scholarly journals Familiarization and Confidence: Factors Affecting Young Learners’ Speaking Test Performance

JET ADI BUANA ◽  
2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Rica S Wuryaningrum
Keyword(s):  
Primary School ◽  
Private School ◽  
Test Performance ◽  
Sixth Grade ◽  
Target Language ◽  
School Students ◽  
Factors Affecting ◽  
Speaking Test ◽  
Young Learners ◽  
Speaking Skill

Acquiring second language for young learners is a challenging task for them especially when it comes to speaking competence. Speaking may be the hardest competence that young learners have to master as it involves many aspects of language skills such as grammar, vocabulary, pronunciation, fluency at the same time. Young learners find difficulty in expressing their thought and idea in spoken language as they have to combine what is in their mind with the target language and then express it orally. These young learners finds difficulties in expressing their ideas in the target language because they have limited knowledge in vocabulary and grammar while speaking is the key skill in primary school foreign language curricula as the learners develop their social-awareness and become competent speakers of the target language (Toledo & Hoit, 2016).For this reason, some school holds English Proficiency test which include speaking as one of the test. Young learners or primary school students need to practice speaking more as it is the medium through which language is encountered, understood, practiced and learnt, (Cameron, 2001).This study aims to find out what are the factors affecting young learners’performance in speaking test and to find out what  problems encountered by young learners in speaking test. This study was done in a private school in West Surabaya, Indonesia and the subjects were 87 students from second grade to sixth grade. The research instruments are questionnaire and interview. This study was expected to help students with their difficulties and improve their speaking skill. Keywords: speaking test, speaking skill, young learners, difficulties

Factors Affecting Primary School Students' Learning Experiences When Using MUVEs

2018 ◽  
pp. 185-206 ◽  
Author(s):  
Emmanuel Fokides ◽  
Pinelopi Atsikpasi
Keyword(s):  
Primary School ◽  
Learning Experience ◽  
Sixth Grade ◽  
Ease Of Use ◽  
Technological Advancement ◽  
Perceived Ease Of Use ◽  
Primary School Students ◽  
Educational Settings ◽  
School Students ◽  
Factors Affecting

3D multi-user virtual environments (MUVEs) are considered a technological advancement that, in the coming years, will have a significant impact on how students learn. On the other hand, the factors that shape the learning experience in such applications are not well studied. This chapter is an attempt to fill that gap. It reports the development and validation of a scale to measure the factors that come into play when primary school students use MUVEs in formal educational settings. Perceived learning effectiveness, perceived ease of use, presence, motivation, perceived application realism, interactions, enjoyment, as well as collaboration were used to develop a questionnaire that initially included 34 items. A total of 352 sixth-grade primary school students used a MUVE in formal educational settings and the aforementioned questionnaire was administered to them. The exploratory and confirmatory factor analysis revealed the existence of 7 factors and 24 items that were retained in the final version of the scale. The factor structure of the questionnaire is also discussed.

scholarly journals “It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

2016 ◽  
Vol 18 (1) ◽  
pp. 116 ◽  
Author(s):  
Eleni Korosidou ◽  
Eleni Griva
Keyword(s):  
Primary School ◽  
English Language ◽  
Project Evaluation ◽  
Target Language ◽  
Integrated Learning ◽  
School Grade ◽  
Young Learners ◽  
The Core ◽  
Teaching Context ◽  
Content Development

This paper presents the design, implementation and evaluation of a  project entitled "It's the same world through different eyes", which was based on the principles of Content and Language Integrated  Learning (CLIL) approach  and  was piloted with 4th primary school grade students. More specifically, we employed a dual-focused approach, focusing equally on English language and content development. For the purpose of the project, we designed a mini-syllabus with the stories being at the core of the design. The objectives of the project were to: a) develop the students’ skills in EFL, b) develop their sensitivity towards diversity, c)enhance their citizenship awareness. Students were provided with opportunities to express themselves verbally and non-verbally, and participate in a variety of creative activities in a multimodal teaching context. The findings of project evaluation indicated students’ improvement regarding both their receptive and productive skills in the target language, and the development of children’s citizenship awareness and their sensitivity towards diversity.

scholarly journals Interventional Nutrition Education Program for Sixth Grade Students in a Governmental Primary School in Giza Governorate

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
S K Farah ◽  
H A Abouseif ◽  
D A Gamaleldin ◽  
H I Fahim
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Education Program ◽  
Eating Habits ◽  
Sixth Grade ◽  
School Students ◽  
Sixth Grade Students ◽  
Healthy Eating Habits ◽  
Nutrition Education Program ◽  
Knowledge Attitude And Practice

Abstract Background Nutrition is a critical part of health and development. Better nutrition is related to improvement of child health, stronger immune systems, and lower risk of non-communicable diseases. Objectives the study aimed to describe knowledge, attitude and practice of sixth grade, primary school students about healthy eating habits and healthy diet and to implement and assess a nutrition education program for healthy eating habits and healthy diet. Participants and Tools An interventional study was conducted in one governmental primary school in Giza governorate and included 120 sixth grade students. The health education program was divided into three stages: Pre-intervention stage in which the knowledge, attitude and practice (KAP) of students about healthy and unhealthy dietary habits was assessed. Then educational program was implemented and (KAP) of students was re-assessed again twice after the education session immediately and then two months later. Results Most of the children (69.6%) had fair nutrition knowledge, (23.2%) had good knowledge, while (7.2%) had poor knowledge. After the intervention, there was an improvement in nutrition knowledge score of participated students (p < 0.05) and this change was maintained after 2 months of the intervention. The total mean score percentage was (68% ± 9.8%) before intervention and had improved after 2 months of the intervention than before. The attitude of participated students had improved after intervention in relation to the concept that eating a lot of fat can make one become obese and eating a lot of sugar and sweets is harmful for health (p < 0.001) The practice had improved among the study participants after 2 months of the intervention than before intervention (80.1% ± 5.1 vs. 68.5 ± 9.8%). Conclusion School nutrition intervention programs can have a great impact on knowledge and behavior of primary school students especially if various methods of teaching and learning were applied.

FACTORS AFFECTING HOPELESSNESS LEVELS OF TURKISH PRETEENAGERS ATTENDING PRIMARY SCHOOL: A STRUCTURAL EQUATION MODEL

2008 ◽  
Vol 36 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Veysel Yilmaz ◽  
Ayşe Sibel Turkum
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Structural Equation Model ◽  
Educational Level ◽  
Structural Equation ◽  
Equation Model ◽  
Primary School Students ◽  
School Students ◽  
Factors Affecting ◽  
The Relationship

This study was designed to determine the factors affecting hopelessness about the future of 10–12-year-old Turkish primary school students. Firstly, descriptive factor analysis was applied in order to determine the factors affecting hopelessness levels, then a structural equation model (SEM) was utilized to describe the relationship between the specified factors and hopelessness; these relationships were tested by LISREL 8.54. The results indicated that the preteenagers' level of hopelessness was adversely affected by support received from parents and friends. The hopelessness level was also significantly affected by the preteenagers' positive self-definition and parents' educational level.

scholarly journals Formation of foreign language grammar competence in English lessons primary school students with the help of song material

2020 ◽  
pp. 106-118
Author(s):  
Zoriana Batrynchuk ◽  
Lesia Shchesniuk
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching Method ◽  
Communicative Competence ◽  
Age Groups ◽  
Foreign Language Learning ◽  
Limited Attention ◽  
Age Group ◽  
School Students ◽  
Young Learners

The article deals with the role songs play in formation of the foreign grammatical communicative competence of young learners during the English lessons. The age groups are identified and peculiarities of English as a foreign language learning for every age group are outlined with special stress on young learners as the target age group. Young learners (students at the age of 6-10) have limited attention spam, that is why tasks have to be short, various and meaningful, grammar explanation should be avoided while grammatical patterns should be presented indirectly through interactive contexts. On the basis of identified needs and preferences in learning basic principles of presentation and practicing of grammatical patterns among young learners are revealed in the article. It is focused on teaching methods and techniques suitable for the target age group, among which total physical response teaching method and storytelling are chosen as the most productive ones. The article also reveals benefits of a foreign language acquisition rather than learning and overviews principles to be followed in order to create the process of acquisition in and beyond the classroom. Songs and short rhymes are chosen as an easy to remember way to present grammatical patterns. While singing songs young learners unconsciously remember not separate words but complete grammatically correct phrases or sentences and will be able to use them in other language context. Such way of presentation enables learners of primary school to develop grammatical communicative competence without direct learning. The article gives the procedure how to implement songs to develop grammatical competence of young learners.

scholarly journals Young Learners’ Perceptions on the Implementation of Online English Proficiency Test

2019 ◽  
Vol 10 (1) ◽  
pp. 71-86
Author(s):  
Diah Royani Meisani ◽  
Pupung Purnawarman
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
Proficiency Test ◽  
English Proficiency ◽  
Sixth Grade ◽  
Middle Level ◽  
School Students ◽  
Young Learners ◽  
Grade Levels ◽  
Online Test

The present study made use of Cambridge Online English Test for Children and Young Learner to explore how young learners perceived the implementation of an online test and to what extent the ICT backgrounds and English exposures correlated to their online English test achievement. Three data collection strategies were used to gather the data that involved second to sixth-grade elementary school students as the participants. The instruments were: 1) Online English Proficiency Test for Young Learners; 2) observation field notes; and (3) interviews. The findings revealed that students’ test scores diverse as their grade levels were also various. The mean score was 10.53 which could be categorized into Movers level which was in the middle level. It was also found that the three-quarter of the participants declared that they preferred having an online test as it gave them new experiences and comfortable feeling with taking a test on laptop or smartphones. From further investigation to the randomly selected six students, it was revealed three factors were majorly influential for young learners in benefitting the digital technology use. They were: 1) family socio-economic background; 2) parental involvement in children’s digital media use; and 3) learners’ personal motivation in using the digital media.

scholarly journals Peningkatan Keterampilan Berbicara Melalui Proses Penerapan Metode Bermain Peran Siswa Kelas IV SDNegeri 03 Merigi Semester I Tahun 2015/2016

Jurnal PGSD ◽  
2018 ◽  
Vol 11 (2) ◽  
pp. 145-164
Author(s):  
Latifah Latifah
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Fourth Grade ◽  
Role Playing ◽  
Learning Ability ◽  
School Students ◽  
School Year ◽  
Fourth Grade Students ◽  
Speaking Skill ◽  
Speaking Skills

This research attempted to study the problem of (1) How to improve the skill of V grade students of Primary School 03 Merigi Regency Kepahiang school year 2015/2016 in learning ability of speaking, and (2) How to change the behavior of fourth grade students Primary School 03 Years of Kepahiang Regency year teaching 2015/2016 in learning to speak after being given a learning by applying a role playing method.The purpose of this study is to describe the effort to improve the speaking skill and behavioral change of class IV students of Primary School 03 Merigi District Kepahiang Regency by learning to talk about application of role playing method. The variables in this study are the variables of improving the students' speaking skills. Data collection at the preliminary stage uses test techniques, while data collection at cycle 1 and cycle II uses test and nontes techniques. The results of the study were analyzed by quantitative and qualitative techniques.The result of this study shows that after the learning - learning method, the application of the class role of the fourth - grade class student of the Primary School of Primary School 03 Merigi Kepahiang Regency from the value of cycle I to cycle II up to cycle III increased. From the implementation of each cycle, the value is 41.35 in cycle I, and 62.65 in cycle II then 76.5 in cycle III. Improving student-speaking skills is also followed by changes in behavior and interest and student activity. From the results of the student-speaking skill study, it can be concluded that the ability of fourth grade elementary school students 03 Merigi District of Kepahiang Regency improved after following the learning process talking with the application of role playing method.

scholarly journals Design, implementation, and evaluation of a PRECEDE-PROCEED model-based intervention for oral and dental health among primary school students of Rafsanjan city: a mixed method study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mohtasham Ghaffari ◽  
Sakineh Rakhshanderou ◽  
Mohammad Asadpour ◽  
Mostafa Nasirzadeh ◽  
Leili Mazar
Keyword(s):  
Oral Health ◽  
Primary School ◽  
Training Program ◽  
Dental Health ◽  
Group Discussion ◽  
Primary School Students ◽  
School Students ◽  
Enabling Factors ◽  
Factors Affecting ◽  
Reinforcing Factors

Abstract Background Oral and dental health has a significant impact on public health as well as the quality of life among individuals and families. This study aims to design, implement, and evaluate an intervention based on the PRECEDE-PROCEED model for oral and dental health among primary school students in Rafsanjan city, Southern Iran. Methods According to the nature of the model and with the focus group discussion and interview methods, in phases 1 to 4 (PRECEDE), predisposing, enabling, and reinforcing factors related to oral health were identified. The training program was designed and consisted of six sessions for students (250 students) with a brushing session, three sessions for parents, and two sessions for teachers. Process evaluation and the effect of the program on behavioral and factors affecting oral health were evaluated (PROCEED). Results In the qualitative section, seven predisposing factors, five enabling factors, and two reinforcing factors were identified. A training program based on the PRECEDE-PROCEED model was found to be effective in increasing the mean scores of the above constructs and the students’ brushing behavior (P < 0.001). Conclusion Based on the model planning phases, the factors affecting the brushing behavior of children aged 6–12 years were identified. The educational program has had a significant effect on improving the scores of predisposing, enabling and reinforcing factors and children’s brushing behavior.

Inter- and intralingual transfer in primary school students’ written production in their L3

2020 ◽  
Vol 39 ◽  
pp. 57-74
Author(s):  
Zofia Chłopek
Keyword(s):  
Primary School ◽  
Language Learner ◽  
Primary School Students ◽  
School Students ◽  
Third Language ◽  
Young Learners ◽  
Written Production ◽  
Transfer Processes ◽  
Primary School Pupils ◽  
Language Areas

The paper presents the results of a preliminary research study of inter- and intralingual transfer in young learners’ written production in their L3. The research was conducted with Polish-speaking primary school pupils with two foreign languages, L2 English and L3 German. The analysis of the participants’ errors indicates that all languages of a third language learner may participate in transfer processes. The language areas most affected by transfer are orthography, morphology and lexis. The observed errors point to the gradually developing meta- and cross-linguistic awareness of young learners, as well as their perception of the typological distance between their languages.

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