & Olafson,
ic tasks required of students (e.g., studying 2007). Asia is the largest region sending stu-
for exams, reading assignments, performing dents to the U.S. by a wide margin. The Open
academic administrative and attendance Doors report (Institute of Intemational Edu-
tasks) (Ozer, Demir, & Ferrari, 2009). It has cation, 2011) shows that 5 8 % of intemational
been shown to have considerable negative students studying in the U.S. in 2004/05 came
consequences including poor academic per- from Asia, and China is the second leading
formance and increased stress (Chu & Choi, place of origin with 62,523 students (Obst
2005). Despite these negative consequences, & Forster, 2011). Intemational students
more than 7 0 % of students report that they face many cultural and academic challenges
142 / College Student Journal
in the new culture (Poyrazli, Arbona, Nora,
McPherson, & Pisecco, 2002). Therefore, it
is important that issues of academic adjust-
ment including academic procrastination be
studied in this population. Although there is
little or no research on academic procrastina-
tion in Chinese intemational students or even
other groups of intemational students, there is
significant research on the factors associated
with academic procrastination in students,
including Chinese students, attending college
in their native countries (e.g., Ackerman &
Gro ...
11.the theoretician and the practitioner represent a language community or it...Alexander Decker
This document discusses the relationship between theory and practice in linguistics and language teaching. It presents the results of a study examining attitudes towards theory and practice among 100 students at Assiut University in Egypt.
The study found strong differences in how students responded to questions about theory and practice. For most questions, a majority of students agreed or strongly agreed that theorists and practitioners can represent a language community and its knowledge. This supports the idea that there is a close relationship between theory and practice.
The document reviews related literature on the topics of fieldwork linguistics, language learning, and the application of theoretical linguistics. It concludes that both theory and practice play integrated and important roles in applied linguistics and representing a language.
GENDER AND IDENTITY ISSUES IN SECOND LANGUAGE ACQUISITION.docxResearchWap
Extensive language acquisition is determined by a level of dexterity in the four language skills namely speaking, listening, reading and writing. Listening and speaking, in this order, have been described as the most important two as language transcends the semiotic, that is the language for communication, and role. Language is both a sociological and political tool that influences man more than man does it; in it, a person’s worldview is determined to the extent that language is consciousness so that such things as art especially the literary kind become a production of this consciousness at the same time a product of it. Disciplines like anthropology, sociology, psychology, economics, history, etc., invest much time in the study of language as the latter bear upon any deep human-related study. As a result, bridge disciplines have sprung up over the last few decades such as sociolinguistics and so on.
However, it is the application of language studies in things like marketing, advertisement, social media strategies, programming, etc., that inform the surging call for more diverse language-related studies. One of such is on the issues of gender and identity in second language acquisition.
Personality traits as predictors of the social english language learning stra...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs.
Find Optum healthcare. Search Here Now! Search For Optum healthcare With Us. Updated Info. Relevant Results. Awesome Results. More Relevant. Get Latest Info. Services: Search Services, Web Results, Result Pages, Popular Searches.
This study examined the effects of a technology-based universal design for learning (UDL) approach to literacy instruction called Literacy by Design (LBD) on the reading achievement of students with significant intellectual disabilities. Sixteen students from kindergarten through second grade participated across five classrooms that received traditional instruction and five classrooms that received LBD instruction four to five times per week. Controlling for initial reading ability, students who received LBD made significantly greater gains in reading comprehension compared to students who received traditional instruction, as measured by a standardized achievement test. The findings suggest that a UDL approach using technology and e-books with embedded supports can improve literacy outcomes for students with significant intellectual disabilities.
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
Test anxiety among displaced efl learners in khanik province kurdistanSelf employed
This document discusses test anxiety among displaced English as a foreign language (EFL) learners in Khanik province, Kurdistan region of Iraq. It aims to measure anxiety levels and examine differences based on variables like gender, age and grade. The study used a test anxiety questionnaire to collect data from 88 displaced EFL learners in grades 8 and 9. Findings showed displaced EFL learners in both grades experienced test anxiety, with female and 9th grade learners reporting higher anxiety. Younger learners scored lower for test anxiety than older learners. Causes of anxiety discussed include low self-esteem, competitiveness and language ability factors.
This document provides an overview of the field of second language acquisition (SLA) research over the past several decades. It discusses how SLA research has addressed questions about language acquisition processes while retaining its original applied and linguistic interests. The document notes that SLA research has become increasingly bidirectional, with findings applying to both educational concerns and further research. It has also become multifaceted, drawing on multiple disciplines like linguistics, psychology, and education.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Contenu connexe
Similaire à MODELLING PREDICTORS OF ENGLISH PROFICIENCY VIA REASONING ATTRIBUTES AMONG COLLEGE FRESHMEN.docx
Chapter 3 individual differences in second language learningTshen Tashi
- Research has found correlations between individual learner characteristics like motivation, intelligence, language aptitude, personality, attitudes, beliefs, and success in second language acquisition. However, these factors are complex and interrelated.
- Specifically, studies have shown intelligence and language aptitude are predictors of success, though aptitude involves multiple abilities. Personality may only impact oral skills, not literacy. Both instrumental and integrative motivation correlate with achievement.
- Age is easier to measure than other factors, but its relationship to success is controversial. Younger learners may acquire pronunciation more easily, but older learners can still achieve high proficiency with sufficient instructional time and immersion in the language.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
Do female students have higher motivation than male studentsfaridnazman
This document provides an author biography and abstract for a research paper. The author biography states that R. Narayanan is a lecturer of English at Vinayaka Missions University in India. His research interests include Indian writing in English and English language teaching. The abstract indicates that the research paper examines gender differences in motivation factors for learning English as a second language among engineering and technology students. It focuses on integrative, instrumental, resultative and intrinsic motivation with respect to gender.
Do female students have higher motivation than male studentsfaridnazman
This document provides an author biography and abstract for a research paper. The author bio introduces R. Narayanan as an English lecturer in India who holds various degrees related to English literature, linguistics, and teaching English as a foreign language. The research paper abstract indicates that the study examines gender differences in motivation factors for learning English as a second language among engineering students in India. It focuses on integrative, instrumental, intrinsic and resultative motivation factors with respect to gender.
Play games-or-study-computer-games-in-e books-to-learn-english-vocabulary-201...Ayuni Abdullah
This document discusses a study that investigated using computer games embedded in eBooks to help Chinese undergraduate students learn English vocabulary. The study compared the effectiveness of computer games that used inferencing to vocabulary retention, compared to using hardcopy materials for studying. It found that students learned significantly more vocabulary using the computer game condition than using their usual hardcopy study methods. Students' scores on the computer games also correlated with their scores on a post-test of vocabulary. The document provides background on the challenges of learning English for Chinese students and discusses prior research on using technology and games for vocabulary learning.
Cross-linguistic Influence on Second Language Use of College StudentsAJHSSR Journal
ABSTRACT : The study determined the cross-linguistic influence (CLI) on the second language use of college
students for the school year 2022-2023. This study included qualitative descriptive research approaches and
thematic analysis. The purposely chosen participants in this study were the twenty-five sophomore BSED
English students from one higher institution in Sorsogon. The instruments used in this study were researchermade field notes, survey checklist and interview schedule. When replying to the teachers during recitation
English (L2) was used. Most participants used Taglish to interact with teachers, reporting, and in group
activities. The majority of participants used the Bicol dialect when chatting with peers and when ordering in the
cafeteria. The socio-cultural context, learning environment, teaching strategies, prior linguistic knowledge, and
support at home are the elements that influence vocabulary, syntax, and pronunciation in the context of CLI to
the speaking abilities of L2 students. The Filipino (L1) may influence the participants' use of L2 by making
them use their own dialect in the classroom instead of English. This suggests that everyone who speaks does so
with a solid foundation of language knowledge acquired from past exposure to a different language.
Furthermore, multiple consonants and vowels are frequently switched or mixed. The findings showed that CLI
can be linked to home language, location, socioeconomic status, parental education level, and literal or wordfor-word translation from Filipino to English all contributed to these issues. To eradicate cross-linguistic
influence, the researcher suggested the institutional policy known as English Language Only Policy.
KEYWORDS :cross linguistic influence, L1, L2, Sorsogon, Philippines.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
THE IMPACT OF ACADEMIC SELF-EFFICACY,ACCULTURATION DIFFICULT.docxcherry686017
THE IMPACT OF ACADEMIC SELF-EFFICACY,
ACCULTURATION DIFFICULTIES, AND LANGUAGE
ABILITIES ON PROCRASTINATION BEHAVIOR IN CHINESE
INTERNATIONAL STUDENTS
ROBERT JAY LOWINGER
Bluefield State College
ZHAOMINHE ..
Texas Tech University
MIRANDA L I N
Illinois State University
M E I CHANG
University of North Texas
This study examined the role of aeademic self-efficacy, aeculturation
difficulties, and language abilities on procrastination behavior using
a convenience sample of 264 Chinese intemational students studying
at three public universities in the United States. While there were no
significant mean gender differences on any of the measures, results
indicate that the impact of the independent variables on procrastination
behavior varied by gender. For males, significant correlations with
academic procrastination were found for discrimination (i=.3O, p=.OO)
and homesickness (i=. 19, p=.O5). For females, significant correlations
with academic procrastination were found for academic self-efficacy
(r=.41, p=.OO), English language ability (i= -.24, p=.Ol), and culture
shock & stress (i=. 18, p=.O5). There were no significant effects with
academic procrastination for age (F=. 15, p=.7O), marital status (F=. 16,
p=.69), undergraduate/graduate status (F=. 16, p=.69), or length of time
in the United States (F=1.57, p=.21).
Key words: Chinese international students, procrastination, self-efSca-
cy, acculturation, language abilities
Academic procrastination has been defined procrastinate regularly and roughly 2 0 % do
as an irrational delay in performing academ- so habitually (Schraw, Wadkins, & Olafson,
ic tasks required of students (e.g., studying 2007). Asia is the largest region sending stu-
for exams, reading assignments, performing dents to the U.S. by a wide margin. The Open
academic administrative and attendance Doors report (Institute of Intemational Edu-
tasks) (Ozer, Demir, & Ferrari, 2009). It has cation, 2011) shows that 5 8 % of intemational
been shown to have considerable negative students studying in the U.S. in 2004/05 came
consequences including poor academic per- from Asia, and China is the second leading
formance and increased stress (Chu & Choi, place of origin with 62,523 students (Obst
2005). Despite these negative consequences, & Forster, 2011). Intemational students
more than 7 0 % of students report that they face many cultural and academic challenges
142 / College Student Journal
in the new culture (Poyrazli, Arbona, Nora,
McPherson, & Pisecco, 2002). Therefore, it
is important that issues of academic adjust-
ment including academic procrastination be
studied in this population. Although there is
little or no research on academic procrastina-
tion in Chinese intemational students or even
other groups of intemational students, there is
significant research on the factors associated
with academic procrastination in students,
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9
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MODELLING PREDICTORS OF ENGLISH PROFICIENCY VIA REASONING ATTRIBUTES AMONG COLLEGE FRESHMEN.docx
1. SEE PROFILE
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/358414297
MODELLING PREDICTORS OF ENGLISH PROFICIENCY VIA REASONING
ATTRIBUTES AMONG COLLEGE FRESHMEN
Article · January 2014
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Southern Leyte State University
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2. Southern Leyte State University Vol. 2:133- 140(2014)
MODELLING PREDICTORS OF ENGLISH PROFICIENCY VIA
REASONING ATTRIBUTES AMONG COLLEGE FRESHMEN
Juanita M. Costillas and Lorelie P. Duarte Journal of Educational and Human Resource Development
Abstract
This study determined the model that most likely predicts English
Proficiency among freshmen. Through secondary data analysis with 277
out of 554 freshmen who were randomly selected, majority were found to
be on the below average level, both verbal and non-verbal reasoning
attributes. Linear Regression and General Linear Models show the
independent variables that most likely predict English Proficiency are
verbal comprehension, verbal reasoning, figural reasoning, sex and
course enrolled specifically engineering courses. Thus, this study
supports James (1950), Freud (1953) and Donges (2001) who pointed out
making connections on the importance of reasoning attributes towards
mathematics skills of students. This is where the dual process and
filtering observation theories are substantiated relative to predicting
English Proficiency.
Keywords: predictions, accuracy, predictaccurate
1.0 Introduction
This study claims that verbal
and non-verbal reasoning attributes
contributes to students’ capability to
be proficient in English. James
(1950) and Freud (1953) stress that
reasoning attributes enable a person
to express oneself having in rational
thought. To be in the tertiary level
of education, English Proficiency is
necessary for understanding the
different competencies laid for each
subject. According to Donges
(2001), speaking and writing are
necessary to exhibit verbal
reasoning. As one of the four basic
cognitive reasoning skills, it covers
almost all learning tasks of a formal
education. Mathematics skill is
considered nonverbal, however, it
requires some verbal reasoning
being delivered and taught using
oral and written instruction. When
most people discuss learning, they
are talking about the ability to use
verbal reasoning skills. Hence, this
study includes both verbal and non-
verbal reasoning as possible
predictors of English Proficiency. In
addition, the crucial transitory
period from high school to college is
3. 134
Juanita M. Costillas and Lorelie P. Duarte Journal of Educational and Human Resource Development
Southern Leyte State University Vol. 2:133- 140(2014)
necessary to be provided with
bridging interventions on English
Proficiency based on the students’
verbal and non-verbal reasoning
qualities.
2.0 Conceptual/Theoretical
Framework
The Dual Process of
reasoning takes the form of two
different modes of thought. James
(1950) points out that experiential
associative type of thinking as well
as separate analytical modes
contribute to reasoning capability.
These experiences are accumulated
from the time a person starts to
interact with others. Meanwhile,
Freud (1953) presents a dual theory
of information processing that
distinguishes between a primary and
secondary system in which the
former is associative and
unconscious while the latter is
conscious and capable of rational
thought. For a person to express
oneself, he/she must use the rational
thought. The process of filtering
observation states that “what we take
in with our senses will be subjected
to mental processing and results to
the official observations.” This
suggests that experiences contribute
to the verbal and non-verbal
reasoning attributes of a person.
To further explore the idea of
dual process theory, Evans and
Frankish (2009) explained the two
different systems of human
reasoning. Similar to what Freud
(1953) and Kahan (2012) pointed
out, the first system includes the
processes that are held to be
distinctive using investigative
approach in solving specific adaptive
problems. Meanwhile, the second
encompasses the processes taken to
be learned that can be adjusted and
open to rational standards.
Regardless of the attractive issues
that these theories have, the dual
process theorists do not have a
common view about it. Thus, the
substantial bodies of work on dual
processes in cognitive psychology
Figure 1. The conceptual framework
4. 135
Juanita M. Costillas and Lorelie P. Duarte Journal of Educational and Human Resource Development
Southern Leyte State University Vol. 2:133- 140(2014)
and social psychology remain
isolated from each other. In this
study, both cognitive and social
domains are combined taking into
consideration how these factors
contribute to English Proficiency of
the students.
Emotional state works over
intellectual aspect of reasoning when
a person is not good in numbers.
This will lead to unsystematic
engagement of the situation and
produce unconscious affective
response. This further leads to the
realization about something passed
into the network of conscious
thought which will prompt the
course of action that the person will
do. Kahan (2012) further expressed
those emotional processes make
reasoning uses integrative and
mutually supportive
conceptualization associate with
prior experiences.
In this study, the
understanding how prior knowledge
influences memory of the students
taking verbal and non-verbal skills
as predictors of English Proficiency
in Southern Leyte State University,
Sogod Campus may have an effect
to the result of the English
Proficiency Test. Students’
remembering ability of an event and
experiences including lessons
learned from high school may be
considered in looking into the result
of the test.
3.0 Research Design and Methods
This is a descriptive study
which is an explanatory design using
multilevel models with a focus on
predictive accuracy of the reasoning
attributes as reflected in the created
models, utilizing secondary data.
Only 20% (277) of the total
population was considered using
simple random sampling technique.
Data from the Office of Student
Affairs and Services on the results of
the Otis Lennon School Ability Test
(OLSAT), which include Verbal
Comprehension, Verbal Reasoning,
Figural Reasoning and Quantitative
Reasoning, were used. In addition,
English Proficiency of the same
respondents was taken from grades
in English 101. Regression analyses
were used to find the best linear
model in predicting English
Proficiency based on verbal and non
-verbal reasoning attributes with
consideration of sex and course of
respondents.
4.0 Results and Discussions
Verbal and Non-verbal Reasoning
Attributes
Table 1 clearly shows that
there are more males than female
respondents mostly belong to below
average level of both verbal and non
-verbal reasoning attributes. In
addition, none of the engineering
freshmen is on below average level.
The data further manifest that
admission requirement of the
university for the engineering
courses considers higher verbal and
non-verbal attributes of applicants.
For education and industrial/
5. 136
Juanita M. Costillas and Lorelie P. Duarte Journal of Educational and Human Resource Development
Southern Leyte State University Vol. 2:133- 140(2014)
information technology programs,
admission policies can be raised,
more importantly to Industrial
Education since it has a Licensure
Examination for Teachers (LET).
Stiffer admission requirements may
be implemented as one mechanism
in getting higher LET passing
percentage.
Table 1. Distribution of level of verbal and non-verbal reasoning attributes
by sex and course.
Models on Prediction
A model that has the best
likelihood to predict English
Proficiency vis-à-vis verbal and non-
verbal reasoning attributes of college
freshmen was determined. Sex was
included as additional independent
variable being found out that female
were seen to have high possibility to
increase English skills by working
with the same sex but the reverse is
true for males (Mahmud, 2010). In
addition, in some schools like
Harvard Summer School, English
Proficiency (EP) is a requirement for
enrolment since English is the
language of instruction for the
course (summer.harvard.edu, 2014).
This means that EP is more or less
has relation with courses enrolled by
students.
In this study linear regression
model and general linear model are
used since some analyses are done
with numerical independent
variables while others are with
categorical variables.
The first model (EP1) reveals
that verbal reasoning attributes
(VRA), sex (S) and courses C(1) for
BS Electrical Engineering, C(2) for
BS Civil Engineering and C(3) for
BS Mechanical Engineering, are
highly significant predictors of EP1
beyond 1% level of significance
(p=0.000) accounting for 40.1% of
the variance in EP. Notice that
among the five courses considered in
this study, only the three engineering
6. 137
Juanita M. Costillas and Lorelie P. Duarte Journal of Educational and Human Resource Development
Southern Leyte State University Vol. 2:133- 140(2014)
courses are included in the model.
This means that these courses are
likely to affect the variation of EP in
fact there is a significant positive
relationship between EP and the
three courses beyond 1% level of
significance (rc1= 0.130; rc2 =
0.407; rc3 = 0.207).
EP1 = 73.6 + 0.404 VRA + 3.64 S + 4.23 C(1) + 4.75 C(2) + 5.73 C(3)
EP1 further suggests that ME, CE
and EE courses account for 5.73%,
4.75% and 4.23% increase in EP1,
respectively, for every unit increase
in each of these factors. Note that
ME course has the highest
contribution. These mean that
students who enroll ME and the
other two engineering courses have
higher EPs than those who enroll in
the other courses. In addition, sex of
students also accounts 3.64%
increase of EP in which males
dominate the distribution (31 out of
42 or 73.81%). Results further imply
that being a male engineering
student has a bigger likelihood of
having better EP which already has
73.6 constant value.
Closer view of model 1
suggests that there is 59.9% of the
variance attributed to other factors.
Hence other possible models are
considered. Model 2 considers the
non-verbal reasoning attributes
(NVRA) with S and courses C(1), C
(2) and (C3) which were found to be
highly significant predictors of EP2,
all beyond 1% (p=0.000).
Nevertheless in this model, 38.6% of
the variance of EP is due to NVRA,
S, C(1), C(2) and C(3), which is
lower than the prediction accuracy
of model 1. Besides, NVRA has
lower prediction attributes compared
to VRA by 0.188 (C(1) and C(3)
follows the same trend) although S
is higher by 0.19 and C(2) by 0.117
in model 2 than in model 1.
Specifically in model 2, CE
has the highest coefficient which
means that among the independent
variables, CE accounts for 5.59%
increase in EP for every unit
increase in CE variable. Next is ME
(4.94%), S (3.83%), EE (2.88%) and
NVRA (0.216%) that all have
positive contributions to EP. When
all these variables are zero, EP is
73.9% that is below the 75% passing
based on the university’s marking
system.
The researchers noted that
although engineering courses such
as EE, CE and ME are more on
numerical and analytical
inclinations, verbal reasoning
attributes go with courses in
predicting EP.
EP2 = 73.9 + 0.216 NVRA + 3.83 S + 2.88 C(1) + 5.59 C(2) + 4.94 C(3)
7. 138
Juanita M. Costillas and Lorelie P. Duarte Journal of Educational and Human Resource Development
Southern Leyte State University Vol. 2:133- 140(2014)
With the aim of obtaining a better
prediction model, combining both
VRA and NVRA with S and C was
done (EP3), in which VRA, NVRA,
S, EE, CE and ME were found to
have direct bearing with EP, all
beyond 1% level of significance. In
this model, 41.8% of the variance in
EP is accounted for by VRA,
NVRA, S and Cs. This is higher than
the R2 values of both models 1 and
2. This likely suggests that model 3
has better prediction accuracy than
either model 1 or model 2. However,
ME is the highest contributory factor
unlike in model 2 which is CE.
However, note that VRA contributes
0.304% only compared to model 1
which is 0.404%, nevertheless, still
higher than NVRA, that is only
0.134 in model3 and 0.216 in
model2. Results imply that
combining both VRA and NVRA
with the other variable lowers the
prediction power and decreases the
constant to 72.7%.
EP3 = 72.7 + 0.304 VRA + 0.134 NVRA + 3.68 S + 3.25 C(1) + 4.07 C(2) + 4.58 C(3)
Since both VRA and NVRA have
components, these are considered as
independent variables combined and
not combined with S and C. Results
are considered as model 4 and model
5, respectively. In model 4, only
Verbal Comprehension (VC), Verbal
Reasoning (VR) and Figural
Reasoning (FR) are highly
significant predictors of EP beyond
5% level of significance while
Quantitative Reasoning (QR) is not
significant (p=0.117). It is also
observed that only 28.8% of the
variance of EP is due to these
mentioned factors. Notice that the
numerical coefficients of the
mentioned variables are all lesser
than 1 (VC=0.444; VR=0.432;
FR=0.239) which are smaller
compared to those of the first three
models.
EP4 = 72.1 + 0.444 VC + 0.432 VR + 0.239 FR
In model 5, all independent variables
are found to have significant
contributions in predicting EP
beyond 5% level of significance
which excludes QR (p=0.545).
Similar trend effect of C on the
model as likened with model 3 is
revealed. As observed, 42.0% of
variation in EP is accounted for in
the VC, VR, FR, S and C. As
compared with the rest of the
models, independent variables in
model 5 have the highest prediction
power of EP.
A more detailed gaze into
model 5 reveals that for every one
unit increase of ME accounts for
4.57% increase in EP and similar
trend in CE (4.15%); S (3.69%); EE
(3.36%); VC (0.356%); VR
(0.272%); and FR (0.211%). These
results suggest that a verbal
comprehension, verbal reasoning
and figural reasoning contribute to
increasing EP across the different
engineering courses, preferably male
students.
8. 139
Juanita M. Costillas and Lorelie P. Duarte Journal of Educational and Human Resource Development
Southern Leyte State University Vol. 2:133- 140(2014)
EP5 = 72.7 + 0.356 VC + 0.272 VR + 0.211 FR + 3.69 S+ 3.36 C(1) + 4.15 C(2) + 4.57 C(3)
Comparing the prediction capability
of all the tested models, model 5 has
the biggest likelihood of predicting
EP. In this case, faculty handling
English 101 may consider
intervention activities on VC, VR,
FR, S and C of students. These
activities will take into account
suitability on the sex and course
enrolled. This somehow supports
the claims that verbal and non-
verbal reasoning attributes are likely
to predict English Proficiency.
Quantitative reasoning as part of
non-verbal reasoning attributes does
not significantly contribute in
predicting EP. In this case, the
teachers of Engineering students can
devise teaching strategies that will
maximize the potentials of students
in verbal comprehension, verbal and
figural reasoning attributes.
5.0 Conclusions
Therefore, the study
supports the dual process and
filtering observation theories since
verbal and non-verbal reasoning in
combination with sex and courses,
particularly on EE, CE and ME,
predicts English Proficiency. In
addition, this also sustains James
(1950), Freud (1953) and
Donges’ (2001) connections on the
importance of reasoning attributes
towards mathematics skills of
students. English Proficiency among
engineering students is somehow
pushed up by their reasoning
attributes. In this case, verbal
comprehension, verbal reasoning
and figural reasoning are predictors
of EP. Hence, students who are low
in these attributes need enrichment
interventions for them to cope up
with the demand of a better EP.
Note that English is a universal
language giving students better edge
in an open economic competition.
6.0 References Cited
Donges, C. (2011). What is verbal
reasoning and how it affects
learning. Retrieved
July 18, 2014 from http://
classroom.synonym.com/
verbal-reasoning-affect-
learning-6737.html.
James, W. (1950). The principles of
psychology. New York:
Dover.
Freud, S. (1953). The interpretation
of dreams. In J. Strachery
(Ed. & Trans.). The standard
edition of the
complete psychological
works of Sigmund Freud
(Vols. 4, 5). London:
Basic Books.
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