scholarly journals FORMATIVE TESTING PROGRAM FOR UNDERGRADUATE EFL MOROCCAN STUDENTS

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Nadia Nouri
Keyword(s):  
Academic Achievement ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
English Studies ◽  
Undergraduate Level ◽  
Efl Learners ◽  
Testing Method ◽  
Remedial Teaching ◽  
Formative Testing

While most previous studies attribute academic achievement to external and internal motivation, the present study associates academic achievement to language proficiency of EFL learners. Students’ underachievement of summative tests might be explained with their lack of English language proficiency. Students may have some gaps in the language that have been accumulated since elementary or high school. These gaps become fossilized in students’ minds if not addressed properly. In this regard, this study presents a testing method that leads to a remedial teaching program at the undergraduate level of the English studies at the Moroccan EFL University. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Doğan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay ◽  
Samantha Curle
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Grade Point ◽  
Content Learning ◽  
English Medium Instruction ◽  
Positive Effect ◽  
Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

scholarly journals EFFECT OF ENGLISH PROFICIENCY ON SOCIAL CAPITAL AND ACADEMIC ACHIEVEMENT AMONG ECONOMIC STUDENTS

2017 ◽  
Vol 16 (3) ◽  
Author(s):  
Muhammad Sodbir Hamzah ◽  
Hussin Abdullah ◽  
Mazida Ahmad
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Academic Success ◽  
Language Proficiency ◽  
Structural Equation ◽  
English Language ◽  
Structural Model ◽  
English Language Proficiency ◽  
Mediating Effect ◽  
Academic Achievements

The use of English language becomes increasingly important, either in educational sector or working sector. The role of social capital should be taken into consideration in helping the students to achieve their academic success. Previous findings indicated that students with limited use of English faced problems in advance subjects. Thus, this study examines the effect of English language proficiency towards social capital and academic achievement. This study employed the survey research design and the sample comprised of 81 undergraduate students enrolled in Economics courses from year two and three in Universiti Utara Malaysia (UUM). The instruments were adapted based on the constructs in the structural model developed. The data has been analysed using Structural Equation Modelling to enable simultaneous analysis of all the constructs and estimate the magnitude of the direct and indirect effects between the constructs. The findings show that there is a significant direct effect of English Language Proficiency (ELP) towards Academic Achievements (AA) and Social Capital Outside Family (SCOF), and from social capital outside family towards academic achievements. The mediating effect of social capital outside family towards English Language Proficiency (ELP) and Academic Achievement (AA) among economics students in UUM was significant. The findings suggest for more activities geared towards increasing students’ English language proficiency to help them to increase their academic achievements.Keywords: English Language Proficiency; Social Capital; Academic Achievement.

The Effects of Cross-Cultural Distance Learning Model on the Linguistic and Affective Domain of EFL Learners in Korea

2018 ◽  
Vol 10 (3) ◽  
pp. 76-89
Author(s):  
Bok-Myung Chang
Keyword(s):  
Distance Learning ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Cultural Distance ◽  
English Language Proficiency ◽  
Cross Cultural ◽  
Test Form ◽  
Efl Learners ◽  
Native Speakers Of English

This article is based on a Cross-Cultural Distance Learning (CCDL) model between university students in Korea and Japan during the 1st semester of 2016 and this lesson model consists of synchronous and asynchronous CMC activities focusing on the interactions between non-native speakers of English. This article shows that EFL learners in Korea can develop English language proficiency through this lesson model. The learners' development of English language proficiency was evaluated by using the TOEIC test as a proficiency test form. Also, this article proves that these kinds of CMC activities can motivate EFL learners to enhance cultural awareness for foreign countries and practice English inside and outside of the classroom. The questionnaire was used to survey the students' cultural awareness and attitude for this model at the final session of the semester.

scholarly journals Performance in English Skills Courses and Overall Academic Achievement

1991 ◽  
Vol 9 (1) ◽  
pp. 42 ◽  
Author(s):  
Jean Black
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
Threshold Level ◽  
English Language Proficiency ◽  
Academic Needs ◽  
Universities And Colleges ◽  
Spoken English ◽  
Academic Courses

The implementation of ESL courses at universities and colleges has been based on the assumption that a threshold level of English proficiency is necessary for students to succeed at their academic work. The correlation, however, between English language proficiency and academic success has not been clearly established. This paper describes a study undertaken at Brock University which correlates performance of students in ESL courses in spoken and written English with achievement in their other academic courses. The grades received in the ESL courses were correlated with the overall academic average and the major average for the whole group and for each of three degree groups-students completing B.A, RSc., and B.RE. degrees. Analysis of the data revealed a modest positive correlation between performance in written English and the overall and major averages in all groups except the B.RE., in which there was no significant correlation. The grades for the spoken English course failed to correlate significantly with either the overall average or the major average in any of the groups. Pedagogical implications of these surprisingly low correlations are discussed, and suggestions are offered for making skills learned in ESL courses more relevant to the academic needs of students.

scholarly journals The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

2017 ◽  
Vol 6 (5) ◽  
pp. 161
Author(s):  
Mania Nosratinia ◽  
Fatemeh Abbasi
Keyword(s):  
Concept Mapping ◽  
Language Proficiency ◽  
English Language ◽  
Self Regulation ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Level ◽  
Teaching Concept ◽  
Efl Teachers ◽  
Pre Treatment

The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL) learners' Self-Regulation (SR). The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19). The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985). The language-wise homogeneous introvert (n = 30) and extrovert (n = 30) participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991) was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996) concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers. 

A moving and mystifying target language?

English Today ◽  
2008 ◽  
Vol 24 (4) ◽  
pp. 2-2 ◽  
Author(s):  
Kingsley Bolton ◽  
David Graddol ◽  
Rajend Mesthrie
Keyword(s):  
South Africa ◽  
Language Proficiency ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Target Language ◽  
Efl Learners ◽  
South Korean ◽  
Cultural Constraints ◽  
Selection Of

This issue presents a selection of articles on English in various contexts and settings, with a significant focus on education in the first four. Susan Van Rooy describes the language experiences of South Korean academics and their families in a small town in South Africa, and the consequences of their stay abroad for their English language proficiency. She reminds us that not all EFL learners of English have the ‘Inner Circle’ mainstream as their model: Potchefstroom, South Africa offers a mix between Inner and Outer Circle, probably having more features of the latter. Christian Burrows writes about methodologies of EFL classrooms in Japan, where cultural constraints make TBL (Task-Based Learning) more challenging than its Western proponents realise. The next two articles emphasise the need to pay attention to colloquial spoken language. Manfred Markus writes about the need to focus on phonetic accuracy in EFL teaching, or at least to try and replicate mainstream norms as much as possible. Fan Xianlong contributes a paper on the ever-changing spoken norms of the mainstream, based on his experiences as a visiting scholar in the United States. Although many of the features he describes are well known to Western sociolinguists, the article presents a refreshing perspective of how complex the notion of ‘target language’ must be to users of ESL and EFL. More often it is a moving and mystifying target, with its cultural and political minefields that find their way into everyday usage.

scholarly journals Proficiency Effect on EFL Learners’ Realization of Complaints

10.29007/9gjq ◽  
2018 ◽  
Author(s):  
Esther Usó-Juan ◽  
Alicia Martínez-Flor
Keyword(s):  
Social Status ◽  
Language Proficiency ◽  
Social Distance ◽  
English Language ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Levels ◽  
L2 Pragmatics

Research on the effect of language proficiency on L2 pragmatics seems to provide somewhat mixed results (Xiao, 2015). On that account, this paper investigates the effect of English language proficiency on English language learner’s use of complaining strategies in contrasting situations which varied according to the sociopragmatic factors of social status, social distance and severity of offense. Results show that learners at two proficiency levels demonstrated similar patterns with regard their use of buffer and complaint super-strategies across situations. However, negotiation super-strategies were more frequent across situations in the higher proficiency group. These findings are discussed and pedagogical implications suggested.

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