The Evaluation of a Hypertext Discussion Tool for Teaching English Literature to Secondary School Students

2000 ◽  
Vol 23 (2) ◽  
pp. 203-216 ◽  
Author(s):  
Alan Bain ◽  
Phillip Huss ◽  
Howard Kwong
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Literature ◽  
Teaching English ◽  
School Students

scholarly journals An Intercultural Reading Programme (IRP) to Enhance Intercultural Knowledge among Secondary School Students

2016 ◽  
Vol 10 (1) ◽  
pp. 26
Author(s):  
Manjet Kaur Mehar Singh ◽  
Fatin Najwa Amelia Marsani ◽  
Paramaswari Jaganathan ◽  
Ahmad Sofwan Nathan Abdullah
Keyword(s):  
Secondary School ◽  
Ethnic Groups ◽  
Secondary School Students ◽  
English Literature ◽  
Reading Program ◽  
Ministry Of Education ◽  
Intercultural Understanding ◽  
School Students ◽  
Qualitative Research Design ◽  
Group Interviews

As a multi ethnic country, Malaysia consists of three major ethnic groups mainly Malays, Chinese, and Indians with unity as its building block. Although education is seen as the best medium for the three major ethnic groups to work together, contemporary research shows that there is lack of intercultural understanding among these three ethnic groups. Therefore, this study focused on a classroom intervention to investigate how Malaysian based English literature can be utilized to promote intercultural understanding among Form Four secondary school students via reading. This qualitative research design study collected data through focus group interviews and journal entry. This research explored intercultural knowledge among Form Four students through the Intercultural Reading Program (IRP). Findings indicate that the IRP intervention improved Form Four students’ level of intercultural knowledge. This research puts forward suggestions to the Ministry of Education such as integrating IRP in its secondary schools’ English Literature curriculum.

scholarly journals Advancing Intercultural Competence among National Secondary School Students through Malaysian English Literary Texts (MELT)

2018 ◽  
Vol 7 (5) ◽  
pp. 106
Author(s):  
Manjet Kaur Mehar Singh ◽  
Fatin Najwa Amelia Marsani
Keyword(s):  
Secondary School ◽  
Short Story ◽  
Intercultural Competence ◽  
Secondary School Students ◽  
English Language ◽  
English Literature ◽  
Extensive Reading ◽  
School Students ◽  
Language Curriculum ◽  
Text Selection

The aims of English literature component in the Malaysian English Language curriculum as outlined by the Ministry of Education (MoE) (2009) are to improve the students’ proficiency through reading, respond to texts, understand and appreciate other cultures and relate events and characters to one’s own life. Therefore, the purpose of this research is to assess the intercultural elements in a short story titled Tanjung Rhu used as the Form Four English literature component text and another Malaysian English literary text (MELT) titled Deep Fried Devils. The assessment of intercultural elements in the two MELTs will provide opportunity for a MELT that can better advance intercultural competence among national secondary school students. Qualitative data comparing two MELTs is collected using a checklist for selecting and evaluating multicultural MELT by Harper and Brand (2010). Content analysis comparison of the story, characters, plot and settings was conducted using Atlas.ti 7.0 version software. Findings indicate Deep Fried Devils has better intercultural elements to promote intercultural competence among Malaysian national secondary school students of diverse ethnicity. This research recommends Deep Fried Devils to be considered as part of the English literature component in next text selection cycle by the Malaysian MoE or as extensive reading material for Form Four students to develop their intercultural competence. The findings provide insights to guide policy makers, curriculum designers and literature text selection committee in recognizing cultural diversity elements in MELT and choosing suitable MELT for promoting intercultural competence among Malaysian national school students.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Sign in / Sign up

Export Citation Format

Share Document