scholarly journals Kemampuan Berpikir Logis dan Penguasaan Kosa kata Bahasa Jerman

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Hesti Lestari ◽  
Misnawaty Usman ◽  
Hasmawati Hasmawati
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Logical Thinking ◽  
School Students ◽  
Writing Test ◽  
The Relationship

There are many factors that can influence students' vocabulary mastery in foreign language learning. This study aims to determine the relationship between logical thinking skills and students' mastery of German vocabulary. Research is an experimental study involving only the experimental class without the control class. Data collection techniques are done through writing test and logical thinking test in the form of Intelligent Structure Test (IST). The sample in this study were 21 high school students selected through random sampling techniques. The results of the analysis of this study indicate that there is a significant relationship between the ability to think logically with students' mastery of German vocabulary. Students who have good critical thinking skills, tend to more easily remember and understand new vocabulary in learning foreign languages.

scholarly journals Rethinking the Insights from Good Language Learner Studies: Moroccan Learners of EFL as a Case Study

2021 ◽  
Vol 4 (3) ◽  
pp. 61-73
Author(s):  
Bendaoud Nadif ◽  
Driss Benattabou
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Achievement Test ◽  
Language Learner ◽  
School Students ◽  
Learning And Teaching ◽  
The Relationship

Over the recent decades, there has been a growing research interest in placing learners at the heart of any enterprise pertaining to foreign language learning and teaching. Alongside the growth of new perspectives and theories in cognitive psychology and foreign language learning and teaching, research has shifted its focus from the teacher and learning outcomes to the learners and the learning processes. Correspondingly, researchers emphasize the significance of making the learning and teaching paradigms more supportive and responsive to learners’ needs and interests to fully play more active and participatory roles. Drawing on researchers’ contributions in the area of good language learner studies, this paper sets out to examine the relationship between the characteristics of GLLs and language achievement. For this purpose, a sample of (N = 98) senior Moroccan high school students took an EFL achievement test and responded to the GLL questionnaire as designed and developed by Constantinides (2013). Using a Spearman correlational coefficient test and regression analysis, results show that GLLs’ scores significantly correlate (r = .81) and reliably predict the respondents’ achievement test scores. The paper ends with a conclusion and some pedagogical implications to promote EFL learning and teaching.

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

scholarly journals Analyzing Foreign Language Test Anxiety among High School Students in an EFL Context (Note 1)

2016 ◽  
Vol 5 (4) ◽  
pp. 190
Author(s):  
Esim Gursoy ◽  
Tuba Arman
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Test Validity ◽  
Foreign Language Learning ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
School Students ◽  
Affective Factors

<p>With the increasing need to learn languages as a result of globalization there is a great demand on the part of the learners to communicate in a second/foreign language, which is also supported downwards by the governments and upwards by the parents. Among the many aspects of foreign language learning, affective factors are researched a lot as they are dependent on contexts, individual differences, cultural background, teaching methodology etc., which cause a variation in the results. The current research focuses on test anxiety as one of the major affective factors. Thus it aims to identify the level of test anxiety and its relationship with gender, grade level, and academic achievement. Moreover, the causes of test anxiety were investigated according to students’ own perceptions. A test anxiety scale and semi-structured interviews were conducted to gather the qualitative and quantitative data. The overall results showed that the participants had a moderate level of test anxiety. Females were found to be more anxious than males only in some aspects; low achievement scores provoked test anxiety with regard to a few items, and 9<sup>th</sup> graders were found to be more anxious than the 10<sup>th</sup> graders. According to participants’ own perceptions, test validity, time limit, teacher attitudes, test techniques, proctors, length of the test, testing environment and clarity of test instructions were the causes of test anxiety.</p>

scholarly journals Correlation of Creativity and Academic Performance in English in STEM and Humanities Students

2020 ◽  
Vol 24 (3) ◽  
pp. 465-482
Author(s):  
Irina E. Beliakova ◽  
Marina A. Kecherukova ◽  
Julia S. Murzina
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
School Students ◽  
Global Trends ◽  
English As Foreign Language ◽  
Microsoft Office

Introduction. Developing students’ creative thinking is one of the current global trends in higher education. Despite the existence of a number of studies focusing on creativity enhancement, including its development by means of foreign language learning, the problem of the correlation of students’ creativity levels, academic profile (track) (STEM and humanities) and academic progress in mastering a foreign language remains open. The purpose of this study was to identify possible correlations: between the creativity of university students and their academic performance in a foreign language and between their creativity and specialization areas. Materials and Methods. The sample consisted of 300 students (150 majoring in humanities and 150 in engineering) from two Tyumen universities. The study used an abridged version of the Torrance test of creative thinking, the second subtest “Incomplete Figures Task”. The collected data were processed using mathematical statistics methods in Microsoft Office Excel and Statistica 10.0. Results. According to the results of the study, a low level of students’ creativity was discovered in terms of originality and flexibility of thinking. These indicators were lower than those of the high school students in 1994. At the same time, two other indicators, fluency and elaboration, were higher than statistical norms. A positive correlation was found between academic performance in English as Foreign Language and elaboration. No relationship between academic performance in EFL and other indicators has been registered. There were no statistically significant differences in the level of creativity between students majoring in engineering and humanities. Discussion and Conclusion. The results of the study point to the need to find new ways to foster students’ creativity in the classroom, including creation of a creativity stimulating environment, pedagogical monitoring of students’ creativity, and measures to encourage creative teaching.

scholarly journals Strengthening Local Identity by Writing Chronicles in the EFL Classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 185-195
Author(s):  
Alba Milena Flórez González
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Local Identity ◽  
School Students ◽  
Active Involvement ◽  
The Impact

This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence. 

Language Anxiety and Proficiency in a Foreign Language

1997 ◽  
Vol 85 (2) ◽  
pp. 559-562 ◽  
Author(s):  
Richard L. Sparks ◽  
Leonore Ganschow ◽  
Marjorie Artzer ◽  
David Siebenhar ◽  
Mark Plageman
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
College Preparatory ◽  
School Students ◽  
Single Sex ◽  
High Anxious ◽  
Second Year

Study examined the extent to which there would be differences in oral and written proficiency in a foreign language among groups of low-, average-, and high-anxious high school students. Participants were 60 girls attending a single-sex, college-preparatory high school and completing the second year of a foreign language course. Analysis showed over-all differences on measures of proficiency in the foreign language among the three groups. The results support the hypothesis that anxiety about foreign language learning is likely to represent students' differences in language learning.

scholarly journals The Correlation between Iraqi EFL Preparatory School Students’ Cognitive Styles and English Productive Skills

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Hossam Ali Na’ama Abdul Ridha ◽  
Prof. Dr. Bushra Saadoon Mohammed Al-Noori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Styles ◽  
Foreign Language Learning ◽  
Validity And Reliability ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
And Performance ◽  
The Relationship

Cognitive styles are important in field of foreign language learning. Knowing of cognitive styles can be as guide to help teachers in order to determine students’ preferences that may used in learning process. This study aims to find the Iraqi EFL preparatory school students’ cognitive styles. In addition, it aims to find the Iraqi EFL preparatory school students’ performance of productive skills. Moreover, the study aims to find the relationship between Iraqi EFL preparatory school students’ cognitive styles and performance of language productive skills. Where are your hypotheses? The sample of the present study consists of 200 students from Iraqi different preparatory schools. To achieve the aims of the current study, two instruments have been used, namely; cognitive styles questionnaire and productive skills test. After ensuring the validity and reliability of the instruments, the two instruments are applied to the sample of the study.

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