High school students’ use of digital tools for learning English vocabulary in an EFL context

2015 ◽  
Author(s):  
Diana Cojocnean
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Tools ◽  
School Students ◽  
Efl Context ◽  
Learning English

Senior High School Students’ Anxiety and Performance in Learning English

2021 ◽  
Vol 8 (4) ◽  
pp. 605-612
Author(s):  
Saima Sansaluna ◽  
Lydia Bawa ◽  
Amour Camua ◽  
Leonel Untong
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Survey Method ◽  
School Students ◽  
Anxiety Levels ◽  
And Performance ◽  
Meaning System ◽  
Senior High School Students ◽  
Learning English

This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.  

scholarly journals STUDENTS ATTITUDE IN LEARNING ENGLISH CONVERSATIONS

2022 ◽  
Vol 18 (3) ◽  
pp. 265
Author(s):  
Sury . Utami ◽  
Rahmad . Husein ◽  
Zainuddin . Zainuddin
Keyword(s):  
High School ◽  
High School Students ◽  
Negative Attitude ◽  
Discourse Markers ◽  
Senior High School ◽  
School Students ◽  
Important Lesson ◽  
Negative Attitudes ◽  
Senior High School Students ◽  
Learning English

English conversation is an important lesson for Senior High School students in order to face the globalization effects. Many students considered English conversation as a controversial lesson through their positive and negative attitudes toward it. This study aimed to investigate the types of attitudes of the Senior High School students in learning English conversation, to describe the realization of the attitudes of Senior High School students in learning English conversations, and to explain the reason of the attitude which Senior High School students realized in the ways they are. The subjects of this study were 20 students consisting 12 females and 8 males at the age of 16-18 years old. The data were collected by observations and interviews then were analyzed using Interactive Models. The result showed that positive and negative attitude in learning English conversations, five types of realizations, and the reasons of the students realized their attitudes i.e. the language loyalty, language pride,  and awareness of language norms. It was concluded that the students’ attitude varied as to positive and negative ones and realized in numerous manners affected by several factors. Keywords: Discourse Markers, Students Interactions, Nonformal Education, Conversation

scholarly journals Integrating Multimodal Arguments Into High School Writing Instruction

2017 ◽  
Vol 49 (2) ◽  
pp. 181-209 ◽  
Author(s):  
Emily Howell ◽  
Tracy Butler ◽  
David Reinking
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Tools ◽  
School Students ◽  
High School English ◽  
Formative Experiment ◽  
English Classrooms ◽  
High School Writing ◽  
Essential Components ◽  
Teacher Students

We conducted a formative experiment investigating how an intervention that engaged students in constructing multimodal arguments could be integrated into high school English instruction to improve students’ argumentative writing. The intervention entailed three essential components: (a) construction of arguments defined as claims, evidence, and warrants; (b) digital tools that enabled the construction of multimodal arguments; and (c) a process approach to writing. The intervention was implemented for 11 weeks in high school English classrooms. Data included classroom observations; interviews with the teacher, students, and administrators; student reflections; and the products students created. These data, analyzed using grounded-theory coding and constant-comparison analysis, informed iterative modifications of the intervention. A retrospective analysis led to several assertions contributing to an emerging pedagogical theory that may guide efforts to promote high school students’ ability to construct arguments using digital tools.

scholarly journals Differences in achievements in learning English as a foreign language between the deaf/hard of hearing and hearing high school students in Serbia

2019 ◽  
pp. 155-167
Author(s):  
Iva Urdarević
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Hard Of Hearing ◽  
Normal Hearing ◽  
Placement Test ◽  
School Students ◽  
Hearing Status ◽  
Efl Students ◽  
Learning English

This papers presents the results of research that was aimed at testing the performance of deaf and hard of hearing (D/HOH) high school students in learning English as a foreign language (EFL). The research examined the correlation between the age (number of years of learning EFL), the degree of hearing loss, the sex and the school success in the Serbian language with the achievements of the D/HOH students in solving an English Placement test. The differences in achievements between D/HOH students and those with a normal hearing status were also compared and analyzed. The results of the research indicate that although the D/HOH students achieve poorer results in learning English compared to students with a normal hearing status, they can be successful in learning English as a foreign language. The D/HOH students have some difficulties in learning English vocabulary and grammar. They need more time to successfully master a foreign language, so it is necessary to take into account the specificities of this category of EFL students and to adapt teaching methods and resources to suit their needs.

scholarly journals The Needs Analysis of English in Bina Informatika Vocational High School of Bintaro as A Basis to Design English Teaching Materials

2021 ◽  
Vol 2 (1) ◽  
pp. 142-152
Author(s):  
Albiansyah Albiansyah ◽  
Minkhatunnakhriyah Minkhatunnakhriyah
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
English Learning ◽  
Vocational High School ◽  
School Students ◽  
Need Analysis ◽  
Eleventh Graders ◽  
Analysis Of Teaching ◽  
Learning English

Abstract: This study aims to find out the need analysis of teaching and learning English for vocational high school students. It is focused on the students’ needs, deficiencies, and desires. To find the source of knowledge to design proper English materials, this study was performed at one of Bina Informatika vocational high school of bintaro , Tangerang Selatan. A series of questionnaires were distributed to multimedia students to analyze their needs, shortcomings, and motivation to learn English for vocational purposes. This survey research using a series of questionnaires covering three measures to determine the needs of students for particular purposes on materials in learning English. There were 41 participants in this study involving the eleventh graders. In figuring out the majority decisions for each item asked, the data were evaluated quantitatively. In investigating the reasons for each result, open-ended interviews were conducted with both the teacher and the students. The result showed that the students were supposed to be able to use English for everyday contact that would be beneficial to their future jobs since fluency in speaking and grammar were burdening them. Therefore, these students need contextual teaching on the delivered topics. In conclusion, the results of this research can be a landmark for creating a package of materials in English learning for the students.   Abstrak: Penelitian ini bertujuan untuk mengetahui analisis kebutuhan pembelajaran bahasa Inggris bagi siswa SMK. Hal ini difokuskan pada kebutuhan, kekurangan, dan keinginan siswa yang menjadi sasaran pembelajaran. Untuk mengetahui sumber pengetahuan dalam merancang materi bahasa Inggris yang tepat, penelitian ini dilakukan di SMK Bina Informatika di Bintaro, Tangerang Selatan. Serangkaian kuesioner dibagikan kepada siswa multimedia untuk menganalisis kebutuhan, kekurangan, dan motivasi belajar bahasa Inggris untuk keperluan vokasional. Penelitian survei ini menggunakan serangkaian kuesioner yang mencakup tiga langkah untuk mengetahui kebutuhan siswa akan tujuan tertentu pada materi dalam pembelajaran bahasa Inggris. Ada 41 peserta dalam penelitian ini yang melibatkan siswa kelas sebelas. Dalam menentukan keputusan mayoritas untuk setiap item yang ditanyakan, data dievaluasi secara kuantitatif. Dalam menyelidiki alasan untuk setiap hasil, wawancara terbuka dilakukan dengan guru dan siswa. Hasil penelitian menunjukkan bahwa siswa diharapkan dapat menggunakan bahasa Inggris untuk percakapan sehari-hari yang akan bermanfaat bagi pekerjaan mereka di masa depan karena kefasihan berbicara dan tata bahasa membebani mereka. Oleh karena itu, para siswa ini membutuhkan pengajaran kontekstual pada topik yang disampaikan. Kesimpulannya, hasil penelitian ini dapat menjadi tonggak pembuatan bahan ajar bahasa Inggris bagi siswa.

scholarly journals SITUATED PERSPECTIVES ON THE MOTIVATIONAL TRAJECTORIES OF HIGH SCHOOL STUDENTS LEARNING ENGLISH IN RURAL VIETNAM

2017 ◽  
Vol 4 (2) ◽  
pp. 249-266
Author(s):  
Cuong Huy Pham
Keyword(s):  
High School ◽  
English Language Learners ◽  
High School Students ◽  
Language Learning ◽  
Rural Areas ◽  
Social Practice ◽  
English Language ◽  
School Students ◽  
Situated Perspective ◽  
Learning English

Despite the growing body of research on the complex and contextually contingent nature of language learning motivation, investigations into the motivation of English language learners in rural areas have remained limited. This study explores the motivational constructions of two high school students learning English in rural Southeast Vietnam from a situated perspective. The students, one female and one male, were in their first year at high school and had relatively low levels of English. Data gathering took approximately one and a half years and was based primarily on interviews drawing on a social practice approach and observations. Findings reveal that students developed diverse motivational trajectories resulting from a synergy of social and idiosyncratic elements pertinent to their own learning conditions, interpersonal relationships, and their agentive appraisals of language affordances and learning opportunities available within and across settings. The longitudinal and situated perspective of this study provides insights into the ways in which students’ appraisals of affordances were shaped and reshaped by on-going interactions with significant others as well as by the sociocultural values permeating their agentive practices.

DEGITAL RESOURCES IN TEACHING PRACTICE OF DEVELOPMENT OF HIGH SCHOOL STUDENTS� RESEARCH POTENTIAL

10.12737/1995 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 47-56 ◽  
Author(s):  
��������� ◽  
Galina Makotrova
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Practice ◽  
Cognitive Activity ◽  
Informed Choice ◽  
Educational Programme ◽  
Digital Tools ◽  
Proximal Development ◽  
Electronic Resources ◽  
School Students

In this article the use of electronic resources in compliance with the didactic goals of developing research potential in high school students is represented. The implementation of these goals is aimed at achieving subjectivity and subjectness which represent the integral process of developing the personality in students. The idea of subjectivity is implemented when electronic resources enable the student to plan his or her own development in education connected with an informed choice and coordination of different offers of educational services to build his or her own educational programme. The idea of subjectness means that using the digital resources and technologies, the student acquires experience of intellectual self-organization which enables him or her to achieve a higher degree of proactiveness and independence. The research potential can be evaluated with the help of digital tools as follows: referring to the past � as a general resource of natural and acquired research aptitude which ensures their further development; referring to the present � as research aptitude which is in demand in definite cultural and creative circumstances; referring to the future as �proximal development zone�, as research aptitude which, for a number of reasons, has not been used and is expected to be developed in future in the course of cognitive activity. The author presents pedagogical characteristics of digital tools which are used to estimate the dynamics of the development of personal research aptitude from the point of view of culture genesis, as well as the manifestations of the emotional and cognitive components of cognitive activity and to ensure comprehension by high school students of their self-development in the process of gaining new knowledge.

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