scholarly journals Students’ Perceptions of Factors Contributing to Performance in Accounting Principle Courses

2021 ◽  
Vol 10 (5) ◽  
pp. 18
Author(s):  
Faisal Dhifallah Alfordy ◽  
Rohana Othman
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Approaches ◽  
Accounting Principles ◽  
Accounting Principle ◽  
Critical Components ◽  
Effective Teaching And Learning ◽  
The Impact

Undergraduate students’ performance has been extensively studied to identify the critical components in effective teaching and learning pedagogies. This study aims to determine whether the teachers’ practices and implementation of Classroom Assessment Techniques (CAT) enhanced students’ performance in Accounting Principles’ courses and assess students’ perceptions concerning the impact of English language proficiency (EP) and the availability of Saudi-centric textbook materials on students’ performance. Additionally, this study employed the questionnaire survey approach to gain insights into accounting undergraduates’ perceptions of academic performance in Accounting Principles courses. As most students were found to be underachievers, the study outcomes led researchers to propose active learning approaches using CAT as an initiative towards improving students’ performance in benefitting the university and positively transforming the teaching and learning environment.

scholarly journals How recorded audio-visual feedback can improve academic language support

2019 ◽  
Vol 16 (4) ◽  
pp. 71-90
Author(s):  
Michelle Cavaleri ◽  
◽  
Satomi Kawaguchi ◽  
Bruno Di Biase ◽  
Clare Power ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Visual Feedback ◽  
Academic Writing ◽  
English Language ◽  
Academic Language ◽  
Language Support ◽  
Writing Practices ◽  
Quality Feedback ◽  
The Impact

Providing effective, high quality feedback that students engage with remains an important issue in higher education today, particularly in the context of academic language support where feedback helps socialise students to academic writing practices. Technology-enhanced feedback, such as audio and video feedback, is becoming more widely used, and as such, it is important to evaluate whether these methods help students engage with the feedback more successfully than conventional methods. While previous research has explored students’ perceptions of audio-visual feedback, this paper seeks to fill a gap in the literature by examining the impact of the audio-visual mode on undergraduate students’ engagement with feedback compared to written-only feedback. Evidence from an analysis of feedback comments (n = 1040) and corresponding revisions as well as interviews (n = 3) is used to draw conclusions about the value of providing audio-visual feedback to help students revise their writing more successfully. In line with multimedia learning theory (Mayer 2009), it is argued that the multimodal format, conversational tone, verbal explanations and personalised feel of audio-visual feedback allows for a more successful engagement with the feedback, particularly for students with a lower level of English language proficiency.

Integrating E-Learning in the Teaching of English Language Classes

2019 ◽  
pp. 227-253
Author(s):  
Shimey Shawna Masters
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
School Level ◽  
Learning Approaches ◽  
High School Level ◽  
Language Classes ◽  
Teachers And Students ◽  
E Learning ◽  
The Impact

The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.

scholarly journals ENGLISH LANGUAGE RECEPTIVE VOCABULARY PROFILE: A CASE OF NOVICE BUSINESS UNDERGRADUATE STUDENTS

2019 ◽  
Vol 4 (2) ◽  
pp. 29-44
Author(s):  
Nor Hazwani Munirah Lateh ◽  
Sarimah Shamsudin ◽  
Abdul Halim Abdul Raof Abdul Raof
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Word Families ◽  
Business Undergraduates ◽  
Effective Use

One of the challenges for undergraduate students is coping with the demand for English language use at universities. Generally, vocabulary knowledge of learners affects how well learners can function in the language, whereby better vocabulary attainment enables more effective use of the language. Thus, it is vital to understand the vocabulary ability of university students to ensure that their overall English language proficiency could be enhanced. This study explores the receptive vocabulary profile of 35 novice business undergraduates at a public university in Malaysia. The profile was explored in terms of size and level. Two tests were administered -- the Vocabulary Size Test (Nation & Beglar, 2007) and Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001). In terms of size, the results indicate the average was 2971 word families (the maximum known was 3800). This is in line with their vocabulary level which reveals 97% of the students did not reach the mastery level of 3000 word family level i.e. have not acquired adequate vocabulary to be able to use the language. The study offers insights into the profile of receptive vocabulary of novice undergraduate students which could be used to enhance vocabulary teaching and learning at universities.   Keywords: Business undergraduates, receptive vocabulary profile, vocabulary level, vocabulary size, word families   Cite as: Lateh, N. H. M., Shamsudin, S., & Abdul Raof, A. H. (2019). English language receptive vocabulary profile: A case of novice business undergraduate students. Journal of Nusantara Studies, 4(2), 29-44. http://dx.doi.org/10.24200/jonus.vol4iss2pp29-44

scholarly journals Impact of TV Shows on English Language Acquisition

2020 ◽  
Vol 8 (5) ◽  
pp. 2414-2416
Keyword(s):  
Language Acquisition ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Tamil Nadu ◽  
English Language ◽  
English Language Acquisition ◽  
Television Shows ◽  
Survey Results ◽  
Tv Shows ◽  
The Impact

The present study deals with the impact of TV shows and sitcoms in one’s English language proficiency. The objective of this study is to find out the different types of English TV shows that people enjoy watching and how they have had an impact on their English language. The researcher has tried to look for the various ways in which people think that their communication has improved. A survey was conducted among the undergraduate students belonging to a technical institution in Vellore district, Tamil Nadu. Based on the results of the survey, findings and conclusions have been arrived at. The survey results show that the television shows have a remarkable impact on one’s language acquisition.

The Impact of Individual Differences on Students' Perception of Writing Practice in Blogosphere

2015 ◽  
pp. 251-270 ◽  
Author(s):  
Fatemeh Nami
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Values ◽  
English Writing ◽  
Present Case Study ◽  
The Impact ◽  
Writing Practice

Over the past few decades, weblogs have widely made their way into English as a foreign language (EFL) teaching and learning. Despite this growing research on the educational values of weblogs, the impact of individual differences on students' perception toward blogging has been rarely explored. In an attempt to fill this gap, the present case study reports on the impact of individual differences on 28 BA level, Physics, Chemistry, and Biology major students' perceptions of English writing practice in blogosphere. Data was collected from participants' responses to a post-course written interview. Adopting qualitative and quantitative data analysis procedures, it was observed that English language proficiency significantly influenced students' perceived effectiveness of writing practice in the classroom blog. The findings of this study offer several practical implications for research on weblog-enhanced language learning.

The Impact of Individual Differences on Students' Perception of Writing Practice in Blogosphere

2019 ◽  
pp. 648-668
Author(s):  
Fatemeh Nami
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Values ◽  
English Writing ◽  
Present Case Study ◽  
The Impact ◽  
Writing Practice

Over the past few decades, weblogs have widely made their way into English as a foreign language (EFL) teaching and learning. Despite this growing research on the educational values of weblogs, the impact of individual differences on students' perception toward blogging has been rarely explored. In an attempt to fill this gap, the present case study reports on the impact of individual differences on 28 BA level, Physics, Chemistry, and Biology major students' perceptions of English writing practice in blogosphere. Data was collected from participants' responses to a post-course written interview. Adopting qualitative and quantitative data analysis procedures, it was observed that English language proficiency significantly influenced students' perceived effectiveness of writing practice in the classroom blog. The findings of this study offer several practical implications for research on weblog-enhanced language learning.

scholarly journals Usefulness of WhatsApp in the Process of English Language Learning among Undergraduate Students: A Perception Study

2020 ◽  
Vol 1 (2) ◽  
pp. 27-42
Author(s):  
Nadia Hanif ◽  
Maria Sajid
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
Technology In Education ◽  
Integration Of Technology ◽  
Language Knowledge ◽  
Almost All ◽  
The Impact

Technology has invaded the field of education and has become a major source of gaining and spreading knowledge. Among the various technological advancements currently facilitating teaching and learning in several educational disciplines, mobile technology is noteworthy. These days, almost all students keep a mobile phone and use its applications for different purposes. With the integration of technology in education, mobile devices are also being incorporated in numerous educational disciplines including language learning. This research was carried out to study students’ perception of the impact of WhatsApp in learning English language. A questionnaire of 27 items was administered to find out the perception of 157 students about the impact of WhatsApp in English language learning. Students’ access to internet was also explored to study the influence of the availability of internet on students’ perception. The findings showed that students have a positive perception of the influence of WhatsApp in English language learning. They believe that using WhatsApp for language learning gives them confidence, improves their English language knowledge and enhances their four language skills. They also gave a positive response about the ubiquitous use of WhatsApp and their preference of using WhatsApp as compared to other teaching and learning pedagogies.

scholarly journals Teachers’ Views on the Implementation of the English Language Proficiency Programme in Namibia

2017 ◽  
Vol 10 (11) ◽  
pp. 155 ◽  
Author(s):  
Elizabeth N. Ngololo ◽  
Haaveshe Nekongo-Nielsen
Keyword(s):  
Language Proficiency ◽  
Program Implementation ◽  
Teaching And Learning ◽  
English Language ◽  
Mode Of Delivery ◽  
Development Program ◽  
English Language Proficiency ◽  
Systems Learning ◽  
Development Goals ◽  
The Impact

The study explores teachers’ views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers’ proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap, Khomas, Ohangwena and Omusati, selected on the basis of the level of participation and accessibility. The evaluation focused on the following aspects of the project: program development, program implementation and administration as well as assessment of learning outcomes. The study followed a qualitative approach using document analysis to inform the development of evaluation instruments and a phenomenological design to assess teachers’ lived experiences during program implementation. Data was collected through focus group discussions among teachers. The study established that teachers did not appreciate the program as it was ill-planned, irrelevant to their needs and disturbed their daily routines. Nevertheless, a few teachers embraced the program and reported positive benefits in terms of teachers’ career development goals. The study recommends the revision of the program in terms of content and implementation procedures. In addition, teachers’ support systems, learning materials and the mode of delivery need improvement to effectively enhance teaching and learning in Namibian schools.

scholarly journals Using Game-based Technology, KAHOOT! for Classroom Engagement

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Nur Hazwani Mohd Muhridza ◽  
Nur Afifah Mohd Rosli ◽  
Azura Sirri ◽  
Adlina Abdul Samad
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Activity ◽  
Successful Implementation ◽  
Classroom Engagement ◽  
Language Classroom ◽  
Effective Teaching And Learning ◽  
Esl Classroom

In the recent years, numerous game-based technologies have been developed with the aim of providing fun yet meaningful experience to their users. These technologies are also common among instructors and students in the English as a Second Language (ESL) classroom since they act as supplements for effective teaching and learning. Instructors and students who are now more advanced with technology could benefit from these available game-based technologies as these technologies offer various features that could be utilized for classroom activity. As to ensure the successful implementation of the technologies, students’ engagement in the classroom where the technologies are concerned should be paid attention to. Hence, in the context of this study, the use of one game-based technology, KAHOOT in an ESL classroom was observed. The study examines the students’ level of engagement while playing KAHOOT and also looks at the students’ level of attainment towards the topic content. The study was conducted qualitatively with the participation of 29 undergraduate students. The data was collected via interviews and observations which later was analysed descriptively. The findings suggest that KAHOOT is proven to be useful in initiating and fostering students’ engagement in language learning activity and at the same time enhancing their language skills. The study hopes to provide insights for better implementation of game-based technologies in English language classroom curriculum.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

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