scholarly journals OMANI SCHOOL SUPERVISOR PERSPECTIVES OF CONTEXTUAL FACTORS IMPACTING UPON STUDENTS’ LIMITED ENGLISH PROFICIENCY: AN EXPLORATORY STUDY

2016 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
RAHMA AL-MAHROOQI ◽  
CHRISTOPHER DENMAN ◽  
FAISAL AL-MAAMARI
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Proficiency ◽  
Limited English Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Language Skills ◽  
Contextual Factors ◽  
School Students ◽  
English Language Skills

Since the beginning of Oman’s “modern era” in 1970, English has assumed a central role in the country’s education system and has acted as a lingua franca across a variety of domains. However, despite this, graduates of Omani public schools are often reported as lacking the English-language linguistic and communicative abilities demanded by higher education institutions and the world of work. Consequently, most high school graduates entering tertiary education are required to enrol in foundation programs to improve their English language skills, while the employability of graduates seeking jobs straight from high school has also been reported as being negatively affected. Within this context, the current research explored the ways in which contextual factors relate to Omani school graduates’ development of English language skills. To achieve this, eight high school English language teaching supervisors responded to an on-line, open-ended question about the contextual factors they believed caused Omani school students to graduate with low English language proficiency. Results indicate that participants believed families, parents, and “Englishness” are the most important contextual factors contributing to this issue. The practical implications of these findings are discussed.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals Implications of Interrelationship among Four Language Skills for High School English Teaching

2018 ◽  
Vol 9 (2) ◽  
pp. 418 ◽  
Author(s):  
Chengyu Nan
Keyword(s):  
High School ◽  
System Theory ◽  
High School Students ◽  
Whole Language ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
School Students ◽  
High School English ◽  
Simple Combination

Theoretically, four language skills of listening, speaking, reading and writing are interrelated and interactive in real communication. According to the system theory, the improvement of whole language ability can not be achieved by a simple combination of the four skills, but results from the interaction and coordination among the four skills. On the basis of some theories of physiology and psychology as well as principles of system theory, this paper analyzes the interrelationship among four language skills and finds that they have close and strong an impact upon one another. Then the paper inquires into the necessities and feasibility of improving overall English language skills of high school students by comprising four language skills in a more economic and effective way.

scholarly journals Acquisition of Language Proficiency in English Among Senior High School Students from the Different Strands

2021 ◽  
Vol 2 (1) ◽  
pp. 69-75
Author(s):  
Kerny M. Macado ◽  
Felix M. Diano Jr.
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Senior High School ◽  
School Students ◽  
Significant Difference ◽  
Language Proficiency Test ◽  
Senior High School Students

Using a quantitative-comparative design, this study compares the language proficiency of the Senior High School Students of a certain University from the five (5) different strands; Science-Technology-Engineering-Mathematics (STEM), Humanities-Education-Social Sciences (HESS or HUMSS), Business-Accountancy-Management (BAM or ABM), Technical-Vocational-Livelihood (TVL) and General Academic Strand (GAS) and determine on which of these strands excels in the language proficiency test. There are 40 students randomly selected per strand. They are tested using the Language Proficiency Test in English. The one-way Analysis of Variance was utilized in the study. The findings reveal that there is a significant difference (p<0.05) in the English language proficiency of the students from the five (5) strands. Moreover, the students from the STEM strand excel from the other strands. This further indicates that the STEM students are more superior and developed on the academic literacy, alternative understandings and adequate formulation of theories and concepts in dealing with different variations of linguistics skills.  

scholarly journals Do Enclaves Matter in Immigrant Adjustment?

2019 ◽  
pp. 323-360
Author(s):  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
...  
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This chapter is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non-English-speaking countries. Linguistic concentrations reduce the immigrant’s own English language skills. Moreover, immigrants’ earnings are lower the lower their English language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

The Second Language Exposure and Proficiency of the High School Students in Cebu City

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Ma. Dolores L. Aday
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
Mother Tongue ◽  
School Administrators ◽  
School Students ◽  
Regional Dialects ◽  
Language Proficiency Test

              This study deals on how the Cebuano high school students are exposed to a second language--English and Filipino, their attitudes towards learning the same and their level of proficiency in such languages. A non-probability convenience sampling was conducted in three high schools in Cebu City getting 171 respondents. They were made to take a language proficiency test in Filipino and English. Interviews and focused group discussions were also done to assess clearly their competence in both languages. The study showed that their exposure to a language counts much in achieving language proficiency. The study, however, negates the relationship between the students’ level of proficiency and their attitude towards learning both languages. Further, this study illustrates how the Bilingual Education Policy as well as the new trends of the Mother Tongue-Based Learning had contributed more to the decline of the students’ English   proficiency.  The domains of English are contracting while those of the Filipino language as well as the regional dialects are expanding. School administrators must look into the language policy in schools to improve the English language competency of the students and make them more globally competitive. 

scholarly journals Do Enclaves Matter in Immigrant Adjustment?

2005 ◽  
Vol 4 (1) ◽  
pp. 5-35 ◽  
Author(s):  
Chiswick Barry R. ◽  
Paul W. Miller
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This paper is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non‐English speaking countries. Linguistic concentrations reduce the immigrant's own English language skills. Moreover, immigrant's earnings are lower the lower their English‐language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

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