scholarly journals FACTORS AFFECTING BLIND STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH

2021 ◽  
Vol 4 (2) ◽  
pp. 58-65
Author(s):  
Galuh Nurul Indah Asri ◽  
Firdaus Adrianto Adrianto
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Inclusive Education ◽  
Classroom Observations ◽  
Teaching Approaches ◽  
Learning Engagement ◽  
Factors Affecting ◽  
Equal Education ◽  
Education Environment ◽  
Blind Students

Universitas Brawijaya (UB) with the assistance of Pusat Studi dan Layanan Disabilitas (PSLD) have implemented an inclusive education environment, as the need for equal education chance for different abilities Indonesians. There is an assumption that engagement from a combination of language learning or learning language’s cognitive, social, and affective aspects can affect the learning process and academic achievement of a special need student. To reach the research objective, interview sessions and classroom observations session were aimed at measuring the students' language learning engagement based on three-domains; cognitive, affective and social, in students’ perspective and ongoing activities. This research shows fluctuate results based on the interviews and observations data of two blind students. The main engaged factors found are positive teaching approaches and attitudes, also both students’ learning autonomy.

scholarly journals LINGUISTIC PROFICIENCY DEVELOPMENT THROUGH SCAFFOLDING: A SPANISH TEACHER’S BELIEFS AND PRACTICES IN AUSTRALIA

2020 ◽  
Vol 1 (1) ◽  
pp. 31-44
Author(s):  
Devina Devina ◽  
Santiago Varona-Domblas
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Target Language ◽  
Classroom Observations ◽  
Learning Condition ◽  
Factors Affecting ◽  
Adequate Knowledge ◽  
Teacher's Beliefs ◽  
Linguistic Proficiency

In determining the implementation and execution of the classroom activities, the teacher’s beliefs plays an important role as one of the fundamental aspects of language teaching. In-depth, the beliefs also influence the learner’s competency and the achievement of learning outcomes. This research aims at observing the beliefs of a Spanish language teacher in a private language school in Australia. Data were gathered through interview and classroom observations. The interview was designed to explore the teacher’s beliefs regarding the language learning approach. Furthermore, the classroom observations were conducted through 1) complete observer observation and 2) complete participants observation. They were carried out to see to what extent the teacher implemented the beliefs into action. Pre-classroom questionnaires on the learner’s background were distributed to know the learners’ background. In the era where communicative approach becomes the axis of language teaching, this study suggests “scaffolding” as an alternative approach to language teaching. The finding indicates that some primary factors affecting the teacher to hold his beliefs are: limited classroom duration, small class size, and the condition of Spanish as a foreign language (FL) in Australia – where learning resources are limited. In the learning condition where the target language (TL) resources found to be scarce, this ‘scaffolding’ approach successfully and effectively equips learners with adequate knowledge of Spanish. Taking the ‘scaffolding’ as the major foundation to develop learners’ linguistic proficiency, this research provides insight regarding the use of ‘scaffolding’ toward language teaching and learning.

scholarly journals The Implementation of Inclusive Education in Arabic Learning for Blind Students/ تنفيذ التربية الشاملة في تعليم اللغة العربية للتلاميذ المعاقين ضعف البصر

2021 ◽  
Vol 1 (2) ◽  
pp. 138-152
Author(s):  
Maftuhaturohmah Maftuhaturohmah
Keyword(s):  
Language Learning ◽  
Inclusive Education ◽  
Arabic Language ◽  
Inclusive Classroom ◽  
Teaching Skills ◽  
Right To Education ◽  
Students With Special Needs ◽  
Physical Limitations ◽  
The Right ◽  
Blind Students

Every citizen has the right to education. Likewise, the right to teach Arabic, which is one of the subjects taught in schools, is not only taught to ordinary students, but also to students with physical limitations. The purpose of this study was to describe the implementation of Arabic language learning in an inclusive class. Learning Arabic in an inclusive classroom is a general class between ordinary students and students with special needs (visually impaired). In learning Arabic in an inclusive class, teachers experience difficulties because they do not have special teaching skills in an inclusive class. The readiness of teachers in preparing teaching materials that can be accessed by blind students is the key to the success of learning Arabic for blind students.  

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

Music in Secondary Education: Predictors of Music Subject Choices and Associations with Academic Achievement

2021 ◽  
Author(s):  
Maruša Levstek ◽  
Daniel Elliott ◽  
Robin Banerjee
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Education ◽  
Music Education ◽  
Economic Status ◽  
Factors Affecting ◽  
Systemic Factors ◽  
Education Hub ◽  
Socio Economic Variables ◽  
Youth Music

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at age 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics, and other English Baccalaureate subjects, while controlling for a range of demographic, academic, and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications, and neighbourhood socio-economic status; local Cohen’s f-squared = .09). These results point to a small but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school’s engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals Attitudinal Factors Affecting Wiki Group Collaboration for English Writing

2015 ◽  
Vol 18 (2) ◽  
pp. 22-35 ◽  
Author(s):  
Chwen Jen Chen ◽  
Kee Man Chuah ◽  
Jimmy Tho ◽  
Chee Siong Teh
Keyword(s):  
Language Learning ◽  
Foreign Language Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Factors Affecting ◽  
Group Collaboration ◽  
Construction Joint ◽  
Attitudinal Factors ◽  
And Performance

Abstract Wikis, being one of the popular Web 2.0 tools, have impacted students’ engagement and performance particularly in the aspects of second and foreign language learning. While an increasing number of studies have focused on the effectiveness of wiki in improving students’ writing skills, this study was conducted to examine the attitudinal factors that influence English as a Second Language (ESL) students’ group collaboration in using wikis for a writing task that was divided into three phases: pre-writing, individual-construction, joint-constructions. Data collected from these students after completing this task was analyzed based on three attitudinal aspects: motivation, perceived usefulness, and perceived ease of use. The findings reveal high mean scores for all aspects. Further multiple regression analysis reveals that motivation is the most important factor associated with group collaboration, indicating the need to boost students’ motivation to encourage effective collaboration in completing wiki writing tasks.

scholarly journals FACTORS AFFECTING INDONESIAN YOUNG LEARNERS’ ENGLISH PROFICIENCY LEVEL

2020 ◽  
Vol 31 (2) ◽  
pp. 204
Author(s):  
Diah Royani Meisani ◽  
Fuad Abdul Hamied ◽  
Bahrudin Musthafa ◽  
Pupung Purnawarman
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Grade Level ◽  
English Proficiency ◽  
Factors Affecting ◽  
Proficiency Levels ◽  
Young Learners ◽  
Affective Variables ◽  
English Achievement ◽  
School Accreditation

This study was aimed at investigating the influencing factors on students’ English proficiency levels based on Cambridge English Tests for Children and Young Learners. A preliminary survey was undertaken to select the sample of elementary schools that offered English as a subject. As many as 157 students who sat in Grades 4, 5, and 6 from nine elementary schools participated in this study. The findings revealed that the average of students’ scores was at Starters/Movers Level, which is equal to A1 in the Common European Framework of Reference (CEFR). Through multiple regression analysis, three out of five investigated factors were detected to be significantly related to students’ English proficiency levels, namely gender, grade level, and school accreditation rank. While rich literature has found gender and grade level as one of the affective variables in language learning, none has studied whether school accreditation status influences young learners’ English achievement. It is recommended that schools and related stakeholders consider these factors to ensure effective English teaching to young learners. It is also suggested that future researchers conduct further study on how and under what conditions the factors can contribute to students’ English achievement.

scholarly journals Statistical Analysis of the Factors Affecting Academic Achievement of Undergraduate Students A Case Study of Faculty of Arts and Science Kufrah -Benghazi University

2021 ◽  
Vol 2 (2) ◽  
pp. 50-59
Author(s):  
Muna H. Ali
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Process Data ◽  
Family Learning ◽  
Arithmetic Means ◽  
Factors Affecting ◽  
Determining Factors ◽  
Study Population ◽  
Difference Test

This study examined the factors affecting the academic achievement of undergraduate students at the faculty of Arts and Science Kufrah -Benghazi University as a case study. This study seeks to identify and analyze some determining factors that influence students' academic achievement in the study area. Four factors namely: psychological, family, learning facilities, and economic; were considered. The sample was randomly selected from the study population. A questionnaire was administered to 240 (90 males,150 females) students as a sample of this study. The responses of the students were analyzed to meet the objectives of the study using (SPSS) and displayed in forms and tables. After collecting the required data on the variables of the study, they were encoded to be entered into the computer to extract the statistical results. Statistical methods within the Statistical Package for Social Sciences (SPSS) were used to process data obtained by the field study of the sample. To analyze the data mean difference test is used. Results of arithmetic means of the psychological, family, learning facilities, and economic factors were medium. Furthermore, there were no statistically significant differences in the factors affecting academic achievement among the participants due to some demographic factors such as gender and marital status. following recommendations were made; provide proper learning facilities to the students and also improve the environment of the faculty. Furthermore, the students would perform well if they are properly guided by both their parents and teachers.

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