scholarly journals Learner autonomy and English proficiency of Indonesian undergraduate students

2021 ◽  
Vol 16 (2) ◽  
pp. 803-818
Author(s):  
M. Melvina ◽  
J. Julia
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
English Proficiency ◽  
Learner Autonomy ◽  
Efl Learners ◽  
Teachers And Students ◽  
The Relationship ◽  
Political Variables ◽  
Sociocultural Variable

This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous.   Keywords: Autonomous learner, English proficiency, learner autonomy, learner training, undergraduate students, SEM-PLS. 

scholarly journals Yemeni EFL Learners’ Future Self-Images and Their Relationship to The English Language Proficiency: التصورات الذاتية المستقبلية لدى طلبة اللغة الانجليزية اليمنيين  وعلاقتها بالكفاءة في اللغة الإنجليزية

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Abdulrahim Ali Mohammad Al-Showthabi, Mohammad Abduh Ahmad A
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Data Gathering ◽  
Proficiency Tests ◽  
Ideal Self ◽  
Efl Learners ◽  
Self Image ◽  
Future Self ◽  
Academic Year

This exploratory correlational study addresses the issue of Yemeni EFL Learners’ Future Self-images, Ideal Self-images and Ought-to Self-image and their relationship to the English language proficiency, mainly, speaking and writing --fourth level students, Department of English Sana’a University of the academic year of 2017-2018. It also aims at exploring which of the two Future Self-images addressed is more evident amongst Yemeni EFL learners. In addition, the study attempts to ascertain the role of gender on Future Self-images. Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. and two Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. Descriptive analyses— frequencies, and, t-test for independent groups, and Pearson-product moment correlation— were utilized to analyze the data. Results show that Yemeni EFL students have higher Ought-to Self-image mean scores (3.6) than Ideal Self-image mean scores (3.04) Further, each of the two Future Self-images, Ideal Self-image and Ought-to Self-image has a bipolar direction in regard to male and female students. While, female students have higher mean Ideal Self-image scores (2.6) toward learning English, their counterpart male students have higher mean Ought-to Self-image scores (3.15). Furthermore results revealed a significant and strong relationship between Yemeni EFL learners’ ---Ideal Self-images—Ought-to Self-image-- and speaking and writing proficiency respectively and uniquely. This article ends with some recommendations and suggestions for future research.

scholarly journals HUBUNGAN ANTARA TINGKAT KREATIVITAS VERBAL DENGAN KEMAMPUAN BERBAHASA INGGRIS PADA MAHASISWA JURUSAN PSIKOLOGI ISLAM IAIN PONTIANAK ANGKATAN 2017/2018

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Isyatul Mardiati Mardiati
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Psychology Students ◽  
English Language Proficiency ◽  
Islamic State ◽  
State Institute ◽  
Verbal Creativity ◽  
Islamic Psychology ◽  
The Relationship

Abstract This study described about: (1) the level of verbal creativity of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak  2017/2018; (2) English language proficiency of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak  2017/2018; (3) the relationship between the level of verbal creativity and English language proficiency of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak  2017/2018. The sample in this study were students of the Department of Islamic Psychology, Faculty of Ushuluddin, Adab and Da'wah, Islamic State Institute of Pontianak. The results of this study are that there is a positive correlation between verbal creativity with English language proficiency in Islamic Psychology students From this research, it can also be seen that the level of verbal creativity of Islamic Psychology students is quite high with a percentage of 49.2% and English proficiency of students has a high category in reading skills. Keywords: Verbal Creativity, English Proficiency

scholarly journals The Relationship Between English Language Proficiency and Politeness in Making Requests: A Case Study of ESL Saudi Students

2019 ◽  
Vol 9 (2) ◽  
pp. 89
Author(s):  
Abdullah Alshakhi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
The United States ◽  
English Language Proficiency ◽  
Language Learner ◽  
Second Phase ◽  
Saudi Students ◽  
Two Phases ◽  
The Relationship

The acquisition of language as well as the acquisition of social consideration, or politeness, are two sets of separate skills. However, the lack of language knowledge by an English language learner can result in social mistakes that can be perceived as impolite by native speakers. The present study aimed to explore the relationship between English language proficiency and politeness in making requests at retail shops, specifically focusing on Saudi students in the United States. There were five participants in this study: two Saudi ESL students with low English proficiency; two Saudi Ph. D. students with advanced English proficiency, and an American waiter who speaks English as a native language. The study was conducted by using a qualitative research method in two phases. The first phase included observing all participants during interaction, and the second phase included interviewing a server at one of the restaurants where the students visited. The main findings revealed that there was no strong correlation between politeness and English language proficiency in making requests. However, there were some factors found in this study that contributed to politeness level, such as intonations and the use of politeness markers.

Lateral Preference and L2 Proficiency

1994 ◽  
Vol 103-104 ◽  
pp. 39-56
Author(s):  
Cem Alptekin ◽  
Elif Çetin
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Hemispheric Specialization ◽  
School Setting ◽  
L2 Proficiency ◽  
Lexical Knowledge ◽  
Lateral Preference ◽  
Efl Learners ◽  
Standardized Measure ◽  
The Relationship

Abstract This study investigates the relationship between the L2 proficiency of advanced EFL learners and biological lateral preference. The former is thought of as the person's advanced ability in English, developed within a school setting and involving both reading comprehension and grammatical and lexical knowledge - as represented by the Michigan Test of English Language Proficiency. The latter is conceptualized as a continuous and multifactorial construct that predicts the degree of the hemispheric specialization of cognitive functions in the human brain as well as the degree of hemisphericity as a personal trait. It is measured by the Lateral Preference Schedule, developed as an instrument to meet the research and clinical needs for a standardized measure of lateral preference. Sixty university students majoring in TEFL participated in the study. Overall, the findings suggest that, from the various lateral preference patterns, only those which involve footed-ness and handedness are related to L2 proficiency. The findings further suggest that the relationship between lateral preference and L2 proficiency is independent of differences in gender.

scholarly journals Extensive Reading for University EFL Learners: Its Effects and Both Teachers' and Learners' Views

2019 ◽  
Vol 10 (4) ◽  
pp. 692
Author(s):  
Chaochang Wang ◽  
Chu-Tai Ho
Keyword(s):  
Second Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Extensive Reading ◽  
Language Competence ◽  
Efl Learners ◽  
Teachers And Students ◽  
Relationship Of ◽  
Writing Competence ◽  
The Relationship

The effect of reading on general communicative competence remains a focus of second language acquisition research. Extensive reading, in particular, provides rich input and helps learners acquire languages. Research has provided findings that support the value of extensive reading (ER); however, there is scant evidence to date showing the relationship of extensive reading to overall competence and, particularly, writing competence. The present study investigated the relationship of ER to overall English language competence as well as teachers’ and students’ views about its implementation. The participants were 190 Taiwanese university freshmen and their three English instructors. The data includes scores on pre- and post-tests measuring students’ listening, reading, and writing as well as questionnaire responses and interview accounts. The findings of the study indicate that the effectiveness of ER for the student participants is partially supported and, hence, have implications for English teaching and learning in EFL contexts.

The effect of learner autonomy on English proficiency of non-English major students

2018 ◽  
Vol 12 (133) ◽  
pp. 38
Author(s):  
Kiệt Hồ Sĩ Thắng
Keyword(s):  
Language Proficiency ◽  
Learning Process ◽  
English Language ◽  
English Proficiency ◽  
Learner Autonomy ◽  
University Administrators ◽  
English Major ◽  
The University ◽  
Academic Potential

Learner autonomy (LA) has been considered to be one of the important goals in education. This article investigates the effect of LA on English proficiency (EP) of non-English major students. 635 Vietnamese students from five member universities of the University of Danang completed the questionnaire on LA. The collected data was compared with the scores of their English language course. The results show that there are overall positive and significant correlations between LA and their EP. However, while there are significant correlations between LA and EP among high proficiency learners, such correlations do not exist among low proficiency learners. The results also indicate that LA can predict students’ EP. The study suggests that students should be aware of the importance of LA and empowered to take charge of their own learning process to enhance their language proficiency. Also, LA may be used by university administrators to predict learners’ academic potential.

scholarly journals Investigating the Relationship between English Language Proficiency and Academic Performance of Engineering Students in Mehran University Jamshoro, Pakistan

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Bibi Sadia ◽  
Shumaila Memon ◽  
Habibullah Pathan
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Engineering Students ◽  
Pearson Correlation ◽  
English Language Proficiency ◽  
Grade Point ◽  
The Relationship

The present study investigated the relationship between language proficiency and academic performance of students at Mehran university Jamshoro, Sindh. The study employed quantitative correlational research design to measure the variables. The researchers adapted English language test to measure the language proficiency of the learners. And CGPA (cumulative grade point average) to measure the academic performance of the research participants. The researchers collected data from 100 undergraduate students by doing simple random sampling. The data was collected in two phases: first pilot study and then main study. The pilot study was done before the actual research to measure validity and feasibility of the adopted English language proficiency test. The cronbach alpha was used to check reliability of the data. SPSS version 26 was used to perform the Pearson correlation analysis. The findings revealed that data was reliable with alpha value. 702 and the correlation was highly positive with a value of .826 at the significance value .000. The study confirms that the language has played a pivotal role to improve academic performance of the students studying in Mehran university of science and technology.

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