scholarly journals Motivation Toward English Language Learning of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi Province, Thailand

2013 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Nakhon Kitjaroonchai
Keyword(s):  
High Schools ◽  
Language Learning ◽  
English Language ◽  
Service Area ◽  
English Language Learning ◽  
Education Service

scholarly journals Investigating the Factors Causing Poor English Language Learning at Zahir Shahi and Temoor Shahi High Schools

2019 ◽  
pp. 39-45
Keyword(s):  
High Schools ◽  
Standard Deviation ◽  
Literature Review ◽  
Language Learning ◽  
English Language ◽  
Quantitative Approach ◽  
English Language Learning ◽  
Effective Strategies ◽  
The Mean

The purpose of this study is to identify the factors causing poor English language learning at high schools manly; Zahir Shahi and Temoor Shahi high schools. Furthermore, the quantitative approach applied in this study and the data have collected by Questionnaire, which had 11 items and made from the literature review and the data is analyzed with SPSS (Version 21) and clarified the mean and standard deviation. Based on the findings of this research, the main causes have been included namely; first, the lack of skillful teachers of English language at schools. Secondly, the lack of standard textbooks. Thirdly, lack of effective strategies for teaching this language.

scholarly journals MODEL-BASED DEVELOPMENT OF ENGLISH LANGUAGE LEARNING CHARACTERS IN IMPROVING STUDENTS ACHIEVEMENT OF SMA

2016 ◽  
Vol 4 (2) ◽  
pp. 173
Author(s):  
Sariakin Sariakin
Keyword(s):  
High Schools ◽  
Research And Development ◽  
Language Learning ◽  
National Culture ◽  
English Language ◽  
Development Model ◽  
English Language Learning ◽  
Teaching English ◽  
Model Based ◽  
Banda Aceh

The purpose of this study is to discover, describe and explain the development model of character-based English language in senior high schools to improve student’s achievement. This study is designed to approach research and development, the research is followed up by studying, investigating, and understanding as well as how the model-based development of English Language learning character develop. The sample of the study consists of 30 teachers who are taken from 8 senior high schools in Banda Aceh that have the same background and characteristics. To produce a model of teaching English in senior high schools in Banda Aceh, the model is conducted systematic steps in the form of the process of action, reflection, evaluation, and innovation. The method used is direct observation, questionnaires, interviews, seminars, and development. Furthermore, this research is expected to produce English language-based learning model character in accordance with the national culture.

Parenting and English Language Learning at Iranian Grade One Senior High Schools: A Theoretical and Empirical Approach

2016 ◽  
Vol 7 (4) ◽  
pp. 700
Author(s):  
Ebrahim Khodadady ◽  
Bahareh Hadizadeh
Keyword(s):  
High Schools ◽  
Language Learning ◽  
English Language ◽  
Schema Theory ◽  
Junior High Schools ◽  
Future Research ◽  
English Language Learning ◽  
English Achievement ◽  
End Of Grade ◽  
Grade One

This study aimed to explore whether the Parenting Authority Questionnaire (PAQ) relates significantly to the English language achievement of grade one senior high school (G1SHS) students in Mashhad, Iran. To this end, the PAQ designed by Buri (1991) was translated into Persian and administered to three hundred and nineteen students in two versions dealing with their fathers and mothers’ parenting separately. Inspired by the microstructural approach of schema theory, the PAQ was treated as a measure of parenting domain while its three sections were adopted as its authoritarian, authoritative and permissive genera. The students’ performance on the PAQ and its three sections were correlated with their scores obtained on the final English examination (FEE) held nationally at the end of grade three junior high schools. The results showed that not only the parenting domain but also its authoritarian, authoritative and permissive genera correlate significantly with English achievement at different degrees and in opposite directions. The findings are discussed and suggestions are made for future research.

Investigating the Factors Causing Poor English Language Learning at Zahir Shahi and Temoor Shahi High Schools

2019 ◽  
Vol 2 (1) ◽  
pp. 39-45
Author(s):  
Ahmad Anwari
Keyword(s):  
High Schools ◽  
Standard Deviation ◽  
Literature Review ◽  
Language Learning ◽  
English Language ◽  
Quantitative Approach ◽  
English Language Learning ◽  
Effective Strategies ◽  
The Mean

The purpose of this study is to identify the factors causing poor English language learning at high schools manly; ZahirShahi and Temoorshahi high schools. Furthermore, the quantitative approach applied in this study and the data have collected by Questionnaire, which had 11 items and made from the literature review and the data is analyzed with SPSS (Version 21) and clarified the mean and standard deviation. Based on the findings of this research, the main causes have been included namely; first, the lack of skillful teachers of English language at schools. Secondly, the lack of standard textbooks. Thirdly, lack of effective strategies for teaching this language.    

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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