A Phenomenological Study on College Students’ Experiences for the Necessity of English Speaking Ability

2020 ◽  
Vol 22 (3) ◽  
pp. 105-125
Author(s):  
Byung-sun Kim
Keyword(s):  
College Students ◽  
Phenomenological Study ◽  
English Speaking

Serving Nontraditional Students

2015 ◽  
pp. 106-128
Author(s):  
Dianna L. Newman ◽  
Meghan Morris Deyoe ◽  
David Seelow
Keyword(s):  
College Students ◽  
Second Language ◽  
Adult Learners ◽  
Formal Education ◽  
Writing Skills ◽  
Skills Transfer ◽  
Content Areas ◽  
Writing Tutorials ◽  
English Speaking

The role of technology and educational media in supporting nontraditional adult learners is growing. One key area in which more research and development is needed is the improvement of writing, especially writing that is related to formal education. This chapter presents findings related to the use of online writing modules developed to support English as a Second Language and nontraditional English speaking college students. Participants reported improved content-specific writing skills, transfer of writing skills to other content areas, and increased self-efficacy in writing. Differences continued to be noted by key student characteristics. The study has implications for continued development and use of digitally supported writing tutorials for nontraditional adult learners.

Influence of Selected Semantic Variables on Word Associations of Aphasics

1976 ◽  
Vol 43 (4) ◽  
pp. 155-160
Author(s):  
John G. Dudley ◽  
Linda Oliver
Keyword(s):  
College Students ◽  
Word Association ◽  
Semantic Feature ◽  
Feature Interaction ◽  
Response Type ◽  
Linguistic Performance ◽  
Word Association Test ◽  
French Speaking ◽  
English Speaking ◽  
English Students

A word association test consisting of 10 animate noun and 10 inanimate noun stimuli was administered to 30 French-speaking and 30 English-speaking college students, 14 hospitalized non-aphasics, 7 fluent aphasics, and 7 dysfluent aphasics. The purpose of the study was to compare the response types and to investigate the effects of the semantic feature of animacy on response type and response latency. It was found that dysfluent aphasics gave significantly more paradigmatic responses than the hospitalized non-aphasics, and that the aphasics responded much more slowly than the hospitalized non-aphasics. There was no difference between English and French students on the number of paradigmatic and syntagmatic responses given; however, the English students responded significantly faster than the French students. Both the college students and the fluent aphasics responded significantly faster to inanimate nouns than to animate nouns. There was no response type-semantic feature interaction found for any of the groups. These findings provided evidence that aphasics do not respond similarly to normals, and that the animacy feature has an influential effect on linguistic performance.

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