Does the Malaysian English Language Syllabus Cater to the Academic Vocabulary Needs of Secondary School Students Entering Universities?

The paper examines the attitudes of secondary school students, e. g. grammar school and craftmanship secondary school, toward their own language competences in the native (Croatian) and foreign (English) language. The testing instrument is a questionnaire with statements compiled according to questionnaires used to study attitudes toward the native and / or foreign language. The aim of the research is to observe the level of awareness of the respondents about their own language competences. The results of the statistical analysis indicate that the students of both populations are satisfied with their speaking skills in both languages. They also claim to recognize their own errors, as well as the errors and speech disfluencies of others. Grammar school students, unlike students from the craftmanship secondary school, find the introduction of a course that would further develop speaking skills useful. The obtained results are not in line with the dominant curricular guidelines for teaching the native language, especially those related to the area of speaking competences, emphasizing the need to strengthen the basic, spoken, and consequently written competences of students. The reasons for such attitudes could be explained by insufficient knowledge of the underlying features of highly developed communication competence and consequently of insufficient awareness of their own, as a necessary prerequisite for successful interaction in the contemporary society. The research results point to the necessity of acquiring a more objective perception of students about their own language competences. Keywords: speaking competences; speech errors; speech disfluency; students’ attitudes.

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Investigation the attitudes of secondary school students towards the use of saying and words of wisdom in learning English at secondary level in Gaza

International Journal of research in Educational Sciences ◽

10.29009/ijres.4.3.4 ◽

2021 ◽

Vol 4 (3) ◽

pp. 169-199

Author(s):

Wafaa Ibrahim Alnajjar ◽

◽

Reem Yahya Mahmoud Shehadh

Keyword(s):

Secondary School ◽

Foreign Language ◽

Language Learning ◽

Secondary School Students ◽

English Language ◽

Cultural Knowledge ◽

School Students ◽

Efl Learners ◽

Secondary Female ◽

Learning English

This paper examined the attitudes of secondary school students towards the use of saying and words of wisdom in learning English as a foreign language in secondary schools in Gaza. Saying and words of wisdom play a significant role in language learning as a part of gaining cultural knowledge. In addition, this study attempted to find out whether they could motivate students to learn English then improve language acquiring through time. 40 secondary female EFL learners were assigned in questionnaires and interviews. Through observation, the researcher convinced that saying and words of wisdom is an important segment in the English Language, and it is a useful piece that has been used to spread wisdom and truths about life. The study reveals the effectiveness and higher rate of retaining of learning vocabulary through the strategy of sayings and words of wisdom compared to the traditional method.

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Impact of Pidgin English on the Effective Learning of English Language among Junior Secondary School Students in Port Harcourt

International Journal of Humanities and Social Science ◽

10.30845/ijhss.v9n6p10 ◽

2019 ◽

Vol 9 (6) ◽

Author(s):

Obisike Iheanyi Osondu ◽

Nwala Michael Alozie ◽

Mbong Joy Etaruwak

Keyword(s):

Secondary School ◽

Secondary School Students ◽

English Language ◽

School Students ◽

Effective Learning ◽

Junior Secondary School ◽

Port Harcourt ◽

Junior Secondary

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Secondary school students’ attitudes to phrasal verbs

Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching ◽

10.26881/bp.2020.2.04 ◽

2020 ◽

pp. 73-94

Author(s):

Dorota Góreczna

Keyword(s):

Secondary School ◽

English Learners ◽

Secondary School Students ◽

English Language ◽

Native Speakers ◽

School Students ◽

Phrasal Verbs ◽

Upper Secondary ◽

Students Attitudes ◽

Upper Secondary Schools

Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.

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Islamic Self-Identity Formation Through Language Learning: A Study of Religious Secondary School Students in Malaysia

English Language and Literature Studies ◽

10.5539/ells.v11n1p38 ◽

2021 ◽

Vol 11 (1) ◽

pp. 38

Author(s):

Mohd Nazri Latiff Azmi ◽

Isyaku Hassan ◽

Engku Muhammad Tajuddin Engku Ali ◽

Ahmad Taufik Hidayah Abdullah ◽

Mohd Hazli bin YahaAlias ◽

...

Keyword(s):

Secondary School ◽

Language Learning ◽

Identity Formation ◽

School Environment ◽

Secondary School Students ◽

English Language ◽

Sampling Technique ◽

English Language Learning ◽

School Students ◽

Self Identity

Self-identity formation becomes increasingly challenging for students as they are exposed to different norms in the school environment. Education, language, and religion are crucial in the process of self-identity formation. Therefore, this study aims to explore how English language learning and the school environment influence Islamic self-identity formation among students in selected religious secondary schools in Terengganu, Malaysia. The study employed a qualitative approach in which 90 religious secondary school students in the State of Terengganu were selected using a purposive sampling technique. Focus group interviews were used as a data-gathering instrument. The students were divided across different sessions to ease the process of data collection. The data were transcribed and analyzed using inductive thematic analysis. The study found that English language learning does not influence the students’ Islamic self-identity formation negatively. Instead, certain morals such as respect, self-esteem, and cooperation, are instilled in the students’ self-identity. This study provides evidence on the students’ ability to construct Islamic self-identity despite the challenges of second language learning.

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