scholarly journals SUGGESTIONS FOR PROMOTING STUDENTS’ PARTICIPATION IN ENGLISH SPEAKING CLASSES: STUDENTS’ PERCEPTIONS

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Huynh Thien Chi ◽  
Le Xuan Mai
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Climate ◽  
Mekong Delta ◽  
Structured Interview ◽  
School Students ◽  
Self Confidence ◽  
Learning Tasks ◽  
English Speaking ◽  
Caring Relationship

EFL high school students’ low level of participation is reported as a problem commonly found in English speaking classes. This study aims to investigate high school students’ perceptions of suggestions for promoting students’ participation in English speaking classes. Questionnaires and interviews were employed as data collection instruments of the study. 206 EFL high school students from three grades in a high school in the Mekong Delta, Vietnam responded to the questionnaire and then 6 of them participated in the semi-structured interview sessions. The results strongly endorsed that “promote students’ self-confidence”, “make learning tasks stimulating and the way teachers present tasks”, “establish a supportive and caring relationship”, and “create a pleasant classroom climate” were significant strategies promoting students’ participation. The results of the study are expected to contribute to the comprehension of teachers’ strategies to enhance students’ participation in English speaking classes. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

scholarly journals Effects of Voki-supported self-practice on high school students’ English speaking performance

2021 ◽  
Vol 13 (3) ◽  
pp. 39-47
Author(s):  
Diem Nguyen Thi Kieu ◽  
Van Loi Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Web 2.0 ◽  
Structured Interview ◽  
Target Language ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
English Speaking ◽  
Speaking Performance

Web 2.0 applications with multimedia affordances provide a creative way to expose students to a non-threatening environment for practising English. Motivated by the potentials of this type of application for English speaking instruction, this study aimed to examine the effects of high school learners’ self-practice using an app called Voki on their speaking performance. A quasi-experimental control group design was employed, in which the effect was measured by means of two speaking tests before and after the treatment, and further explored with a semi-structured interview. The results showed the increase in the students’speaking skills and the satisfaction with this Web 2.0 tool for its effectiveness and engagement. Their shyness and nervousness about uttering the target language diminished as their confidence increased. Accordingly, more evidence of the efficacy of Voki on EFL learners’ speaking performance was offered in the study. Future research can investigate learners’ improvement in language proficiency in different skills and contexts and involve larger sample sizes.

scholarly journals INTEGRATING EXTENSIVE READING INTO THE LESSONS: ITS EFFECTS ON EFL HIGH SCHOOL STUDENTS’ READING PERFORMANCE

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Nguyen Huynh Kim Thanh ◽  
Truong Vien
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Skills ◽  
Mekong Delta ◽  
Structured Interview ◽  
Reading Performance ◽  
Extensive Reading ◽  
School Students ◽  
Reading Tests ◽  
Post Test

This one-group experimental study attempts to investigate the effects of integrating extensive reading, especially the integration of the two main reading skills namely skimming and scanning skills into the reading lessons on EFL high school students’ reading performance. The participants were 62 grade-10 students studying in a high school in the Mekong Delta, Vietnam. The four main instruments used to collect the data included Reading Tests (consisting of Pre-test and Post-test), a questionnaire, a semi-structured interview, and a pre-program survey, respectively. The results of the data analysis indicated a relatively significant impact of extensive reading on students’ reading performance, especially the improvement of two reading skills, namely skimming and scanning. In addition, it confirmed that the participants had a positive attitude towards the integration of extensive reading into the reading lessons. The present study showed the main implication that the incorporation of extensive reading into the reading lessons should get more attention in language teaching programs at secondary education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0887/a.php" alt="Hit counter" /></p>

Repeated Presentation of Stimuli and Production of Original Response by English-Speaking Indian High School Students

1993 ◽  
Vol 77 (1) ◽  
pp. 348-350 ◽  
Author(s):  
Basanti D. Chakraborty ◽  
Joe Khatena ◽  
David T. Morse
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Repeated Presentation ◽  
Original Response ◽  
English Speaking ◽  
Main Effects

Sounds and Images, a measure of originality, was administered to 131 English-speaking high school students of Orissa, India in 1987. The test has two forms, viz., IA and IB. Each form has four sounds which were presented three times. To each the students wrote their verbal images which were scored for originality and analyzed for effects of multiple presentation and differential sounds. The main effects of sounds (IA, IB), of presentation (IA), and the interaction of presentation by sound (IB) were nonsignificant, but presentation (IB) and the interaction of presentation by sound were significant.

scholarly journals Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 198
Author(s):  
Shahrbanoo Joulide ◽  
Akram Faravani ◽  
Ali Akbar Boori
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Achievement ◽  
Classroom Environment ◽  
Financial Management ◽  
Classroom Climate ◽  
Reading Ability ◽  
Self Determination ◽  
Achievement Scores ◽  
School Students

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 

SELF CONFIDENCE AMONG HIGH SCHOOL STUDENTS

2021 ◽  
pp. 56-58
Author(s):  
B. Venkataramana
Keyword(s):  
High School ◽  
High School Students ◽  
Urban Areas ◽  
School Students ◽  
Rural And Urban Areas ◽  
Self Confidence ◽  
Rural And Urban ◽  
The Impact ◽  
Made In ◽  
Type Of Management

An attempt was made in the present investigation to study the impact of gender and locality and type of management on self condence among high school students. The present study consists of 400 students studying in government and private high schools in rural and urban areas in Kadapa District of Andhra Pradesh State. The subjects were in the age group of 14-17 years and using purposive random sampling method. Self-condence Inventory developed by Basavanna (1975) was used to collect the data. A 2×2×2 factorial design was employed and ANOVA was used to analyse the data. Findings of the study revealed that gender, type of management and locality have signicant impact on self condence among high school students.

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