scholarly journals Impact of English Accelerated Learning Program (ALP) on desired proficiency of 8th grade students

2021 ◽  
Vol 6 (2) ◽  
pp. 23-35
Author(s):  
Muhammad Irfan Ashraf ◽  
Muhammad Arfan Lodhi
Keyword(s):  
Learning Outcomes ◽  
Language Proficiency ◽  
English Language ◽  
Damage Control ◽  
Sampling Technique ◽  
Accelerated Learning ◽  
Maximum Output ◽  
Learning Program ◽  
8Th Grade ◽  
The Impact

Within the context of lockdown and pandemic situation, by taking all these conditions in attention, government of Punjab introduced compact and shortened curriculum named as Accelerated learning program for 8th grade students. The accelerated syllabi are usually introduced and implemented to fulfill short term objectives. The current study aimed at investigating how efficient and effective this ALP can be in achieving estimated language proficiency of students. Furthermore, there is some need to get awareness to teachers’ preference and their ALP teaching practices meeting the desired aims. The syllabus has been introduced to minimize the Covid-19-driven learning loss and expedite the teaching and learning procedures to damage control and maximize learning outputs. Therefore, current study was designed as experimental so that researchers can check the impact of ALP on students’ achievements. Moreover, the effect of the independent variable ALP course was checked upon the English proficiency of the learners which is termed as a dependent variable. The 8th grade students at government schools of Bahawalpur district were taken as the population of the study out of which only 60 students were selected by using a random sampling technique and 80 teachers were also selected by using a purposive sampling technique. The findings of the study indicate that there is little or no impact on students’ learning outcomes by the use of ALP course for teaching English language. It is also found that teachers face difficulty while teaching through ALP because it is too compact and it did not include all the language components and skills. In order to obtain the maximum output from ALP, it is suggested to devise comprehensive lesson planning and proper teaching strategies with revised and modified pattern of learning outcomes.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

scholarly journals Omani Students’ Perceptive of Communicative Language Teaching Approach in Higher Education in Oman: Its Practice

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1333
Author(s):  
Mouza Said Al Kalbani ◽  
Josu Solabarrieta ◽  
Ahmad Bin Touq
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Clear Understanding ◽  
The Impact

This study aimed to analyze and understand learners’ attitudes towards Communicative Language Teaching (CLT) approach in a foreign language context in higher education in Oman. In the literature review, learners’ attitudes play a strong role in determining the success of innovations in instructional practices (Savignon and Wang 2003). In addition to that, this study is considered as an evaluative study to explore teachers’ implication of CLT and the impact of this implication on students “communicative competence”, which is considered as an ultimate goal of communicative language teaching in a foreign langue context (FL). The importance of this study is due to its significance to come up with a clear understanding of Omani learners’ beliefs considering teaching and learning process. It also aims to specify the impact of CLT as an effective teaching approach in English as a foreign language (EFL) among higher education students and to specify any difficulties or challenges that might hinder CLT implementation in the Omani context. To achieve this, a quantitative study had been used to collect data from both teachers and learners. The participants of this study were 631 students (189 male and 391 female) who were enrolled in Intensive English language programs (IELP) in Foundation Institute (FI) in two Universities (210 students from public university and 421 students from private university) and those participants were from three different English proficiency levels (247 level 1, 155 level 2 and 229 level 3). The analysis revealed that students perceived classroom’s practice to be more oriented towards using strategic and grammatical competence and less towards sociolinguistic and intercultural competences. Additionally, Omani learners reported statistically significant correlation between CLT practice. The students’ gender, language proficiency and education context affected how students perceived classroom practice.

English Language and Skill Mismatch: The Case of South Korea.

2013 ◽  
Vol 12 (4) ◽  
pp. 391-414 ◽  
Author(s):  
Kihong Park
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Wage Premium ◽  
Wage Penalty ◽  
Educational Mismatch ◽  
Skill Utilization ◽  
Returns To Investment ◽  
The Impact ◽  
Job Mismatch

Abstract Most prior research addressing the topic of job mismatch focuses on educational mismatch, while the economic analysis of skills-job mismatch in terms of skill utilization has received relatively little attention in the literature. Using the 2007 Korea Labor and Income Panel Survey (KLIPS), this paper examines the impact on wages of skills-job mismatch between acquired and required English language proficiency in the Korean workplace. The major findings confirm the validity of the assignment theory proposed by Sattinger (1993), which asserts that the returns to additional investment in human capital appear to depend in part on the quality of the assignment of heterogeneous workers to heterogeneous jobs, and thus returns to investment in skills are limited by how well jobs exploit workers’ skills. Specifically, the results are first, that skills-job mismatch based on English language job requirements has a strong statistically significant impact on wages, second, that the returns to over-skilling are negative (the wage penalty), while the returns to under-skilling are positive (the wage premium), and third, that the wage penalty associated with over-skilling is stronger than the wage premium associated with under-skilling.

Assessing disparities in engagement in a post-discharge virtual visit follow-up program.

2020 ◽  
Vol 38 (29_suppl) ◽  
pp. 100-100
Author(s):  
Abdullateef Abdulkareem ◽  
Nathan Handley ◽  
Samantha Burdette ◽  
Adam Binder
Keyword(s):  
Socioeconomic Status ◽  
Language Proficiency ◽  
English Language ◽  
Urban Setting ◽  
Transitions Of Care ◽  
Area Deprivation ◽  
Patient Portal ◽  
Post Discharge ◽  
The Impact

100 Background: Transitions of care are a frequent focus of quality improvement initiatives. In attempt to improve upon the transitions of care for oncology patients, our institution implemented a post discharge virtual visit follow-up program. Previous studies have suggested that socioeconomic status impacts engagement in technology based interventions. Herein, we report the impact of socio-economic status based on area deprivation index (ADI) on engagement with the program. Methods: All patients admitted to the elective chemotherapy service were included. Retrospective analysis of characteristics of each participant was conducted. Data included eligibility (access to the internet, appropriate device, English language proficiency, ability to set up video visit and a patient portal account) for video visit, interest in participating, completion of the visit and any interventions performed during the visit. In addition, ADI was calculated for each individual. Patients were classified into quartiles based on ADI (quartiles increased with ADI). Chi squared testing was performed to assess whether socioeconomic status affected enrollment in video visits. Simple descriptive analysis was also performed. Results: One hundred seven unique patients were included for review. Of these, 33 (31%), 39 (36%), 16 (15%) and 19 (18%) were in quartile(Q) 1, 2, 3 and 4 respectively. Eligibility per quartile was 29 (88%), 34(87%), 13(81%), and 15(83%). ADI quartile did not significantly affect virtual visit eligibility (p = .50). A total of 91 patients (85%) were eligible for video visits; of these, 46 patients declined. Of the 46 patients that declined 9 (19%), 20 (43%), 8 (17%), and 9 (19%) were in Q1, Q2, Q3 and Q4 respectively. Fifteen patients cited technology issues as reasons for declining telehealth visits - 10 (67%) from Q1 and Q2 and 5 (33%) from Q3 and Q4. The vast majority cited lack of interest as reason for declining. Conclusions: ADI as a measure of socioeconomic status did not significantly affect eligibility for or enrollment in video visits. This may be explained by more ubiquitous access to internet services in a large urban setting. Current research is currently being conducted to understand patient barriers to engagement in virtual visits.

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