The Relationship Between Leisure Reading Habits, Vocabulary and Writing of English Language Learners (ELLs)

2017 ◽  
Vol 8 (2) ◽  
pp. 157-175
Author(s):  
Jocelyn Lee Yee Vun ◽  
Alice Wong Su Chu
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Reading Habits ◽  
Leisure Reading ◽  
The Relationship

scholarly journals PENGARUH KUALITAS STRATEGI MEMBACA TERHADAP PRESTASI AKADEMIK

2019 ◽  
Vol 20 (2) ◽  
pp. 105-115
Author(s):  
Suprihadi Suprihadi ◽  
Muh. Syafei
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Reading Strategy ◽  
Training And Education ◽  
The Relationship

The dual-role of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University as both English language learners and language users gets them to be autonomous, effective, efficient, and strategic readers. The objective of this research is to investigate the relationship between quality of the reading strategy and academic achievement of the students. The subjects of this research were 104 students of EED UMK comprising of all semesters taken randomly. The instrument used was closed-ended questionnaire. The result of this research reveals that there is no relationship between quality of the reading strategy and academic achievement, meaning that the quality of reading strategy does not influence the academic achievement of the students. Implikasions and recommendations for the institution and for further research were proposed.

English Language Teaching and Intercultural Communication Competence

2015 ◽  
Vol 3 (7) ◽  
pp. 55-59
Author(s):  
Xiaochi Zhang ◽  
Jinjing ZHANG
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Communication Competence ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Intercultural Communication Competence ◽  
The Relationship

This article discusses about the relationship between linguistic competence and intercultural communication competence, and then about the functions of English language teaching in improving students’ intercultural communication competence. Finally, it explores how to develop English language learners’ intercultural communication competence in English language teaching and gives some useful suggestions, so as to really realize the final objective of English language teaching.

Uninvited Guests: The Influence of Teachers’ Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom

2008 ◽  
Vol 45 (2) ◽  
pp. 495-522 ◽  
Author(s):  
Bogum Yoon
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Positioning Theory ◽  
Single Subject ◽  
Regular Classroom ◽  
Education Students ◽  
Classroom Dynamics ◽  
The Relationship

Grounded in positioning theory, this study examined regular classroom teachers’ views of their roles with regard to English language learners (ELLs) and the relationship between their teaching approaches and the students’ reactions and positioning of themselves in the classroom. Findings suggest that the teachers’ views of their roles varied based on their positioning of themselves as teachers for all students, as teachers for regular education students, or as teachers for a single subject. The teachers’ different approaches were related to the ELLs’ different levels of participation and their positioning of themselves as powerful or powerless students. The study breaks important ground in our understanding of the complex interactional classroom dynamics that influence the teaching and learning of ELLs.

scholarly journals English Language Anxiety and Its Effect on Students’ Mathematics Achievement

2019 ◽  
Vol 12 (12) ◽  
pp. 130 ◽  
Author(s):  
Yazan Alghazo ◽  
Hasan Al-Wadi
Keyword(s):  
English Language Learners ◽  
Mathematics Achievement ◽  
Language Learners ◽  
English Language ◽  
Language Anxiety ◽  
Esl Students ◽  
Program Type ◽  
Mathematical Vocabulary ◽  
And Mathematics ◽  
The Relationship

Difficulties faced in learning a specific mathematical vocabulary are amplified through incomplete English knowledge among students who English Language Learners (ELLs). Therefore, the present study aims to investigate the relationship between English language anxiety and the mathematical achievement of EFL/ESL students who are using EMI. Mixed research method was employed to identify and understand this relationship between language anxiety and mathematics achievement in the math classroom. To collect quantitative data, a questionnaire was distributed to the students to measure their level of English language anxiety and mathematics achievement using their grades in their mathematics classes. The association between English language anxiety levels and ESL/EFL achievement in Mathematics was investigated through Pearson’s correlation test. The results showed medium levels English language anxiety among the EFL/ESL students with a mean of (2.15) and a standard deviation of (0.73). The results indicated no statistical difference in means of English language anxiety that can be attributed to the program type or graduation year (α≤ 0.05). The study concluded that English language anxiety was neutral as majority of students become nervous, when the teacher asks them unexpected questions.

Sign in / Sign up

Export Citation Format

Share Document