Non‐English speaking background high school students’ attitudes towards the nursing profession

1998 ◽  
Vol 27 (3) ◽  
pp. 604-613 ◽  
Author(s):  
Joh Chin Rossiter ◽  
John Bidewell ◽  
Po Tai Chan
Keyword(s):  
High School ◽  
High School Students ◽  
Nursing Profession ◽  
School Students ◽  
English Speaking ◽  
Students Attitudes

Repeated Presentation of Stimuli and Production of Original Response by English-Speaking Indian High School Students

1993 ◽  
Vol 77 (1) ◽  
pp. 348-350 ◽  
Author(s):  
Basanti D. Chakraborty ◽  
Joe Khatena ◽  
David T. Morse
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Repeated Presentation ◽  
Original Response ◽  
English Speaking ◽  
Main Effects

Sounds and Images, a measure of originality, was administered to 131 English-speaking high school students of Orissa, India in 1987. The test has two forms, viz., IA and IB. Each form has four sounds which were presented three times. To each the students wrote their verbal images which were scored for originality and analyzed for effects of multiple presentation and differential sounds. The main effects of sounds (IA, IB), of presentation (IA), and the interaction of presentation by sound (IB) were nonsignificant, but presentation (IB) and the interaction of presentation by sound were significant.

scholarly journals Lebanese Students’ Attitudes toward English: An Exploratory Study

2021 ◽  
Vol 10 (2) ◽  
pp. 20
Author(s):  
Ghada M. Chehimi
Keyword(s):  
High School ◽  
High School Students ◽  
Middle Class ◽  
Exploratory Study ◽  
English Language ◽  
Social Classes ◽  
School Students ◽  
Lower Middle Class ◽  
Students Attitudes ◽  
Selection Of

This is a study of high school students’ attitudes toward the English language in Lebanon. The purpose of this research is to assess the extent of use of English inside and outside the schools taking into consideration the attitude towards the language. Two schools were selected, one upper middle class and one lower middle class. This selection of different social classes aims at finding whether a student’s socio- economical background affects his/ her attitude toward the English language. The sample of respondents returned 52 questionnaires from the two schools. Although this sample was a modest one, it highlighted the differences in attitudes towards the English language, but these attitudes did not relate much to the socioeconomic class as much as personal preferences. However, what was salient in this research is how students from the lower middle class were more inclined to use English to raise their social status and both groups agreed that English is essential to their progress in life.

scholarly journals Japanese High School Students’ Attitudes Towards and Usage of Corrective Feedback on Their Written Work

2016 ◽  
Vol 40 (6) ◽  
pp. 3
Author(s):  
David O'Flaherty
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Research Evidence ◽  
Corrective Feedback ◽  
School Students ◽  
Actual Usage ◽  
High School Writing ◽  
Writing Course ◽  
Students Attitudes

The correcting of errors in L2 writing is a problematic task for teachers. A lack of consistent research evidence supporting a given method of corrective feedback, or even the extent to which errors should be corrected, means that teachers are often left to make judgments on what method and focus are best for their students. It is, therefore, important to understand how students interact with the corrective feedback they receive. This study looked at Japanese high school students’ attitudes towards and use of corrective feedback on their written work. Findings suggest that while students felt their teacher should provide extensive corrective feedback and that this feedback had helped them in their written English, their actual usage of the feedback they received was very passive. It is argued that beyond solely providing corrective feedback on students’ writing, high school teachers need to ensure their students actively engage with the feedback they receive. The article concludes with some suggestions for achieving this in the context of a Japanese high school writing course. 第二言語ライティングに於ける課題添削は、教師にとって頭を悩ます仕事である。添削に関する方法論について一貫した研究証拠がないだけでなく、どの程度誤りを修正すべきか等、生徒にとって最良と考える方法や重点を判断することはしばしば教師自身に委ねられている。従って、どのように生徒が添削された課題に向き合っているかを理解することが重要となる。 本研究では、日本の高校生の英文ライティング課題添削に対する捉え方、及び添削された課題をどう活用しているかについて調査をした。調査結果によると、彼らは、教師は詳細な添削をすべきで、添削は英文ライティング力向上に役立つと考えているが、実際に添削された課題の活用方法はかなり受動的であった。本論文では、高校教師は添削結果を生徒に提供するだけでなく、その積極的な活用方法を指導する必要があると説き、日本の高校の英文ライティングクラスにおける、前述の問題の解決方法を示す。

scholarly journals Indonesian EFL students’ voice on the first language usage in classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 78-86
Author(s):  
Binti Muifatun Nazilah ◽  
Peptia Asrining Tyas ◽  
Wiwik Umiyati
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Junior High School ◽  
Survey Design ◽  
First Language ◽  
Well Being ◽  
School Students ◽  
Efl Students ◽  
Students Attitudes

The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian langauge during the EFL lesson.   DOI: 10.26905/enjourme.v6i2.6701

Development of a Writing Attitude Survey for Grades 9 to 12: Effects of Gender, Grade, and Ethnicity

1993 ◽  
Vol 73 (2) ◽  
pp. 587-594 ◽  
Author(s):  
Ruth E. Knudson
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Attitude Survey ◽  
Positive Attitudes ◽  
Attitudes Toward Writing ◽  
Main Effect ◽  
Students Attitudes ◽  
Senior High School Students

In this study was developed an instrument for reliably and quickly assessing senior high school students' attitudes toward writing, primarily through modifying an instrument developed for Grades 4 to 8, and for examining the effects of gender, grade, and ethnicity on these students' attitudes toward writing. A 19-item survey instrument was administered to 870 students. There was no significant main effect for ethnicity, but effects for gender (girls had more positive attitudes toward writing than boys) and for grade. Students in Grade 12 had significantly more positive attitudes toward writing than students in Grades 9, 10, or 11.

Sophomore High School Students’ Attitudes Toward School Lunch1

1972 ◽  
Vol 60 (1) ◽  
pp. 38-41 ◽  
Author(s):  
HELEN M. LAW ◽  
HARVYE F. LEWIS ◽  
VIRGINIA C. GRANT ◽  
DOROTHY S. BACHE MIN
Keyword(s):  
High School ◽  
High School Students ◽  
Attitudes Toward School ◽  
School Students ◽  
Students Attitudes

Integrating Blended Learning into Situational Writing for Vocational High School Students

2013 ◽  
Vol 3 (3) ◽  
pp. 85-100 ◽  
Author(s):  
Hsiu-Ling Yen ◽  
Shi-Jer Lou ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Writing Instruction ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
Students Attitudes ◽  
And Behavior ◽  
Experimental Group

This study aims to explore vocational high school students’ attitudes toward integrating blended learning into situational writing, and the learning effectiveness of that integration. A total of 84 vocational high students were divided into an experimental group and a control group. The experimental group received writing instruction through an online platform, whereas the control group received writing instruction in traditional classrooms. Attitude toward writing and writing performance were assessed before and after the experiment. Also, learning satisfaction survey was conducted afterwards. The findings of this study reveal that results of the post-test total scores and behavior are significantly higher than the pre-test total scores and behavior results for both the experimental and control groups. Particularly, organization, language usage, and the overall performance in the students’ writings are significantly improved. Scores for affection and behavior and total scores for attitude toward writing are significantly higher for the experimental group than for the control group. Both groups show significant satisfaction with the instructional method, interactivity, and total grades.

Sign in / Sign up

Export Citation Format

Share Document