scholarly journals The Effect of Syrian Secondary School Students' Reading Habits on Their Vocabulary Learning Motivations

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Yakup Alan ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Vocabulary Learning ◽  
Reading Habits ◽  
School Students

scholarly journals Secondary School Students’ Understanding of and Strategies for Vocabulary Acquisition: A Phenomenographic Approach to Language Learning

2018 ◽  
Vol 9 (5) ◽  
pp. 895 ◽  
Author(s):  
Cathrine Norberg ◽  
Anna Vikström ◽  
Emma Palola Kirby
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Secondary School Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Word Knowledge ◽  
Learning Context ◽  
School Students ◽  
New Words ◽  
How People Learn

Studies on vocabulary learning have provided valuable knowledge of what it means to know a word and how people learn. Few studies have focused on what students’ understanding of word knowledge and vocabulary acquisition can contribute with in a language-learning context. Considering the vital importance of vocabulary in language learning, this study explores students’ experiences of word knowledge and vocabulary learning with a point of departure in phenomenographic research. By interviewing a group of Swedish secondary school students about their understanding of word knowledge and what strategies they employ to learn new words in English, categories of description emerged showing that although the majority of the students reported that they perceive word knowledge as contextual, they primarily employ decontextualised strategies when studying vocabulary. This discrepancy seems to be closely connected to how vocabulary is tested and assessed in school.

Gender differences in the reading habits of secondary school students of Osun State public schools

2021 ◽  
Vol 9 (3) ◽  
pp. 720-727
Author(s):  
O. F. Bamise ◽  
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Reading Habits ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Poor Reading ◽  
Long Time

The research evaluated among secondary school students the time spent in reading and the reading materials preferred. The purpose for which they read was also identified. A cross-sectional survey design was adopted which focused on public secondary schools of Osun State, Southwest, Nigeria. A multistage random sampling technique was used to select 1101 senior secondary school students from 12 public schools covering the 6 educational zones of Osun State. A 20 item Reading Habit Scale was used. The questionnaire was administered with the aid of a research assistant and retrieved immediately from the volunteers after completion. One thousand and seventy-nine copies of the questionnaire were analyzed, 43% of the respondents were boys while 57% were girls. Only 18.6% of the respondents were daily long-time readers (>1 to 6 hours per day) which comprised 17% of the boys and 20% of the girls. Boys more than girls read past questions and solutions while girls more than boys read textbooks and subject teachers note. Boys (98%) more than girls (97%) indicated they read in order to get better grades in tests and examinations. Conversely, girls more than the boys read for a better understanding of topics taught by the teacher and for pleasure (84:76%). A statistically significant gender difference exists with respect to “reading for pleasure” (x=8.92, p=0.003). Most of the students have poor reading habits with respect to daily reading time. Girls were more daily long-time readers and also read for pleasure.

scholarly journals VOCABULARY LEARNING STRATEGIES OF SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
I. Gusti Astika
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
English Language ◽  
Vocabulary Learning ◽  
School Students ◽  
English Language Acquisition ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Ability Groups

Strategy for learning vocabulary has an important role in English language acquisition. This study describes the vocabulary learning strategies that the students used when they learned new words. It attempted to find out if vocabulary learning strategies differed across school levels, gender, and ability groups as indicated by their English grades. This study involved 706 students from 8 secondary schools. The data were collected using a questionnaire developed using a taxonomy consisting of cognitive, metacognitive, memory, and determination categories. The overall results indicate that the students appear to rely more on determination strategies. This reliance on determination strategies is consistent across gender, ability groups, and school levels.

scholarly journals The Examination of the Relationship between the Secondary School Students’ Habit of Reading and Their Reading Anxiety

2020 ◽  
Vol 6 (1) ◽  
pp. 293 ◽  
Author(s):  
Hilal Tonka ◽  
Sıddık Bakır
Keyword(s):  
Secondary School ◽  
Primary Schools ◽  
Quantitative Research ◽  
Secondary School Students ◽  
Reading Habits ◽  
School Students ◽  
Quantitative Research Methods ◽  
Reading Anxiety ◽  
Significant Difference ◽  
The Relationship

This study aims to investigate the relationship between reading habits and reading anxiety of secondary school students. In this research, the relational survey model of quantitative research methods was used. The research population consists of students who study at primary schools in the Palandöken district of Erzurum province in the 2019-2020 academic year. The research sample consists of students studying at a secondary school in Palandöken district, including 358 student participants. The research data was collected using two scales. According to the findings, while the gender variable made a significant difference in the reading habits of the students, it did not make a significant difference in reading anxiety. In terms of other sub-problems, the variables of grade, watching television, and going to the library differ significantly in terms of students’ reading habits and reading anxiety. While there was no significant difference in terms of the mother’s educational level variable, there was a significant difference in favor of the students whose father graduated from secondary education. In addition, it was found that there was a negative correlation between reading habits and reading anxiety of secondary school students, and that reading anxiety decreased when students’ reading habits increased.

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