English as a foreign language spelling development: A longitudinal study

2011 ◽  
Vol 33 (2) ◽  
pp. 343-363 ◽  
Author(s):  
JANINA KAHN-HORWITZ ◽  
RICHARD L. SPARKS ◽  
ZAHAVA GOLDSTEIN
Keyword(s):  
Foreign Language ◽  
Phonemic Awareness ◽  
Fourth Grade ◽  
English Word ◽  
Literacy Skills ◽  
First Year ◽  
Spelling Development ◽  
Word Attack ◽  
English Spelling ◽  
The Impact

ABSTRACTEnglish as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades.

Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies

2021 ◽  
pp. 002221942110178
Author(s):  
Shuting Huo ◽  
Ka Chun Wu ◽  
Jianhong Mo ◽  
Jie Wang ◽  
Urs Maurer
Keyword(s):  
Phonemic Awareness ◽  
Reading Fluency ◽  
English Language ◽  
Word Reading ◽  
English Word ◽  
Literacy Skills ◽  
Language Experience ◽  
English Literacy ◽  
Matrix Reasoning ◽  
The Impact

This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia ( Mage = 103 months) and 48 age-matched typical developing (TD) children were tested. Cluster analysis with performances on Chinese syllable awareness (CSA), Chinese phonemic awareness (CPA), Chinese phonological memory (CPM), Chinese orthographic awareness (COA), and matrix reasoning (MR) yielded three cognitive subtypes: the phonological deficit (PD) subtype, the orthographic deficit (OD) subtype, and the global deficit (GD) subtype. After controlling for English language experience, age, and gender, all three dyslexia subtypes performed significantly worse in English word reading fluency and dictation than TD children. In addition, PD performed worse in English PA; OD performed worse in English OA; and GD performed worse in all English skills except English PM. We compared the level of impairment in literacy between languages and dyslexia subtypes. In word reading fluency, all subtypes experienced less impairment in English than Chinese, while OD showed the largest English advantage. In dictation, only OD showed a significant language effect favoring English. The findings suggest that different subtypes of Chinese dyslexia bear different risks for difficulties in English literacy.

scholarly journals Community, Connections and Innovation in Emergency Remote Teaching and Learning

2021 ◽  
pp. 141-168
Author(s):  
Sandra Healy ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Tertiary Education ◽  
First Year ◽  
Academic English ◽  
Community Connections ◽  
First Year University ◽  
The Impact

The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2022 ◽  
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

scholarly journals Information Literacy from High School to University

2021 ◽  
Author(s):  
Mary Cavanagh ◽  
Dianne Oberg ◽  
Heather Buchansky ◽  
Marc D'Avernas ◽  
Kate Johnson-McGregor ◽  
...  
Keyword(s):  
University Students ◽  
Information Literacy ◽  
School Library ◽  
Qualitative Interviews ◽  
Literacy Skills ◽  
First Year ◽  
Post Secondary ◽  
Library Impact ◽  
First Year University ◽  
The Impact

The Ontario School Library Impact Project (OSLIP) investigated the impact of school libraries on the development of key information literacy skills in students entering post-secondary education, using online surveys and qualitative interviews. The project found that first-year university students are challenged by the demands of post-secondary course research assignments. These findings support previous research indicating first-year university students are challenged by new demands for research skills. Unfortunately, opportunities to develop those skills are inconsistent among school boards in Ontario. This is a multifaceted problem confronting both school librarians and academic librarians as well as their teaching partners.

scholarly journals THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION

2020 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Mohammad Husam Mohammad Alhumsi
Keyword(s):  
Word Recognition ◽  
Phonemic Awareness ◽  
First Graders ◽  
Literacy Skills ◽  
Emergent Readers ◽  
Structured Interviews ◽  
Reading Success ◽  
Efl Students ◽  
The Impact ◽  
Positive Support

Research has considered phonemic awareness skill as effective pillar in acquiring literacy skills. This skill has been identified as prerequisite for reading success However, little is known about the phonemic awarenessinstruction of Jordanian EFL emergent readers. This study therefore explored the impact of phonemic awareness instruction on word recognition among Jordanian EFL emergent readers.In this study, the research instrument was semi-structured interviews. Seven EFL students of emergent readers were interviewed. They were all first graders aged 7 years on average. Data were analyzed using content analysis. The findings indicated that there is a lack of knowledge or misunderstanding between the term of phonics and phonemic awareness as well. It has been also found that emergent readers’ views show positive support towards the use of phonemic awareness skill. At the end of the study, some pedagogical implications for curriculum designers as well as English teachers were provided accordingly.

scholarly journals Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

2015 ◽  
Vol 10 (2) ◽  
pp. 45 ◽  
Author(s):  
Ann Elizabeth Donahue
Keyword(s):  
Program Evaluation ◽  
Information Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Literacy Skill ◽  
First Year ◽  
First Year Students ◽  
Library Research ◽  
Information Literacy Skills ◽  
The Impact

Abstract Objective – The aim was to measure the impact of a peer-to-peer model on information literacy skill-building among first-year students at a small commuter college in the United States. The University of New Hampshire (UNH) is the state’s flagship public university and UNH Manchester is one of its seven colleges. This study contributed to a program evaluation of the Research Mentor Program at UNH Manchester whereby peer writing tutors are trained in basic library research skills to support first-year students throughout the research and writing process. Methods – The methodology employed a locally developed pre-test/post-test instrument with fixed-choice and open-ended questions to measure students’ knowledge of the library research process. Anonymized data was collected using an online survey with SurveyMonkey™ software. A rubric was developed to score the responses to open-ended questions. Results – The study indicated a positive progression toward increased learning for the three information literacy skills targeted: 1) using library resources correctly, 2) building effective search strategies, and 3) evaluating sources appropriately. Students scored higher in the fixed-choice questions than the open-ended ones, demonstrating their ability to more effectively identify the applicable information literacy skill than use the language of information literacy to describe their own research behavior. Conclusions – The assessment methodology used was an assortment of low-key, locally-developed instruments that provided timely data to measure students understanding of concepts taught and to apply those concepts correctly. Although the conclusions are not generalizable to other institutions, the findings were a valuable component of an ongoing program evaluation. Further assessment measuring student performance would strengthen the conclusions attained in this study.

Coupling Articulatory Placement Strategies With Phonemic Awareness Instruction to Support Emergent Literacy Skills in Preschool Children: A Collaborative Approach

2021 ◽  
pp. 1-14
Author(s):  
Robyn Becker ◽  
Lesley Sylvan
Keyword(s):  
Preschool Children ◽  
Pilot Study ◽  
Emergent Literacy ◽  
Phonemic Awareness ◽  
Literacy Skills ◽  
Emergent Literacy Skills ◽  
Speech Language Pathologist ◽  
The Impact ◽  
Early Childhood Center

Purpose The merits of collaboration between teachers and speech-language pathologists have been extensively highlighted in literature on multitiered educational frameworks. Studies also illustrate the link between articulation, phonemic awareness, and, ultimately, reading skills. This article describes the impact of an intervention targeting articulation and phonemic awareness provided collaboratively to preschool children to enhance emergent literacy skills with the long-term goal of preventing later reading difficulties. Method This pilot study involved a bidirectional collaboration between a speech-language pathologist and a teacher by providing articulatory placement strategies to link accurate speech production with early phonemic awareness activities in the context of a private early childhood center. Seventeen children ( N = 17) participated in the study, with ages ranging from 55 to 65 months. Results The results indicated significant differences in phonemic segmentation as well as reading phonemically spelled words and nonwords when comparing the baseline to the collaboratively based articulatory placement plus phonemic awareness intervention. Significant differences were also seen when comparing the traditional literacy program to the collaboratively based articulatory placement plus phonemic awareness intervention. Conclusions The results suggest there may be a benefit to using articulatory placement strategies with phonemic awareness activities directly in the preschool classroom in collaboration with teachers. This pilot study adds to the literature by transferring principles demonstrated as effective for individual children in the research laboratory to application with a whole class in an authentic setting.

scholarly journals The impact of CLIL implementation on Lebanese students’ attitudes and performance

2019 ◽  
Vol 9 (1) ◽  
pp. 1-9
Author(s):  
Badrie ELDaou ◽  
Abir Abdallah
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
English Language ◽  
First Year ◽  
Pedagogical Approach ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
And Performance ◽  
First Year University ◽  
The Impact

Content and language integrated learning (CLIL) has been verified as an effective pedagogical approach by a lot of research studies carried out in many European countries. However, modest attempts have been made to prove its efficacy in Lebanon, where English Language is taught in many schools and universities as a first foreign language. The participants (n = 21) were first year university students enrolled in the Faculty of Pedagogy at the Lebanese University and majoring in teaching Math at elementary schools. Quantitative as well as qualitative data were collected by means of two questionnaires, pre-post tests and reflection logs. Descriptive statistics were calculated and a series of t-tests were conducted in order to address the questions raised in the study. The results of the study showed positive attitudes of students towards the implementation of CLIL and they revealed the efficacy of CLIL as a pedagogical approach in enhancing students’ self-efficacy and academic performance. Keywords: CLIL implementation, self-efficacy, attitude, academic achievement.

scholarly journals Prediction of English Word skills from oral proficiency and phonological awareness among EFL Children: the Impact of Language Learning Environment

2019 ◽  
Author(s):  
Shuting Huo
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Phonological Awareness ◽  
Language Learning ◽  
Word Meaning ◽  
Oral Proficiency ◽  
English Word ◽  
Word Decoding ◽  
Efl Learners ◽  
The Impact

This study investigated the contribution of English oral proficiency (OP) and phonological awareness (PA) in predicting subsequent English word decoding and word meaning access in young children who learn English as a foreign language (EFL) in two environments, English immersion (EI) and non-immersion (NIMM) programs. The results showed that word decoding and meaning access were both predicted by OP and PA in the EI children. For NIMM children, OP and PA significantly predicted word decoding but not word meaning access. Finally, we proposed that language learning environment has an impact on the development of word recognition in young EFL learners.

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