scholarly journals L2 WRITING STRATEGIES USED BY HIGH SCHOOL STUDENTS

2020 ◽  
Vol 3 (6) ◽  
pp. 805
Author(s):  
Syaadiah Arifin
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Strategies ◽  
Structured Interviews ◽  
Writing Quality ◽  
School Students ◽  
Effective Strategies ◽  
Efl Context ◽  
Think Aloud Protocols ◽  
English Students

Writing is a challenging activity that comprises a complex cognitive process, as well as various strategies. Furthermore, minimal research has been performed on using writing strategies among High School students in the EFL context, specifically in Indonesia. Although the applications of effective strategies have been evidenced to be helpful, many students are not aware of using them to alleviate their writing quality. Therefore, this study aims at investigating English L2 strategies when writing recount texts using three skilled English students. This is a qualitative research that utilized purposive sampling and the instruments employed were Think-Aloud Protocols (TAPs), observation, retrospective, and semi-structured interviews. Following the analysis and interpretation of the data obtained from these instruments, the acquired results demonstrated that they used similar writing strategies. However, the occurrences from this use differed from one individual to another as some were unaware that the writing process was recursive and not linear. Therefore, this study implies that students need to be encouraged to apply different strategies to develop their writing, and teachers also, were required to explicitly teach these strategies as it will lead students to use them effectively. Training on the use of writing strategies is needed for Indonesian students to support and help them write efficiently in English.                       

scholarly journals Investigating the L2 Writing Strategies Used by Skillful English Students

2020 ◽  
Vol 53 (1) ◽  
pp. 78
Author(s):  
S. Arifin
Keyword(s):  
Graduate Students ◽  
English Education ◽  
Writing Process ◽  
L2 Writing ◽  
Writing Strategies ◽  
Think Aloud ◽  
Structured Interviews ◽  
Efl Context ◽  
Think Aloud Protocols ◽  
English Students

Several studies have been conducted to investigate the writing strategies used by skilled and less-skilled English writers, particularly in the EFL context but only a few have attempted to observe the strategies employed by skillful/proficient English students, predominantly in the Indonesian context. Therefore, the interest of this research was to discover the types of writing strategies applied by three skillful English students while writing in English (L2) and evaluate their substantial effects. The participants were three graduate students majoring in English Education. Moreover, the data obtained from Think-Aloud Protocols, semi-structured interviews, and written drafts were analyzed and evaluated and the results showed the writing process of the students varied. On the whole, the disparities presented a more understanding of students' writing process. It was also discovered that the three students applied similar strategies but the major inconsistency was in the manner with each was implemented.

Effective Strategies for Summer Research Apprenticeship Programs for High School Students

1996 ◽  
Vol 25 (1) ◽  
pp. 75-77
Author(s):  
Diann Jordan ◽  
Aisha Hawkins ◽  
Victoria C. Hubbard ◽  
Randall J. Miles
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Effective Strategies ◽  
Apprenticeship Programs

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

scholarly journals Students’ views on the use of tablet computers in education

2018 ◽  
Vol 10 (2) ◽  
pp. 104-114
Author(s):  
Ali Semerci
Keyword(s):  
High School ◽  
High School Students ◽  
Tablet Computers ◽  
Structured Interviews ◽  
Education Students ◽  
School Students ◽  
Learning And Teaching ◽  
Short Period ◽  
Computers In Education ◽  
Effective Use

The aim of this study was to explore high school students’ views on the use of tablet computers in education. To achieve this aim, a qualitative research method was employed whereby data was obtained from 16 high school students using one-to-one semi-structured interviews and then, subjected to content analysis. The findings showed that all the participating students expressed a positive attitude towards tablet computers prior to their use in education. However, students stated that, after a short period spent on using the tablet computers, they found that tablet computers affected student–teacher and student–student interaction. A significant number of the students stated that the educational content presented in the Educational Information Network (EBA) Portal was inadequate and inappropriate to their level. Also, in terms of the learning and teaching process, the students raised several concerns. To facilitate the effective use of tablet computers in education, students made several recommendations.Keywords: FATIH Project, tablet computers, technology integration in education, tablet computers in education.

scholarly journals Gifted High School Students’ Needs for English Learning in Vietnam Contexts

2021 ◽  
Author(s):  
Minh Hung ◽  
Nguyen Thi Thu Ai
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Needs ◽  
English Learning ◽  
Main Question ◽  
Listening Skills ◽  
School Students ◽  
Interview Survey ◽  
English Speaking ◽  
English Students

The learning needs of English students have been researched over the past decades in different countries, especially among non-speaking English ones. The core goal of these studies was to examine if learner needs/wants and learning outcomes of the English course/curriculum provided are sufficiently matched, i.e., whether or not students feel satisfied (because their needs/wants are met). Expanding this line of research, the current study attempts to find out the needs for English learning among gifted high school students in the current Vietnam context by seeking the answer to the main question: How do these students report their needs for English learning? The findings are supposed to provide useful insights into this English learning – teaching setting. One hundred and eighty English-majored students from five gifted high schools in five provinces of Vietnam participated in a questionnaire-interview survey. The obtained results show that most participants opted for English because they needed it for future employment and cross-cultural/national communications for long-term purposes. As a result, they wanted to practice more English speaking and listening skills rather than other components of English knowledge (pronunciation, grammar, vocabulary) and skills (reading, writing). Yet, their English practices in the classroom did not place much emphasis on speaking-listening skills, i.e., their needs were not very satisfactorily met. Some of the findings echo those of previous research, and some are first reported in the current study.

scholarly journals Komunikasi Antarpribadi Ibu dan Anak dalam Membangun Rasa Percaya Diri

Koneksi ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 191
Author(s):  
Sarah Cecil ◽  
H.H. Daniel Tamburian
Keyword(s):  
High School ◽  
High School Students ◽  
Interpersonal Communication ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
School Students ◽  
Self Confidence ◽  
Mothers And Children ◽  
Mother And Child ◽  
At Home

Communication is the most important thing in life. Communication is an interaction between one person and one or more people. This study will focus on interpersonal communication that occurs between mother and child in building self-confidence. The character of a child is determined by a mother, because of the closeness of a mother while at home. Child time with mother at home is much more than father. Therefore, the nature of a child is completely passed on by the mother. A mother's love and concern greatly affect a child's self-confidence. The mother communicates with her child so that the child feels happy and comfortable. This research uses a qualitative approach. Data collection techniques by means of semi-structured interviews with mothers and children who are high school students. This research shows that the closeness between the child and the mother is not determined by gender. Mothers have a crucial role in making children appear confident. You do this by reminding children to be themselves, supporting children's hobbies, inviting intensive communication, reprimanding without violence, and creating a comfortable atmosphere at home.Komunikasi merupakan hal yang terpenting dalam kehidupan. Komunikasi merupakan interaksi antara satu orang dengan satu orang atau lebih. Penelitian ini akan memfokuskan pada komunikasi antarpribadi yang terjadi antara ibu dengan anak dalam membangun rasa percaya diri. Karakter seorang anak ditentukan oleh seorang ibu, karena adanya kedekatan seorang ibu selama berada di rumah. Waktu anak dengan ibu di rumah jauh lebih banyak daripada seorang ayah. Oleh karena itu, sifat seorang anak sepenuhnya diturunkan oleh ibu. Kasih sayang dan rasa perhatian seorang ibu sangat mempengaruhi rasa percaya diri anak. Ibu  berkomunikasi pada anaknya agar anak merasa senang dan nyaman. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data dengan cara wawancara semiterstruktur pada ibu dan anak yang merupakan siswa SMA. Penelitian ini menunjukkan bahwa, kedekatan antara anak dan ibu tidak ditentukan oleh jenis kelamin. Ibu memiliki peran krusial dalam membuat anak tampil percaya diri. Caranya dengan mengingatkan anak untuk menjadi diri sendiri, mendukung hobi anak, mengajak berkomunikasi secara intensif, menegur tanpa kekerasan, serta menciptakan suasana yang nyaman di rumah.

scholarly journals ‘It Depends’: A qualitative study on how adolescent students explain bystander intervention and non-intervention in bullying situations

2018 ◽  
Vol 39 (4) ◽  
pp. 400-415 ◽  
Author(s):  
Robert Thornberg ◽  
Lena Landgren ◽  
Erika Wiman
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Bullying ◽  
Junior High School Students ◽  
Victim Blame ◽  
Structured Interviews ◽  
School Students ◽  
Adolescent Students

The aim of the current study was to examine how junior high school students interpret, motivate, and explain various bystander behaviors in bullying situations. The participants were 17 junior high school students recruited from four schools in Sweden. Semi-structured interviews were conducted and analysed with grounded theory methods. The analysis generated a conceptual model of bystander interpreting–considering process in school bullying. A core category named ‘it depends’ was developed to explain how the participants in the study motivated their own and their peers’ actions as bystanders in various bullying situations. Whether they intervened or not depended on how they interpreted the situation in terms of: (a) seriousness of the situation, including trivialization; (b) social relationships with the involved; (c) locus of responsibility, including displacement of responsibility, and victim blame; (d) social status; (e) perception of risk; and (f) defender self-efficacy. The implications of these results for bullying prevention and intervention efforts are discussed.

scholarly journals Factors behind healthy snack consumption at school among high-school students: a qualitative study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Fatemeh Bastami ◽  
Fereshteh Zamani-Alavijeh ◽  
Firoozeh Mostafavi
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Study ◽  
School Environment ◽  
School Administrators ◽  
Structured Interviews ◽  
School Students ◽  
Fast Foods ◽  
Snack Consumption ◽  
Negative Feelings

Abstract Background The prevalence of consuming fast foods and non-nutritious snacks is progressively increasing among adolescents. This study aimed to explore factors behind snack consumption at school among Iranian high-school students. Methods This descriptive qualitative study was conducted in 2017 in four boys’ and four girls’ high-schools located in Isfahan, Khorramabad, and Tehran, Iran. Data were collected through 42 in-depth semi-structured interviews and four focus groups with male and female students, their parents, and their school teachers and administrators. The conventional content analysis approach was used for data analysis. Trustworthiness was applied to the study through prolonged engagement, maximum variation sampling, and member checking techniques. Results Factors behind students’ snack consumption came into two main groups, namely influential behaviors, and influential emotions and perceptions. Influential behaviors included the behaviors of students, their family members, peers, school administrators, and snack sellers. Moreover, influential emotions and perceptions included positive and negative feelings towards healthy snacks, fear over the consequences of unhealthy snacks, and perceived positive outcomes of healthy snacks. Conclusions Students’ snack consumption at school is affected not only by their own behaviors, emotions, and perceptions, but also by significant others’ behaviors and environmental factors. School administrators need to make environmental modifications to turn school environment into a pleasant place for healthy snack consumption and make healthy snack consumption a pleasurable experience for students.

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