scholarly journals English language assessment: unfolding school students’ and parents’ views

2021 ◽  
Vol 47 ◽  
Author(s):  
Claudio Díaz Larenas ◽  
Nicolás Acuña Boero ◽  
Barbara Ravanal Rodríguez ◽  
Ignacio Riffo Sánchez
Keyword(s):  
English Language ◽  
Classroom Assessment ◽  
Pearson Correlation ◽  
Language Assessment ◽  
Structured Interview ◽  
Assessment Practices ◽  
School Students ◽  
Classroom Assessment Environment ◽  
Relationship Of ◽  
Assessment Environment

Abstract The current study analyzes Chilean students’ and parents’ perceptions of English language assessment. 352 Chilean 10 th graders were surveyed using the Perceptions of the Assessment Tasks Inventory, the Perceived Classroom Assessment Environment Scale, and the Test Anxiety Scale in order to measure their perceptions of English language assessment. A semi-structured interview was also conducted to capture the perceptions of 74 parents about English and the way their children are assessed in the English subject. The quantitative data was analyzed using the Pearson Correlation Coefficient to measure how strong the relationship of the scores was in the three scales, and qualitative data was categorized using content and frequency analysis. The findings suggest that the subscales of the three surveys hold statistically significant relationships and students feel that a Learning-oriented assessment environment benefits them more than a Performance-oriented one. The former is a kind of environment that favors students’ learning and mastery of subject materials, whereas the latter is a type of environment that aligns with classroom assessment practices that emphasize the importance of grades over learning. The qualitative results also suggest that parents have a positive perception of the English language and believe it is useful for their children’s life even though they themselves might find it difficult to learn the language.

scholarly journals EFL Students’ Perception of Classroom Assessment Environment in Translation Courses

2019 ◽  
Vol 10 (1) ◽  
pp. 255
Author(s):  
Fahad Saad Alsahli
Keyword(s):  
School Environment ◽  
English Language ◽  
Classroom Assessment ◽  
Practical Implication ◽  
Future Research ◽  
Individual Student ◽  
Educational Environments ◽  
Efl Students ◽  
Classroom Assessment Environment ◽  
Assessment Environment

The aim of this study was to explore the students’ perceptions on classroom assessment environment in translation courses. The sample of this study was made of 341 participants studying at an English language department in a Saudi university. Data were collected using self-reported questionnaire which was designed based on Alkharusi’s (2011) scale. Factor analysis was computed and the results revealed the presence of Alkharusi’s two original factors: perceived learning-oriented, and perceived performance-oriented classroom assessment environments. T-test was employed to explore the differences in perceptions between male and female students, but no significance was found between them. Implications and recommendations for classroom assessment as well as for future research have also been discussed. The practical implication of the research is that student outcomes might be improved by establishing classrooms that match those educational environments which have been shown to be associated with students’ learning. A limitation of most classroom learning environment instruments is that they measure an individual student’s perceptions of a whole class, as distinct from students’ perceptions of their own roles in the classroom. It is likely that future classroom and school environment research will be enhanced if personal as well as group assessments are adopted.

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.

scholarly journals Relationship of Psycho-Traumic Problem (Nightmares) with Students Physical, Mental Health and Their Academic Achievement at Secondary Level Due to War Hazards and U.S. Drone Strikes in North Wazirista

2016 ◽  
Vol I (I) ◽  
pp. 31-37
Author(s):  
Mati Ullah ◽  
Muhammad Saqib Khan ◽  
Noman Ahmad Khan
Keyword(s):  
Academic Achievement ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Mean Value ◽  
School Students ◽  
Face To Face ◽  
Achievement Data ◽  
Drone Strikes ◽  
The Mean ◽  
Relationship Of

Nightmares badly influence health and learning. Population of the study comprised of all boys and girls of Secondary Schools in NWA whereas (n=403) respondents, 202(50.12%) boys and 201(49.88%) girls were taken as sample from the entire population. Face-to-face questionnaire was used to collect data from respondents through stratified random sampling technique. The key objective of the study was to examine relationship of nightmares with students’ health and their academic achievement. Data was delimited to Secondary School students in NWA. Data was statistically analyzed through SPSS by using Pearson Correlation. The respondents perceived nightmares responsible for students’ poor health and low academic achievement. The Mean value of nightmare was 3.2109, SD, 1.43263, and (p, .000 < 0.05) with negative ‘r’= - .355** which shows negative correlation of nightmares with students’ health and their academic achievement. Results and conclusions were drawn. Recommendations were suggested for future researchers and further improvement in the study.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

scholarly journals UNRAVELING PARENTS' PERCEPTIONS OF ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 8 (2) ◽  
pp. 193-204
Author(s):  
Claudio Diaz ◽  
Nicolas Acuña ◽  
Barbara Ravanal ◽  
Ignacio Riffo
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Assessment ◽  
Structured Interview ◽  
English Language Learning ◽  
Positive Perception ◽  
Teachers And Students

Purpose of the study: This research aims to analyze parents’ perceptions towards the learning of English and the ways they help their children deal with English and language assessment. Methodology: This qualitative study addresses 74 Chilean parents’ perceptions of English teaching and learning. A semi-structured interview was conducted to capture the participants’ perceptions. The data were categorized using content and frequency analysis and the principles of metaphoric analysis. Main findings: The findings suggest that parents hold a positive perception of the English language and believe it is useful for their children’s lives even though they might find the learning of the language difficult. Social implications/Originality: Participants can produce metaphors that regard English as an ability and metaphors that focus on the process of learning the language. The findings of this research are useful for university stakeholders, teachers, preservice teachers, and students. Novelty/Originality of this study: In this study parents, stakeholders who have usually left aside from the language teaching and learning process, are interviewed to unfold their perceptions of what they see and believe when their children learn English.

scholarly journals THE CORRELATION STUDY ABOUT POSITIVE THINKING AND BEHAVIOR FORGIVENESS AMONGS STUDENTS

2020 ◽  
Vol 12 (2) ◽  
pp. 90-104
Author(s):  
Reza Fahmi ◽  
Jamaldi Jamaldi ◽  
Dila Fulnandra
Keyword(s):  
Quantitative Methods ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Correlation Study ◽  
Positive Thinking ◽  
School Students ◽  
Psychological Scale ◽  
Data Collection Technique ◽  
And Behavior ◽  
Relationship Of

The purpose of this study was to determine the category of positive thinking , the category of forgiving behavior and to determine the  relationship of positive thinking with Forgiveness Behavior in friendship at Heler boarding school students. The research method used quantitative methods with data analysis techniques, namely Pearson Correlation analysis . The population in this study amounted to 78 people with a sample of 65 people. The sampling technique used was stratified random sampling . The data collection technique used in this study was a psychological scale, which was guided by a modified Likert scale , namely a positive thinking scale and a forgiving behavior Thus H o rejected and H a accepted, meaning that positive thinking with a forgiving behavior in friendship at the boarding students heler in Lubuk Leeches have a positive and significant relationship.

scholarly journals The Relationship of Internal Motivation Components and Academic Achievement among High School Students

2011 ◽  
Vol 1 (2) ◽  
pp. 89 ◽  
Author(s):  
Mohammad Ghamari
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Significant Relationship ◽  
Pearson Correlation ◽  
Cluster Sampling ◽  
School Students ◽  
Internal Motivation ◽  
Relationship Of ◽  
The Relationship

Abstract The aim of this research was to determine the relationship between internal motivation and academic achievement among high school students. Using multi-stage cluster sampling 307 high school students were selected. Then internal motivation questionnaire administrated. To measure the academic achievement, their academic grade average was used. Using the Pearson correlation coefficient, stepwise regression analysis, and Z test Collected data were analyzed. Results showed that there is positive and significant relationship between internal motivation and academic achievement. There is positive and significant relationship between interest, competence, effort, lack of stress, selection, value and academic achievement. Between components of the internal motivation, competence, lack of stress and value explained about 24 percent of student academic achievement variance. The relationship of internal motivation and academic achievement among male and female students is no different.

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