scholarly journals EFL Teachers' Perceptions of the Significance of “Four Cs” and Their Suggestions to Enhance “Four Cs” for High School EFL Students in Vietnam

2021 ◽  
pp. 134-162
Author(s):  
Vuong Thi Huyen Tran
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Structured Interviews ◽  
School Students ◽  
Main Research ◽  
Teachers Perceptions ◽  
Future Success ◽  
Efl Teachers ◽  
Efl Students

The 21st century learning and innovation skills, known as “Four Cs” (4Cs) for a short term have long been highly appreciated for their incontrovertibly enormous benefits for the learners’ future success in the process of perceiving knowledge and the accumulation of these four important skills of the 21stcentury. There have been numerous studies about “four Cs” worldwide so far, but little research on this topic has been conducted in Vietnam. This research aims at investigating high school EFL teachers’ perceptions about the significance of “Four Cs” for high school students, exploring their proposals which aim at developing these four skills for high school students. The official participants in the study were 50 high school EFL teachers teaching English from various high schools in An Giang Province. Among those participants, 9 EFL high school teachers took part in semi-structured interviews related to the theme. With a descriptive approach and a method of qualitative research, structured questionnaire and semi-structured interviews which were employed were regarded as two main research instruments. In general, the findings of this study revealed that EFL teachers in high schools in An Giang Province had been highly aware of the important role of “Four Cs” for high school students, and the findings also explored their recommendations to enhance “Four Cs” for high school students in An Giang Province in Vietnam. From the findings, the study suggested some implications to boost “Four Cs” for EFL students. Finally, the limitations and the suggestions for further research were also discussed.

Will high school students ‘rethink their drink’? Findings from an impact evaluation of a healthy beverage curriculum

2021 ◽  
pp. 001789692110457
Author(s):  
Ron Strochlic ◽  
Gail Woodward-Lopez ◽  
Kaela Plank ◽  
Sridharshi Hewawitharana ◽  
Jackie Richardson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Online Survey ◽  
School Curriculum ◽  
Northern California ◽  
Structured Interviews ◽  
School Students ◽  
Sugar Sweetened Beverage ◽  
Beverage Consumption

Objective: To promote healthy beverage consumption among 9–12 grade students (ages 14–18) by means of a 4-week curriculum promoting increased awareness of drinks containing added sugar and the association between sugar-sweetened beverage consumption and health risks. Design: Quasi-experimental pre–post design. Setting: High schools in Northern California with at least 50% of students eligible for free or reduced-price meals. Method: A 4-lesson version of the Rethink Your Drink high school curriculum was piloted in three high schools in two northern California counties. Two high schools in the same area served as comparison sites. A survey of beverage-related knowledge, behaviours, perceptions and self-efficacy was administered to intervention and comparison students before and after the intervention. Focus groups with students and an online survey and semi-structured interviews with teachers were conducted following the intervention. Results: Intervention students reported significantly greater frequency of reading Nutrition Facts labels and understanding of beverage choice influences and decreased consumption of diet soda than comparison students. A decrease of 0.26 times per day in consumption of sugar-sweetened beverages relative to the comparison group was not significant. Conclusion: The intervention resulted in some positive outcomes, but improvements in targeted beverage consumption were not significant. Students and teachers want shorter, more engaging and experiential curricula that build on previous learning. Findings point to actionable recommendations for improvement of high school healthy beverage curricula and suggest the need for reinforcement using a multi-level approach.

scholarly journals High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

2021 ◽  
pp. 267-284
Author(s):  
Nguyen Thi Yen Phuong ◽  
Nguyen Huynh Trang
Keyword(s):  
High School ◽  
High Schools ◽  
Qualitative Methods ◽  
Mekong Delta ◽  
Descriptive Study ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Quantitative And Qualitative Methods

This descriptive study aims to investigate EFL teachers’ perceptions toward the use of pictures in pre-reading stage as well as the role and the possible difficulties of using picture in pre-reading stage that they may gain. The current study adopted both quantitative and qualitative methods to collect the data via questionnaire and semi-structured interviews with the participation of 30 teachers in different high schools in the Mekong Delta, Vietnam and six out of the teachers were invited to participate in the interviews. There are some main following findings. First, EFL teachers highly appreciated about the role of pictures in pre-reading stage. Second, the participants revealed there were some possible difficulties that prevent English teachers from using pictures in pre-reading stage.

scholarly journals The Application of Portfolios to Assess Progress in Writing of EFL Students at Secondary Schools in Banda Aceh

2015 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Eridafithri Eridafithri
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Writing Assessment ◽  
Language Teachers ◽  
School Students ◽  
Adequate Information ◽  
Efl Students ◽  
Banda Aceh ◽  
Senior High School Students

Portfolios are one of the alternatives that can be used for writing assessment. Portfolios are not common in the curriculum. The lack of dissemination to language teachers have made portfolios disregarded. In order to encourage teachers to use portfolios for assessment of writing, they need to have adequate information about portfolios, how they can be used for assessment as well as the benefits of using them for assessment. This study discusses why teachers do not use portfolios for assessing writing done by senior high school students. It focuses on English teachers at Islamic senior high schools in Banda Aceh and Aceh Besar, and also looks at alternatives to help teachers use portfolios for assessment. The 26 teachers who participated in this study were given a questionnaire in order to find out their background knowledge related to portfolios and the difficulties they faced as teachers. Data from the questionnaire was supported by observations made by the researcher whilst monitoring their teaching. The results of this study showed that a large percentage of teachers found it difficult to design a rubric/set of instructions for using portfolios for writing assessment, whilst from the observation it was revealed that the complexities of correcting portfolios discouraged them from using portfolios as one of their means of assessment.  

scholarly journals Increased symptoms of post-traumatic stress in school students soon after the start of the COVID-19 outbreak in China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hanmei Xu ◽  
Hang Zhang ◽  
Lijuan Huang ◽  
Xiaolan Wang ◽  
Xiaowei Tang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Psychological Stress ◽  
Traumatic Stress ◽  
Female Students ◽  
Post Traumatic Stress ◽  
School Students ◽  
Post Traumatic ◽  
Senior High School Students

Abstract Background The outbreak of Coronavirus Disease 2019(COVID-19) caused psychological stress in Chinese adults population. But we are unaware of whether the pandemic causes psychological stress on children. Methods We used the Children’s Impact of Event Scale questionnaire (CRIES-13) to investigate the degree of Post-traumatic Stress (PTSD) symptoms caused by the pandemic in students selected from schools in Sichuan, Jiangsu, Henan, Yunnan, and Chongqing provinces of China. Results A total of 7769 students(3692 male and 4077 female), aged 8–18 years, were enrolled in the study, comprising 1214 in primary schools, 2799 in junior high schools and 3756 in senior high schools. A total of 1639 students (21.1%) had severe psychological stress reactions. A large proportion of senior high school students (23.3%) experienced severe psychological stress, and they had the highest median total CRIES-13 score. Female students were more likely to experience severe psychological stress and had higher median CRIES-13 total scores than males. Conclusion COVID-19 has placed psychological stresses on primary and secondary school students in China. These stresses are more likely to reach severe levels among female students and senior high school students.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

Survey of school nurses’ experiences of providing counselling on sexual orientation to high school students in Japan

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Ryohei Terao ◽  
Noriyo Kaneko
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Sexual Orientation ◽  
School Nurses ◽  
Support Needs ◽  
Ministry Of Education ◽  
School Students ◽  
Chi Square ◽  
Correlated Factors

AbstractObjectiveTo ascertain the prevalence and correlated factors of providing consultation on sexual orientation and the characteristics of school nurses in high schools in Japan.MethodsParticipants were school nurses working in high schools in Aichi prefecture. Items investigated included background, experiences in providing counselling on sexual orientation, the availability of materials and resources for students, and learning experiences concerning how to handle sexual orientation concerns. We divided the respondents into two groups: one group who have provided counselling on sexual orientation before and one group with no such experience. Chi square tests were utilized to compare the responses between groups.ResultsAmong the respondents, 38.9% (n = 140) had previous experience of providing counselling to students on sexual orientation. The group with experience of providing counselling is more likely to have 10–29 years of experience, to work at a senior high school, to be informed on notifications from the Ministry of Education, to have experience of learning how to provide counselling on sexual orientation, and to be aware of effective resources.ConclusionIn Japan, it is expected that the support needs related to LGBTI will become more obvious in the future and efforts to create an environment in which it is easy for young people to consult with school nurses or other support figures are necessary.

Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task

2021 ◽  
pp. 136216882110467
Author(s):  
Hyejin Cho ◽  
YouJin Kim
Keyword(s):  
High School ◽  
High School Students ◽  
Linguistic Features ◽  
School Students ◽  
Writing Practices ◽  
Multimodal Composing ◽  
Language Classrooms ◽  
Efl Students ◽  
The Relationship

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students used only one mode in traditional writing (i.e. English text), they utilized multiple modes in DMC (e.g. pictures, movies). Students’ task outcomes were scored using analytic rubrics, and texts were coded in terms of the content and linguistic features students retrieved from the text (i.e. alignment) and their degree of reflection. The results showed that there were no statistically significant differences in the quality, content and language alignment, or amount of reflection in writing outcomes between students’ DMC and traditional monomodal writing.

scholarly journals School-Based and PRECEDE-PROCEED-Model Intervention to Promote Physical Activity in the High School Students: Case Study of Iran

2016 ◽  
Vol 8 (9) ◽  
pp. 271 ◽  
Author(s):  
Baratali Rezapour ◽  
Firoozeh Mostafavi ◽  
Hamid Reza Khalkhali
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Positive Impact ◽  
Vigorous Physical Activity ◽  
School Students ◽  
School Based Intervention ◽  
School Based ◽  
Sedentary Life Style

<p><strong>OBJECTIVES:</strong> Students attend sedentary life style and less like vigorous physical activity. This study investigated the effects of School-based intervention<strong> </strong>on increasing physical activity for decreasing obesity among high-school obese and overweight boys, based on the components of PRECEDE PROCEED Model, to participate in median - vigorous physical activity among the first Period of high school boys in the city of Urmia, Iran</p><p><strong>METHODS:</strong> This study was an experimental intervention that conducted at 4 high schools that were divided into 2 groups of intervention (40) and the control (40) male students, schools in junior high schools in Urmia.</p><p><strong>RESULTS:</strong> Three and six months after the intervention, significant differences were found between the experimental and control groups of schools, in the amount of students’ participation in vigorous physical activity (p&lt;0.01).</p><p><strong>CONCLUSIONS:</strong> According to the results, the school-based intervention and components of PRECEDE PROCEED Model had a positive impact on the improvement of physical activity and decrease in physical inactivity among the students.</p>

scholarly journals A Preliminary Study on Teaching Korean students Chinese tones: Taking Korean High School Students as an Example

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Zefang Xu
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Teaching Methods ◽  
School Students ◽  
Korean Students ◽  
Preliminary Study ◽  
One Year

This paper takes the learners who have a one-year experience of learning Chinese in Korean high schools as the investigated and studied sample, concludes the teaching methods of the first, second, third, and fourth Chinese tones, and focuses on the methods of tone teaching.

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