scholarly journals L2 reading–writing correlation in Japanese EFL high school students

2011 ◽  
Vol 35 (5) ◽  
pp. 23 ◽  
Author(s):  
Fumihiko Ito
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Reading Scores ◽  
Coefficient Of Determination ◽  
School Students ◽  
L2 Reading ◽  
Reading And Writing ◽  
Writing Test ◽  
English Reading

This study examines the relationship between English reading and writing skills in Japanese high school students, based on reading and writing test scores gathered in 2006. The participants were 68 native Japanese high school students learning English as a Foreign Language (EFL). The correlation between L2 reading and writing test scores is statistically significant (r = .45), and the coefficient of determination is .2025 with L2 reading scores explaining approximately one-fifth (20.25%) of the total variance of L2 writing scores. These results imply some effect of L2 readings skills on the quality of L2 composition in Japanese EFL high school students. 本研究は、2006年に実施した英語読解試験と英語作文試験のデータを基に、英語読解力と英語作文力の相関関係を調査したものである。被験者は、英語を外国語として学習している高等学校3年生であった。両試験得点間には有意な相関関係(r = .45)が認められた。さらに、重回帰分析を行ったところ、読解試験得点が作文試験得点に及ぼしている説明力の割合は20.25 %であった。実験結果は、第一外国語として英語を学習している日本人高校生の英語読解力は、英語作文力に対し、ある一定の影響を与えているということを示唆している。

scholarly journals The Cultivation of High School Students' Interest in English Reading

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Peini Fan
Keyword(s):  
High School ◽  
High School Students ◽  
High School Student ◽  
Reading Ability ◽  
Learning Experience ◽  
English Learning ◽  
School Students ◽  
Reading And Writing ◽  
English Reading ◽  
Reading Interest

English learning involves listening, speaking, reading and writing, and each aspect of them can not be ignored. What matters in improving reading ability is to cultivate English reading interest of high school students at first. Interest is the best teacher, and also an indirect way to improve high school students’ ability of English reading. As a high school student, I put forward some views and opinions on the cultivation of high school students' interest in English reading which are based on my own learning experience. Hoping to help the peers in English reading.

scholarly journals A Study on the Influence of Teachers' Questioning in High School English Reading Class on Students' Critical Thinking

2019 ◽  
Vol 9 (4) ◽  
pp. 424
Author(s):  
Wenjuan Song
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Classroom Observation ◽  
Reading Scores ◽  
School Students ◽  
High School English ◽  
English Class ◽  
English Reading ◽  
Cognitive Problems

This article studied whether teachers' questioning has an impact on the critical thinking of high school students in English class. Firstly, the author went to the practice school personally for a two-month classroom observation and recorded teachers’ question in the classroom. This article referred to Bloom's taxonomy of educational objectives, and divided the cognitive process into six dimensions: Remember, Understand, Apply, Analyze, Evaluate, Create. The first two of the six types were primary cognitive problems, and the last four were advanced cognitive question. In order to analyze whether the questions help or improve the critical thinking of high school students, the author wrote down the number of each question asked and the proportion of the total number of questions. Then author gave the students questionnaires and interviewed teachers about relative questions. Based on the collected data, this article analyzed the correlation. This study showed a certain degree of positive correlation between the Teachers' questioning and the students' critical thinking scores through the classroom observation record table and the students' reading scores in the test, as well as the students' critical thinking questionnaire data.

Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Musarokah Siti ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Final Examination ◽  
School Students ◽  
Cognitive Domains ◽  
Reading And Writing ◽  
Test Items

ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level. ?é?á Key words: analysis, test items, national final examination

scholarly journals A Research on the Influence of Scaffolding Teaching on Junior High School Students’ English Reading Ability

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
YANG Dan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Reading Ability ◽  
Junior High ◽  
Teaching Experiment ◽  
Junior High School Students ◽  
School Students ◽  
English Reading ◽  
Reading Interest

This research tries to apply the scaffolding teaching mode in English reading teaching, with the purpose of enhancing students’ interest in reading and improving their reading levels. This study explores whether scaffolding teaching can enhance students’ reading interest and thus improve junior high school students’ English reading ability. After a 3-month-long teaching experiment, through the comparison and analysis of questionnaires and English reading scores, it is found out that scaffolding teaching is beneficial to enhance students’ reading interest and improve students’ reading level.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

Sign in / Sign up

Export Citation Format

Share Document