scholarly journals Lebanese Students’ Attitudes toward English: An Exploratory Study

2021 ◽  
Vol 10 (2) ◽  
pp. 20
Author(s):  
Ghada M. Chehimi
Keyword(s):  
High School ◽  
High School Students ◽  
Middle Class ◽  
Exploratory Study ◽  
English Language ◽  
Social Classes ◽  
School Students ◽  
Lower Middle Class ◽  
Students Attitudes ◽  
Selection Of

This is a study of high school students’ attitudes toward the English language in Lebanon. The purpose of this research is to assess the extent of use of English inside and outside the schools taking into consideration the attitude towards the language. Two schools were selected, one upper middle class and one lower middle class. This selection of different social classes aims at finding whether a student’s socio- economical background affects his/ her attitude toward the English language. The sample of respondents returned 52 questionnaires from the two schools. Although this sample was a modest one, it highlighted the differences in attitudes towards the English language, but these attitudes did not relate much to the socioeconomic class as much as personal preferences. However, what was salient in this research is how students from the lower middle class were more inclined to use English to raise their social status and both groups agreed that English is essential to their progress in life.

Measurement of Attitudes Regarding Foreign Language Skills and Its Relation with Success

2016 ◽  
Vol 5 (4) ◽  
pp. 310
Author(s):  
Tülin Acar
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Foreign Language ◽  
English Language ◽  
Reading Skills ◽  
Language Skills ◽  
Listening Skills ◽  
School Students ◽  
Students Attitudes

<p>The aim of this research is to determine the attitudes of secondary level students regarding the skills in English as a Foreign Language and to compare the level of relationship between the academic success at English and the attitudes measured. Attitudes and success levels of the students of secondary education regarding their language skills were found to be high. A significant relationship at a linear low level was observed between the academic success of the students and their attitudes towards English language skills. In this study, the attitudes of high school students measured according to their gender concerning their reading, writing, speaking and listening skills, showed difference in favor of female students. Again, high school students’ attitudes towards writing, speaking and listening skills except for the attitudes towards reading skills do differentiate according to the type of school in which they receive education.</p>

scholarly journals The Voice of Learners on English Literary Texts: Passing on the Mantle

2021 ◽  
Vol 12 (4) ◽  
pp. 153-166
Author(s):  
Norhanim Abdul Samat ◽  
Nur Alwani Syahirah Azmi ◽  
Tina Abdullah
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
English Literature ◽  
Evaluation Criteria ◽  
English Language Teaching ◽  
Literary Texts ◽  
School Students ◽  
Selection Of

This study examines how pre-service teachers assess the appropriateness of literary texts used by high school students in terms of learners’ age, linguistic needs, and language proficiency. It also aims to determine the relevance of the texts used to learners’ cultural understanding. The participants in this study were five pre-service teachers who participated in a content analysis study of five literary texts. They analyzed the content of the texts using the four categories of textbook evaluation criteria proposed by Tomlinson (2001), namely, media-specific criteria, content-specific criteria, learner-specific criteria, and language criteria. The evaluation results were positive. All participants agreed that all five texts were appropriate for high school learners, with average levels of compliance ranging from moderate to appropriate. In addition to selecting texts that are appropriate for the learners’ language level, the topics and issues addressed in the texts should also be appropriate for the learners’ interest, so the selection of literary texts is crucial. Finally, more local texts should be selected for the English literature curriculum to highlight local cultures and practices. It is expected that this study will contribute to English language teaching as the findings of this study will provide necessary information to those who are concerned with the selection of appropriate literary texts for schools. In addition, this study will raise awareness among teachers and curriculum designers of the need to consider learners’ level of competence when evaluating and selecting from the many literary texts available.

scholarly journals Palestinian High School Students’ Attitudes towards Studying English Language and Culture

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Peer Pressure ◽  
Structured Interviews ◽  
School Students ◽  
Language And Culture ◽  
9Th Grade ◽  
Students Attitudes ◽  
Target Culture

The following study aimed at investigating Palestinian high School students’ attitudes towards learning English and its culture, and the reasons behind these attitudes in the Palestinian educational context. The study sample consisted of 24 (12 males and 12 females) 9th grade EFL learners. The study followed a qualitative design. Semi-structured interviews were the primary research instrument used to collect data, which was analyzed thematically. The results showed that the social context a learner thrives in partially shapes his/her attitudes and motivation. Even with ideal environments, learners’ differences and personalities are what either keep them motivated or force them to withdraw from the learning process. The results also revealed that learners believe in the importance of learning the English language and its culture. The learners’ level was found to impact their motivation and attitude and a conflict was found between their native culture and the target culture. Moreover, the students expressed their desire to have more exposure to the target culture. Further, as the results showed, parents’ engagement and support, teachers’ support and personality, peer pressure, motivation and anxiety and the status of English as a lingua franca are some of the reasons behind learners’ beliefs and attitudes. The researchers discussed these results and their implications for EFL teachers, EFL curriculum developers, and EFL teacher trainers.

Social Class and Drug Use among Metropolitan Hinterland High School Students

1972 ◽  
Vol 31 (2) ◽  
pp. 387-390 ◽  
Author(s):  
Ronald A. Cowan ◽  
James R. Davis ◽  
R. M. Frumkin
Keyword(s):  
High School ◽  
High School Students ◽  
Social Class ◽  
Drug Use ◽  
Middle Class ◽  
Deviant Behavior ◽  
School Students ◽  
Lower Middle Class ◽  
Oakland County ◽  
Class Status

Of a random sample of 386 students from 3 high schools representing differential social class status and drawn from the Oakland County, Michigan area, only 88 (23%) reported they had used any non-medically prescribed drugs. School A (upper middle-class suburban) reported significantly greater use of drugs than School B (lower middle-class suburban) and School C (lower middle-class semi-rural). School A also reported earlier use of drugs and poorer relations with parents than Schools B and C. The study supports two theories about this deviant behavior: (1) the more alienated the group the greater the likelihood of engaging in deviant behavior; (2) the greater the opportunity to engage in a particular kind of behavior the greater the chance of that behavior occurring. School A students seemed to be the most alienated from their parents and had the greatest opportunity, financially speaking, to get the drugs they desired.

scholarly journals The Voice of Learners on English Literary Texts: Passing on the Mantle

2022 ◽  
Author(s):  
Norhanim Abdul Samat ◽  
Nur Alwani Syahirah Azmi ◽  
Tina Abdullah
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
English Literature ◽  
Evaluation Criteria ◽  
English Language Teaching ◽  
Literary Texts ◽  
School Students ◽  
Selection Of

This study examines how pre-service teachers assess the appropriateness of literary texts used by high school students in terms of learners’ age, linguistic needs, and language proficiency. It also aims to determine the relevance of the texts used to learners’ cultural understanding. The participants in this study were five pre-service teachers who participated in a content analysis study of five literary texts. They analyzed the content of the texts using the four categories of textbook evaluation criteria proposed by Tomlinson (2001), namely, media-specific criteria, content-specific criteria, learner-specific criteria, and language criteria. The evaluation results were positive. All participants agreed that all five texts were appropriate for high school learners, with average levels of compliance ranging from moderate to appropriate. In addition to selecting texts that are appropriate for the learners’ language level, the topics and issues addressed in the texts should also be appropriate for the learners’ interest, so the selection of literary texts is crucial. Finally, more local texts should be selected for the English literature curriculum to highlight local cultures and practices. It is expected that this study will contribute to English language teaching as the findings of this study will provide necessary information to those who are concerned with the selection of appropriate literary texts for schools. In addition, this study will raise awareness among teachers and curriculum designers of the need to consider learners’ level of competence when evaluating and selecting from the many literary texts available.

The Effect of “Opportunity to Perform” on the Maintenance of Skills Learned by High School Students with Severe Handicaps

1985 ◽  
Vol 10 (3) ◽  
pp. 172-175 ◽  
Author(s):  
Robert H. Horner ◽  
Julie A. Williams ◽  
Carole A. Knobbe
Keyword(s):  
High School ◽  
Mental Retardation ◽  
High School Students ◽  
Public School ◽  
Sign Test ◽  
Severe Mental Retardation ◽  
School Students ◽  
Severe Handicaps ◽  
Adaptive Skill ◽  
Selection Of

The likelihood that learned skills will be maintained in natural performance settings may be affected by the number of opportunities to perform the skills following acquisition. To examine this hypothesis, 17 high school students with moderate to severe mental retardation were selected from three public school classrooms. Each student had learned one adaptive skill that he or she had performed at least twice per month without additional training for 5 months prior to this study (high opportunity). Each student had also learned one adaptive skill that he or she had not performed more often than once per month over the 5 months immediately preceding the study (low opportunity). Performance of both behaviors was probed under conditions as similar as possible to those experienced during training. Twelve of the 17 high opportunity skills were performed successfully while only 4 of the 17 low opportunity skills were completed. A sign test indicated these differences to be statistically significant. Implications of the results for selection of IEP goals and the inclusion of “opportunity” objectives are discussed.

scholarly journals Japanese High School Students’ Attitudes Towards and Usage of Corrective Feedback on Their Written Work

2016 ◽  
Vol 40 (6) ◽  
pp. 3
Author(s):  
David O'Flaherty
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Research Evidence ◽  
Corrective Feedback ◽  
School Students ◽  
Actual Usage ◽  
High School Writing ◽  
Writing Course ◽  
Students Attitudes

The correcting of errors in L2 writing is a problematic task for teachers. A lack of consistent research evidence supporting a given method of corrective feedback, or even the extent to which errors should be corrected, means that teachers are often left to make judgments on what method and focus are best for their students. It is, therefore, important to understand how students interact with the corrective feedback they receive. This study looked at Japanese high school students’ attitudes towards and use of corrective feedback on their written work. Findings suggest that while students felt their teacher should provide extensive corrective feedback and that this feedback had helped them in their written English, their actual usage of the feedback they received was very passive. It is argued that beyond solely providing corrective feedback on students’ writing, high school teachers need to ensure their students actively engage with the feedback they receive. The article concludes with some suggestions for achieving this in the context of a Japanese high school writing course. 第二言語ライティングに於ける課題添削は、教師にとって頭を悩ます仕事である。添削に関する方法論について一貫した研究証拠がないだけでなく、どの程度誤りを修正すべきか等、生徒にとって最良と考える方法や重点を判断することはしばしば教師自身に委ねられている。従って、どのように生徒が添削された課題に向き合っているかを理解することが重要となる。 本研究では、日本の高校生の英文ライティング課題添削に対する捉え方、及び添削された課題をどう活用しているかについて調査をした。調査結果によると、彼らは、教師は詳細な添削をすべきで、添削は英文ライティング力向上に役立つと考えているが、実際に添削された課題の活用方法はかなり受動的であった。本論文では、高校教師は添削結果を生徒に提供するだけでなく、その積極的な活用方法を指導する必要があると説き、日本の高校の英文ライティングクラスにおける、前述の問題の解決方法を示す。

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