scholarly journals Writing Apprehension Among English as a Foreign Language Postgraduate Students

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110071
Author(s):  
Sarkawt Muhammad Qadir ◽  
Hanife Bensen Bostanci ◽  
Mustafa Kurt
Keyword(s):  
Socioeconomic Status ◽  
Foreign Language ◽  
Pearson Correlation ◽  
Moderate Level ◽  
Writing Apprehension ◽  
Postgraduate Students ◽  
Academic Level ◽  
North Cyprus ◽  
Education Levels ◽  
The Relationship

Although many studies have investigated writing apprehension among students of different education levels during the last decades, several of its aspects have remained uninvestigated in different contexts. One of these contexts is North Cyprus. For this reason, this study aimed to measure the level of writing apprehension experienced by English as a foreign language (EFL) postgraduate students at this particular context when writing in English. The study also tried to explain whether variables such as age, gender, academic level, and socioeconomic status were correlated with writing apprehension. To achieve these aims, the researchers adopted Daly and Miller’s questionnaire called Writing Apprehension Test. A total of 37 EFL postgraduate students belonging to different ages, genders, academic levels, and socioeconomic statuses took part in the study. The collected data were analyzed using the SPSS program to reveal whether there was a significant correlation between the aforementioned variables. Mean scores, standard deviations, Pearson correlation, frequencies, and percentages were employed to reveal the results. The study demonstrated that, though almost nearly half of the students were highly apprehensive, the majority of them experienced a moderate level of apprehension when writing in English and the relationship between writing apprehension levels and the variables was not statistically significant, that is, the results showed that age, gender, academic level, and socioeconomic status did not have any influence on writing apprehension.

scholarly journals PREVALENCE OF NON-COMPLETION AMONG POSTGRADUATE STUDENTS IN SELECTED PUBLIC UNIVERSITIES IN KENYA

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Sophia Mwende Mugendi ◽  
Eunice Njango Githae
Keyword(s):  
Psychological Distress ◽  
Attribution Theory ◽  
Public Universities ◽  
Pearson Correlation ◽  
Demographic Data ◽  
Dropping Out ◽  
Group Discussions ◽  
Postgraduate Students ◽  
The Social ◽  
The Relationship

<p>Non-completion among university students is a common phenomenon in many parts of the world. Many causes of this problem have been advanced and among them are institutional and individual reasons like financial ability, gender and motivation to complete studies. Psychological distress though not investigated thoroughly has been cited as one of the problems leading to non-completion. The study sought to establish the prevalence of non-completion among postgraduate students in selected public universities in Kenya. Weiner Attribution theory (1985) informed the study. The study adopted a correlation research design, and it was conducted in two selected public universities in Uasin Gishu and Nairobi counties targeting a population of 945 postgraduate students. A sample of (N=273) was obtained from the two selected public universities through systematic random sampling. The study used questionnaires, focus group discussions and document analysis in collecting data. Reliability of the questionnaire was established using Split half method from a pilot study conducted in Uasin Gishu County. Statistical package for the social sciences SPSS 23 was also used to analyse the data. Descriptive statistics to analyze demographic data while Pearson correlation was employed to test the relationship between psychological distress and non-completion. Regression analysis was used to clarify the nature of relationship with the variable. Findings indicated an average non-completion rate of 2.5 years with most students citing financial constraints as the primary cause of their non-completion. The study recommended that students who wished to further their studies should first establish a financial channel or safe for the education journey before they registered for their studies. This would ensure that they would avoid dropping out of school due to a lack of school fees. The study further recommended that students should choose a study model that would favour their schedules to ensure that they did not go through a lot of stress trying to accomplish several tasks simultaneously. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0972/a.php" alt="Hit counter" /></p>

L2 Willingness to Communicate, Openness to Experience, Extraversion, and L2 Unwillingness to Communicate: The Iranian EFL Context

RELC Journal ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 241-255 ◽  
Author(s):  
Reza Khany ◽  
Ali Mansouri Nejad
Keyword(s):  
Foreign Language ◽  
Structural Equation ◽  
Pearson Correlation ◽  
Openness To Experience ◽  
Willingness To Communicate ◽  
Efl Context ◽  
Proposed Model ◽  
English Major ◽  
Iranian Context ◽  
The Relationship

This study examines the relationship between L2 willingness to communicate (L2WTC), L2 unwillingness to communicate (L2UWTC) and the personality traits of openness to experience and extraversion in an Iranian context. The Pearson correlation and descriptive statistics were used to analyse the results from a study with 217 English major students. A model for L2WTC was proposed and examined by employing structural equation modelling (SEM). The results showed that openness to experience and extraversion were the main predictors of L2WTC. The paths from openness to experience and extraversion to L2UWTC were not significant. In addition, a negative path was found from L2UWTC to L2WTC. The proposed model proved to be a good fit to the data collected. The results provided implications for the applicability of the L2WTC model to the English as a Foreign Language (EFL) context.

scholarly journals The relationship of the development of motor skills and socioeconomic status of family with BMI of children with autism disorder

2021 ◽  
Vol 25 (3) ◽  
pp. 160-164
Author(s):  
Ali Akbar Barrodi sedehi ◽  
Abdollah Ghasemi ◽  
Ali Kashi ◽  
Elham Azimzadeh
Keyword(s):  
Socioeconomic Status ◽  
Motor Skills ◽  
Motor Development ◽  
Pearson Correlation ◽  
Negative Relationship ◽  
Children With Autism ◽  
Overweight And Obesity ◽  
Family Socioeconomic Status ◽  
The Relationship ◽  
Autism Disorder

Background and Study Aim. This study aims to examine the relationship between the development of motor skills and the socio-economic status of families with body mass index (BMI) of children with autism disorder. Material and Methods. To this end, 68 children with autism at the age range of 6-13 years old were selected for the study. Their parents completed Family Socioeconomic Status Questionnaire. The motor skills level of children was measured by the Movement Assessment Battery for Children (MABC). The height and weight of children were measured to calculate their BMI.  Results. The results of the Pearson correlation test showed that there is a significant and negative relationship between the development of motor skills and the socioeconomic status of families with BMI of children with autism. The results of the linear regression test also indicated that motor development and family socioeconomic status are predictors of BMI in people with autism (P<0.05).  Conclusions. It is concluded that the socioeconomic status of the family and the motor development of children with autism are the determinants of their overweight and obesity and these factors should be considered in the interventions for children and families.

Critical Thinking, Autonomy, and Lexical Knowledge of Iranian EFL Learners

2016 ◽  
Vol 6 (4) ◽  
pp. 878
Author(s):  
Sajad Faramarzi ◽  
Atefeh Elekaei ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Pearson Correlation ◽  
Lexical Knowledge ◽  
Efl Learners ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Relationship ◽  
Knowledge Of Learners ◽  
One Way Anova

The present study was conducted in order to identify the relationship among autonomy, critical thinking ability, and lexical knowledge of Iranian EFL learners. 114 male and female learners learning English as a foreign language participated in the present study. The obtained data was analyzed by using Pearson correlation coefficient and One-Way ANOVA. The results of the present study indicated that there was a significant positive relationship between autonomy and lexical knowledge of learners. Moreover, the results of One-Way ANOVA revealed that learners with high critical thinking ability level were the most autonomous learners. Furthermore, learners with high critical thinking ability had high lexical knowledge.

HUBUNGAN ANTARA PRESTASI MAHASISWA DAN KEMAMPUAN BERBAHASA INGGRIS DENGAN LAMA STUDI (Studi Kasus pada Wisudawan Universitas Merdeka Pasuruan Tahun Ajaran 2016/2017)

Jurnal Varian ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 70-81
Author(s):  
Dwita Laksmita Rachmawati ◽  
Vita Fibriyani
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Foreign Language ◽  
Correlation Coefficient ◽  
Learning Process ◽  
College Graduates ◽  
Pearson Correlation ◽  
Educational Institution ◽  
Study Duration ◽  
The Relationship

Education is the most important thing in a person’s life. Formal education is the learning process held by a particular educational institution, starting from the elementary, secondary, and higher education. To produce well-qualified college graduates, good teaching and learning process is needed. Determination of learning achievement in Higher Education is in the form of score of test results and observation conducted by the lecturer. The competence of college graduates cannot be seen only from the GPA and study duration, but also the ability of foreign language such as English. This study aims to determine the relationship between student achievement and English proficiency with study duration. Sampling techniques is done randomly. Statistical analysis used for this study was Pearson correlation analysis and testing the hypothesis by using Z-test. The result of the analysis indicates that there is a significant relationship statistically between student achievement and graduates’ study duration of Merdeka University Pasuruan that is the correlation coefficient obtained was –0.515. It means that the better (higher) of students’ achievement the faster the length of study will be, and the lower the students’ achievement then the longer the duration of the study period will be. For the relationship between the students’ abilities of foreign language with the duration of study, obtained correlation coefficient of 0.102, but the relationship formed insignificant statistically.

scholarly journals The Relationship between Iranian EFL Teachers’ Self-efficacy, their Personality and Students’ Motivation

2018 ◽  
Vol 6 (4) ◽  
pp. 7
Author(s):  
Masoud Khalili Sabet ◽  
Saeedeh Dehghannezhad ◽  
Abdorreza Tahriri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Foreign Language Learning ◽  
The Other ◽  
Related Factors ◽  
Efl Teachers ◽  
The Relationship

A growing body of evidence suggests that teachers play a significant role in the process of foreign language teaching and learning. On the other hand, motivation is one of the most important pre-requisites of foreign language learning which can be influenced by many teacher-related factors such as teachers’ personality characteristics and their self-efficacy beliefs. Therefore, this study was conducted to examine the relationship between Iranian EFL teachers’ self-efficacy, their personality and students’ motivation. Participants included 25 EFL teachers teaching in different language institutes and 75 EFL students learning English in those institutes. In this study, three instruments were used for data collection: Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001), Neuroticism-Extraversion-Openness Five-Factor Inventory (NEO-FFI), and Students’ Motivation Questionnaire designed by Mojavezi and Tamiz (2012). To analyze the data, Pearson correlation was conducted on the variables using the computer program of SPSS 22. Results of the analysis showed that there was a significant positive correlation between teachers’ self-efficacy and students’ motivation (r = .591, p = .002 < .05). The other finding of the study was that one of the NEO-FFI variables, conscientiousness, was found to be significantly in correlation with students’ motivation (r = .413, p = .040 < .05). Results of the study and their pedagogical implications were discussed and recommendations for further research were also made.

scholarly journals Hubungan antara Ganjaran Kerja dan Penglibatan Kerja

2021 ◽  
Vol 13 (2-2) ◽  
Author(s):  
Ikmal Hakim Jamil ◽  
Irmawati Norazman ◽  
Rozeyta Omar ◽  
Roziana Shaari
Keyword(s):  
Social Sciences ◽  
Employee Engagement ◽  
Quantitative Study ◽  
Positive Relationship ◽  
Organizational Context ◽  
Pearson Correlation ◽  
Descriptive Analysis ◽  
Moderate Level ◽  
Inferential Analysis ◽  
The Relationship

This study was conducted to identify the relationship between job reward and employee engagement in the organizational context in a supermarket. This quantitative study involved a total of 70 respondents and the data was obtained through the distribution of questionnaire. The analysis was conducted by using Statistical Package of Social Sciences (SPSS) version 22.0. In addition, descriptive analysis involving mean and percentage scores were used to identify levels of reward (intrinsic and extrinsic) as well as employee engagement. The relationship between job reward and employee engagement has been analyzed by using inferential analysis through Pearson correlation. The results show that the level of job reward is moderate, while employee engagement is high. The findings also show that there is a positive relationship between work reward and employee engagement as well as at moderate level. Besides, researcher has provided several suggestions to organization in order to identify and emphasize rewards as an effort to enhance employee engagement.

scholarly journals Investigating the Relationship between Iranian EFL Teachers' Conformity to Postmethod Principles and Their Academic Success

2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Khalil Motallebzadeh ◽  
Hanieh Garmabi ◽  
Mehri Bakhtiari Fayendari
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Pearson Correlation ◽  
T Test ◽  
Efl Context ◽  
Professional Success ◽  
Efl Teacher ◽  
Efl Teachers ◽  
High Level ◽  
The Relationship

In educational world, the language teaching pendulum is swinging away from methods to postmethod pedagogy although its actual emergence in some contexts is under doubt. The present study aims at pursuing whether Iranian English-as-a-Foreign-Language (EFL) teachers conform their teaching approach to postmethod principles and whether there exists a relationship between teachers' willingness and conformity to post-method pedagogy and their academic success perceived by their students. To this end, an exploratory study was undertaken with a sample size of 102 EFL teachers from a number of private institutes in Iran. The Postmethod |Pedagogy Questionnaire (PPQ) was employed to evaluate the teachers' level of willingness and conformity to the principles of postmethod pedagogy. In addition, the measures of the teachers' professional success were obtained via Characteristics of Successful Iranian EFL Teacher Questionnaire (CSIETQ) which was filled out by the participant-teachers' students. The analysis of one-sample T-test indicated that Iranian EFL teachers do not show significantly high level of willingness and conformity to the principles of postmethod pedagogy. In this regard, educational level does not play any significant influence on the teachers' conformity to postmethod principles, determined by the results of one sample T-test having been run on BA and MA teachers' postmethod conformity. The results of Pearson correlation coefficient demonstrated that there is a significant and positive relationship between conformity to postmethod pedagogy principles and professional success. The results offer implications and suggestions for pedagogical consideration within Iranian EFL context.

scholarly journals Investigation of the Relationship between Pre-service Teachers’ Learning Styles and Their Critical Thinking Disposition

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Mustafa Yeler ◽  
Gürbüz Ocak
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Learning Styles ◽  
Pearson Correlation ◽  
Moderate Level ◽  
School Type ◽  
Critical Thinking Disposition ◽  
The Common ◽  
Thinking Disposition ◽  
The Relationship

This study is Investigation of the Relationship between Pre-service Teachers’ Learning Styles and Their Critical Thinking Disposition The study was carried out with the participation of 358 candidate teachers- 243 female and 115 males- who were identified by way of proportional sampling from among 612 freshmen students who study in different programs in the Faculty of Education at Burdur Mehmet Akif Ersoy University. Grasha-Reichmann Learning Styles Scales (1974) and Critical Thinking Tendencies Scales by Semerci (2016) were used as data collecting tools for this study. The data obtained by the application of these scales were analyzed using parametric tests t-test, ANOVA, Pearson correlation, two-way ANOVA and regression according to the nature and scope of the data. In all operations, p<.05 significance level was identified. It was found that there is a significant relationship at moderate level between the learning styles and the critical thinking tendencies of the candidate teachers. Depending on the variables such as age, gender, the type of the high school and departments, a moderate relationship was found between learning styles and critical thinking tendencies. While the common impact of age and learning styles; gender and learning styles; the high school type and learning styles were not significant, the common impact of department and learning styles were found to be significant at moderate level. On the other hand, when age and learning styles; gender and learning styles; departments and learning styles, and high school types and learning styles are taken into consideration together, it was found that each coupling could explain approximately 25% of the tendencies of critical thinking. In the light shed by these results, it is suggested that the learning styles and critical thinking tendencies must be considered together in teaching-learning processes designed for candidate teachers.

Evaluation of Spiritual Health in Adolescents with Thalassemia Major

2021 ◽  
Author(s):  
Hamed Taheri ◽  
Mahboubeh Dostkami ◽  
Reyhaneh Khayati ◽  
Afsaneh Rigi ◽  
Elham Allahyari
Keyword(s):  
Analytical Study ◽  
Economic Status ◽  
Pearson Correlation ◽  
Thalassemia Major ◽  
Spiritual Health ◽  
Moderate Level ◽  
P Value ◽  
Adherence To Treatment ◽  
The Mean ◽  
The Relationship

Background: Due to the importance of spiritual health in patients with thalassemia and its positive and significant effects on improving the treatment process and mental, psychological and social conditions of these patients and according to the results of previous studies, patients with thalassemia have high spiritual health. The lack of studies in this field, the present study was conducted to determine the spiritual health of adolescents with thalassemia major. Methods: This descriptive-analytical study was performed on 100 adolescents with thalassemia major. Sampling was done by available means. Patients' spiritual health was measured using the Poltzin and Ellison spiritual health questionnaire. Data were analyzed using descriptive statistics tests and the relationship between mean spiritual health and mean age of patients with Pearson correlation coefficient test, its relationship with gender and place of residence with independent t-test and its relationship with economic status with ANOVA. Results: The mean and standard deviation of patients' spiritual health score was 74.23 ± 11.45, which showed a moderate level of spiritual health. 12% of patients (12 patients) reported low spiritual health, 84% (84 patients) reported moderate spiritual health and 4% (4 patients) reported high spiritual health. There was no significant relationship between spiritual health and demographic characteristics (p value > 0.05). Conclusion: According to the results of this study which showed that adolescents with thalassemia have a moderate level of spiritual health and due to the high importance of spiritual health in improving treatment, adherence to treatment regimen, life expectancy and mental health of patients, It is necessary to take appropriate measures to improve the spiritual health of these patients.

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