scholarly journals A series of activities for formative assessment of second-year university students’ sociocultural knowledge of Spain

2019 ◽  
Vol 100 (4) ◽  
pp. 57-61
Author(s):  
Ю. О. Синєгуб
Keyword(s):  
University Students ◽  
Formative Assessment ◽  
Second Year ◽  
Sociocultural Knowledge

scholarly journals The Role of Teacher-Student Conferencing in Improving Grammatical Accuracy in University EFL Students’ Composition Writing

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Naima Hamlaoui ◽  
Sarra Fellahi
Keyword(s):  
University Students ◽  
Writing Classes ◽  
Oral Feedback ◽  
Teacher Student ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
Second Year ◽  
Written Compositions ◽  
Over Time

Based on the value of teacher-student conferencing practice in writing classes, the study investigates the role of this practice in improving grammatical accuracy in EFL university students’ writing. One particular aim of this study is to help second-year students at Sétif 2 University (Algeria) reduce subject-verb (S-V) disagreement and run-ons in their writing. Ten students took part in this study; they wrote 120 drafts, and were provided with teacher’s oral feedback on their written compositions at the editing stage. Corpora of students’ compositions were examined and instances of errors were counted before each conferencing session for four weeks. The findings reveal that the participants successfully show progress in grammatical accuracy over time to reach elimination for Subject-Verb disagreements and a significant reduction for run-ons.

scholarly journals VOCABULARY LEARNING STRATEGY USE AMONG EFL UNIVERSITY STUDENTS IN VIETNAM

2018 ◽  
Vol 127 (6B) ◽  
pp. 19
Author(s):  
Lê Thị Tuyết Hạnh
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Second Year

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

scholarly journals A Closer Look at Language Learning Strategies

2020 ◽  
Vol 2019 (1) ◽  
pp. 100
Author(s):  
Joseph Wood
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Interview Data ◽  
Language Learning Strategies ◽  
Advanced Level ◽  
Effective Strategies ◽  
Second Year ◽  
Depth Interviews

Language learning strategies (LLSs) are made up of the conscious and deliberate actions that language learners take in order to help them learn a language. It would be useful, however, to know which particular LLSs are the most effective so we can in turn focus on them in class and encourage our students to begin using them. To do this, we should ask ourselves, what kinds of LLSs do advanced-level students use in their own language learning? This study examined that question in hopes of learning the most effective strategies to teach our lower-level students to use. An advanced-level class of 18 second-year university students in Japan was surveyed on the effectiveness of LLSs based on a class-generated list. Following this, six students were selected for in-depth interviews. The survey and interview data found that students believed that speaking strategies are the most effective for learning English. 言語学習におけるストラテジー（LLSs）とは、学習者が言語を学びやすくするために起こす意識的かつ計画的な行動により構成されるものである。しかしながら、最も効果的なLLSsは何なのかを知ることは有益である。さらに授業の中でそれらのLLSsに注目し、学生たちがそれらを使い始めるように促すことを可能にするためである。それを知るために、私達は自分自身に次のように問うべきである―上級レベルの学生たちが英語学習の際に使っているのはどんなLLSsだろうか？本研究では、その答えを出し、初級レベルの学生たちにも最も効果的なLLSsを使って学習させるべく調査を展開している。日本のある大学の2年生18人の英語上級者クラスでは、学生たちが自ら作ったリストをもとに、それぞれのLLSsの効果を調査した。また、6人の学生に詳細なインタビューを受けてもらった。これらの調査により、英語上級者の学生たちが考える最も効果的なLLSsはスピーキングであるということがわかった。

How Cooperativeness and Competitiveness Influence Student Burnout: The Moderating Effect of Neuroticism

2012 ◽  
Vol 40 (5) ◽  
pp. 805-813 ◽  
Author(s):  
Wanbo Jiang ◽  
Yunhui Huang ◽  
Gong Chen
Keyword(s):  
University Students ◽  
Negative Correlation ◽  
Moderating Effect ◽  
Professional Efficacy ◽  
Student Burnout ◽  
Second Year ◽  
Moderating Role

We examined how being cooperative and competitive influence student burnout (i. e., students' exhaustion, cynicism, and diminished professional efficacy) and the moderating role of neuroticism. First- and second-year university students (N = 257) completed the measures of cooperativeness, competitiveness, neuroticism, and student burnout. Results show that cooperativeness had a negative correlation with each of the dimensions of burnout. Competitiveness did not have a negative correlation. For an individual with high neuroticism, cooperativeness did not contribute to professional efficacy but competitiveness tended to counteract any diminishing professional efficacy.

scholarly journals Awareness, attitudes and perceptions on epilepsy in Southern Brazil

2007 ◽  
Vol 65 (4b) ◽  
pp. 1186-1191 ◽  
Author(s):  
Asdrubal Falavigna ◽  
Alisson Roberto Teles ◽  
Felipe Roth ◽  
Maíra Cristina Velho ◽  
Marcelo Ricardo Rosa Roxo ◽  
...  
Keyword(s):  
University Students ◽  
University Graduates ◽  
Basic Information ◽  
Southern Brazil ◽  
Negative Attitudes ◽  
Disease Awareness ◽  
Lack Of Information ◽  
Attitudes And Perceptions ◽  
Education Campaigns ◽  
Second Year

OBJECTIVE: To verify awareness and attitudes toward epilepsy in Southern Brazil. METHOD: A questionnaire about familiarity with the disease, awareness and attitudes toward epileptics was applied to 832 inhabitants of Caxias do Sul. The answers were analyzed in three different groups: G1, non-university students; G2, university students up to the second year; and G3, university students with more than two years education and university graduates. RESULTS: University students and graduates are better informed regarding causes and treatment of epilepsy. Moreover, those interviewees present less negative attitudes toward epileptics. However, a large part of that group lacks some basic information on the disease. CONCLUSION: There is lack of information on epilepsy among Brazilians. Education campaigns should be carried out in order to clarify some aspects concerning epilepsy.

scholarly journals The Impact of Topic Selection on Writing Fluency: Making a Case for Freedom

2014 ◽  
Vol 18 (1-2) ◽  
pp. 31-40
Author(s):  
Joshua Cohen
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Significant Influence ◽  
Writing Fluency ◽  
Free Writing ◽  
Language Classrooms ◽  
Second Year ◽  
The Impact ◽  
Writing Task ◽  
Writing Activity

This study sought to test the hypothesis that topic-selection control influences fluency in writing. A total of 29 second-year university students (9 men, 20 women) in two separate classrooms engaged in a free writing activity using different topics (both teacher-selected and self-selected) in order to determine which approach was more likely to increase writing fluency. Participants’ written output was then textually analyzed for fluency using a type/token formula. A total of 116 samples written by participants over four weeks were examined to measure their writing fluency by counting the total number of unique words produced in a free writing task. Participants’ writing samples were then analyzed by conducting a correlated-samples t-test. The results showed the effect of topic-selection had a statistically significant influence on increasing students’ writing fluency. The results also support the claim that fluency development deserves a prominent role in second and foreign language classrooms and curriculums. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10328 Journal of NELTA, Vol 18 No. 1-2, December 2013; 31-40

scholarly journals A Cognitive Linguistic Study of the English Preposition 'in'

2019 ◽  
pp. 37
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
University Students ◽  
Language Learners ◽  
Second Language Learners ◽  
Positive Change ◽  
Point Of View ◽  
Cognitive Linguistic ◽  
Post Test ◽  
Second Year

The present study aims at analyzing the polysemy of the English preposition in from the cognitive linguistic (CL) point of view using Evans' and Tyler's approach (2003). The perplexity faced by Iraqi second language learners (L2) due to the multi-usages of this preposition has motivated the researcher to conduct this study. Seventy-six second year university students participated in this experimental study. The data of the pre-test and post-test were analyzed by SPSS statistical editor. The results have shown the following: First, a progress of more than (0.05≤) has been detected as far as students' understanding of the multiple usages of the preposition in is concerned. Second, the results of the questionnaire have shown a prominent positive change in the students' attitude toward CL approach. Third, the main source of difficulty has been shown to be attributed to the diversity in the semantics of the preposition in. Fourth, CL as an approach has proven its effectiveness in accurately comprehending the semantics of the English preposition in.

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