scholarly journals A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

2016 ◽  
Vol 9 (6) ◽  
pp. 61 ◽  
Author(s):  
Hui-Hua Chiang
Keyword(s):  
English Learners ◽  
Technical College ◽  
English Proficiency ◽  
Preliminary Investigation ◽  
Future Research ◽  
Ambiguity Tolerance ◽  
Tolerance For Ambiguity ◽  
Efl Students ◽  
Study Population ◽  
The Relationship

<p>This article presents a preliminary investigation of the inter-relationships between English learners’ tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.<strong></strong></p>

scholarly journals The Relationship between Language Proficiency Level and L2 Digital Literacy Self-efficacy: A Study of EFL University Students

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
Digital Literacy ◽  
Self Efficacy ◽  
English Proficiency ◽  
Literacy Skills ◽  
Future Research ◽  
Online Information ◽  
Digital Information ◽  
Proficiency Level ◽  
Efl Students ◽  
The Relationship

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

scholarly journals English Vocabulary Size as a Predictor of TOEIC Listening and Reading Achievement among EFL Students in Taiwan

2018 ◽  
Vol 8 (2) ◽  
pp. 203 ◽  
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Technical College ◽  
Statistical Significance ◽  
Receptive Vocabulary ◽  
Reading Scores ◽  
Future Research ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Efl Students ◽  
And Performance ◽  
The Relationship

This paper investigates the relationship between vocabulary size and performance on the reading and listening portions of the Test of English for International Communication (TOEIC). The participants were 973 English as a foreign language (EFL) learners from a technical college who had studied English for at least six years. The learners’ TOEIC listening and reading scores were found to be strongly associated with their receptive vocabulary size with no gender differences. These results indicate that vocabulary size could have a statistically significant effect on TOEIC listening and reading scores, reinforcing the value of vocabulary size for English proficiency. Additionally, English vocabulary size and the prediction of proficiency in the TOEIC listening and reading sections reached statistical significance. These findings demonstrate the importance of receptive vocabulary for EFL learners. Outcomes from the study have implications for EFL learners and teachers as well as future research.

On the Relationship between English Proficiency, Writing Ability, and the Use of Conjunctions in Iranian EFL Learners' Compositions

2001 ◽  
Vol 133-134 ◽  
pp. 227-239 ◽  
Author(s):  
G. Reza Kiany ◽  
M. Khezri Nejad
Keyword(s):  
Multiple Regression ◽  
English Learners ◽  
English Proficiency ◽  
Data Gathering ◽  
Chi Square ◽  
Writing Ability ◽  
Efl Learners ◽  
Chi Square Analysis ◽  
Writing Scores ◽  
The Relationship

Abstract The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship between English proficiency of Iranian EFL learners and their writing ability? (3) Is there any relationship between writing ability of Iranian EFL learners and the use of conjunctions? (4) What is the relative importance of the four groups of conjunctions and English proficiency in predicting the writing ability? The study involved 120 male and female English learners of Kish Language Institute studying at different levels: Elementary, Intermediate, and Advanced. Two data gathering devices were employed: a NELSON test compatible with English knowledge of the subjects (version 300-A), and two compositions. The topics assigned for the compositions were “Describe your city, Tehran” and “Describe your English teacher". The students wrote the first composition in a session along with taking NELSON and the second one after a two-week interval. In each examination, the subjects wrote a text including about 150 to 200 words. The analyses included Correlation, ANOVA, Chi-square, and Multiple Regression to display the relationship between the above-mentioned variables. The results indicated taht the High group of proficiency has a significant superiority over the Mid and the Mid group over the Low one on the writing scores. The use of Chi-square analysis displayed which level of proficiency or which level of writing use which type(s) of conjuction more. Multiple regression, then, identified which variable(s) are more important or contribute more to writing scores.

A Sentence Repetition Placement Test for ESL/EFL Learners in Japan

2014 ◽  
pp. 971-988 ◽  
Author(s):  
F. Sigmund Topor
Keyword(s):  
University Students ◽  
English Learners ◽  
Communicative Competence ◽  
Global Environment ◽  
Future Research ◽  
Placement Test ◽  
Efl Learners ◽  
Sentence Repetition ◽  
The Relationship ◽  
Japanese English

Informed by psycholinguistics, an aspect of the theory of Communicative Competence, this chapter explores the predictive utility of a Sentence Repetition (Placement) Test (SRPT) for L1 Japanese English learners. A bivariate correlational analysis shows a positive correlation (r = .643) between scores on the listening segment of the TOEIC and those on a Sentence Repetition Placement Test. Data for the Sentence Repetition Placement Test was generated from university students and working professionals in Tokyo, Japan (N = 35; 25 men and 10 women). A valid Sentence Repetition Placement Test may provide the solution to ESL/EFL placement in Japan. Future research on Sentence Repetition Placement Test for ESL/EFL should address the relationship between the espoused ESL/EFL Communicative Competence objectives and policies to achieve those objectives. Within the current global environment, internal adjustments are clearly necessary to cope with external communicative demands.

scholarly journals The Relationship between Critical Thinking and EFL Learners’ Speaking Ability

2016 ◽  
Vol 9 (6) ◽  
pp. 189
Author(s):  
Raana Ramezani ◽  
Ebrahim Ezzati Larsari ◽  
Mohammad Aghajanzadeh Kiasi
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Research Question ◽  
Efl Learners ◽  
Speaking Test ◽  
Multiple Choice Item ◽  
Efl Students ◽  
Critical Thinker ◽  
English Students ◽  
The Relationship

<p>The current study sought to investigate the relationship between critical thinking and speaking ability among EFL students at Payame Noor University (PNU) of Rasht. This research concerned determining the fact that whether language students who are as critical thinker, perform better in their speaking ability or not. In order to answer the research question and test the hypothesis, 100 PNU English students were selected by applying IELTS speaking test as the samples of this study. Then in order to figure out critical and uncritical learners, Lauren Starkey Critical Thinking Test including 30-multiple choice item was administered to the participants. After that, based on the obtained data and due to lack of normal distribution, Spearman non-parametric correlation was employed. The findings of the current study revealed a significant correlation coefficient among these two major variables. In fact, those English learners who were recognized as critical thinkers performed better in their speaking.</p>

Mindfulness, Self-Compassion, and Counselor Characteristics and Session Variables

2016 ◽  
Vol 38 (4) ◽  
pp. 360-374 ◽  
Author(s):  
Cheryl L. Fulton
Keyword(s):  
Experiential Avoidance ◽  
Counselor Development ◽  
Ambiguity Tolerance ◽  
Practical Application ◽  
Counselor Trainee ◽  
Counselor Characteristics ◽  
Self Compassion ◽  
Development Tool ◽  
Tolerance For Ambiguity ◽  
The Relationship

Mindfulness has garnered interest as a counselor development tool for enhancing the therapeutic relationship and increasing counselor trainee effectiveness, yet empirical study of counselor mindfulness is limited. A study of the relationship between mindfulness and client perceived empathy among 55 client-counselor trainee dyads is reported. The relationships between counselor trainee mindfulness, self-compassion and ambiguity tolerance, experiential avoidance, and session depth were also examined in this exploratory study. Counselor trainee mindfulness was associated with client perceived empathy and both mindfulness and self-compassion were associated with lower experiential avoidance and greater session depth as rated by the counselor trainee. Self compassion was positively related to tolerance for ambiguity. Implications for counselors, educators, and supervisors and suggestions for practical application of mindfulness for counselor development are discussed.

scholarly journals Bilingual Education and English Proficiency

2010 ◽  
Vol 5 (2) ◽  
pp. 200-227 ◽  
Author(s):  
Christopher Jepsen
Keyword(s):  
Bilingual Education ◽  
English Learners ◽  
Fixed Effects ◽  
Regression Models ◽  
English Proficiency ◽  
Value Added ◽  
Ordinary Least Squares ◽  
Standard Deviations ◽  
The Difference ◽  
The Relationship

In 2001, California instituted a statewide test measuring English proficiency for English learners, students who are not proficient in English. In 2003 and 2004, nearly 500,000 English learners in grades 1–5 took this test each year. The relationship between bilingual education receipt and English proficiency is estimated using value-added regression models for each section of the test—listening and speaking, reading, and writing. In these regression models, students in bilingual education have substantially lower English proficiency of 0.3 standard deviations or more compared with other English learners in first and second grades. In contrast, the difference between bilingual education and other programs is usually less than 0.1 standard deviations for students in grades 3–5. These results hold for ordinary least squares, school fixed effects, and propensity score models.

scholarly journals Leveraging Language Proficiency Through Cultural Intelligence to Improve Global Virtual Team Performance

2020 ◽  
Author(s):  
Robert Stephens ◽  
Longzhu Dong ◽  
Ana Maria Soares
Keyword(s):  
Virtual Teams ◽  
Language Proficiency ◽  
Team Performance ◽  
Cultural Intelligence ◽  
English Proficiency ◽  
Group Processes ◽  
Task Conflict ◽  
Future Research ◽  
Team Creativity ◽  
The Relationship

We examine the effect of group level skills on group processes and collective outcomes in multilingual, multicultural global virtual teams. We test a moderated mediation model in which cultural intelligence (CQ) is found to moderate the relationship between average team perceived English language proficiency, team creativity, and team performance with the variables of elaboration of task information and task conflict serving as mediators in the relationship. Data was gathered from 5,852 people working in 895 teams to test the model. Results show that the average English proficiency of the team is positively associated with both team creativity and overall team performance through the mediator of elaboration of task information. CQ moderates this relationship such that teams high in average CQ are much better at elaborating task information as average team English skills increase while teams with low average CQ experience only minimal increases in task elaboration as English skills increase. The model is not significant, however, when using average levels of task conflict on the team as a mediating variable. CQ does not moderate conflict, and conflict is not significantly related to either creativity or overall team performance. We explore implications for managerial practice and directions for future research. Keywords: GVTs; CQ; English proficiency; elaboration of task-relevant information; task conflict; team creativity; team performance

Individual Personality Characteristics Related to Suggestibility

2002 ◽  
Vol 91 (3) ◽  
pp. 1007-1010 ◽  
Author(s):  
Cheryl W. Van Hook ◽  
Connie Steele
Keyword(s):  
Personality Characteristics ◽  
Control Group ◽  
Ambiguity Tolerance ◽  
Tolerance Of Ambiguity ◽  
Individual Personality ◽  
Male College ◽  
Tolerance For Ambiguity ◽  
Short Video ◽  
The Relationship ◽  
Experimental Group

The current study investigated the relationship between suggestibility of memory, personality characteristics identified by the Millon Index of Personality Traits, and tolerance for ambiguity measured by MacDonald's Ambiguity Tolerance-20. 85 female and 16 male college students were assigned to either an experimental group receiving the suggestive information or a control group. Suggestibility was assessed using Lindberg's suggestibility measure consisting of a short video, followed by a questionnaire used to assess memory, and a second administration one week later. Logistical regression analyses were used to construct a model of the personality characteristics predictive of suggestibility and indicated that susceptibility to suggestive information may differ across personalities for variables such as sensing, innovating, agreeing, and low tolerance of ambiguity.

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