The Influence Mechanism of Ambiguity Tolerance on Senior High School Students’ Foreign Language Learning Performance

2019 ◽  
Vol 07 (02) ◽  
pp. 199-206
Author(s):  
璇璇 汤
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Performance ◽  
Ambiguity Tolerance ◽  
School Students ◽  
Influence Mechanism ◽  
Senior High School Students

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

scholarly journals Strengthening Local Identity by Writing Chronicles in the EFL Classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 185-195
Author(s):  
Alba Milena Flórez González
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Local Identity ◽  
School Students ◽  
Active Involvement ◽  
The Impact

This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence. 

Language Anxiety and Proficiency in a Foreign Language

1997 ◽  
Vol 85 (2) ◽  
pp. 559-562 ◽  
Author(s):  
Richard L. Sparks ◽  
Leonore Ganschow ◽  
Marjorie Artzer ◽  
David Siebenhar ◽  
Mark Plageman
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
College Preparatory ◽  
School Students ◽  
Single Sex ◽  
High Anxious ◽  
Second Year

Study examined the extent to which there would be differences in oral and written proficiency in a foreign language among groups of low-, average-, and high-anxious high school students. Participants were 60 girls attending a single-sex, college-preparatory high school and completing the second year of a foreign language course. Analysis showed over-all differences on measures of proficiency in the foreign language among the three groups. The results support the hypothesis that anxiety about foreign language learning is likely to represent students' differences in language learning.

scholarly journals Language Learning Beliefs of High School Students In Bangka Belitung

2019 ◽  
Vol 4 (2) ◽  
pp. 205-224
Author(s):  
Ihda Husnayaini
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Beliefs ◽  
School Students ◽  
Language Class ◽  
Language Learning Beliefs ◽  
And Gender

Learning a foreign language is generally one of the most challenging subjects in high school. This study discussed the beliefs of foreign language learning of high school students in Bangka Belitung, Indonesia, who planned on learning Arabic and Japanese, especially the prevalence of beliefs among different classes of learners (Arabic, Japanese and mix class) and between female and male students. The result of this study suggested that there were differences of the responses to the inventory among classes and gender but they were not significant. The students responded five aspects concerning the beliefs and they had the highest scores in Motivations and Expectations, especially the mix language class. Furthermore, female students had more positive opinion about foreign language learning, which matched some previous studies revealing that female learners were better than males in language learning.

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

scholarly journals Analyzing Foreign Language Test Anxiety among High School Students in an EFL Context (Note 1)

2016 ◽  
Vol 5 (4) ◽  
pp. 190
Author(s):  
Esim Gursoy ◽  
Tuba Arman
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Test Validity ◽  
Foreign Language Learning ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
School Students ◽  
Affective Factors

<p>With the increasing need to learn languages as a result of globalization there is a great demand on the part of the learners to communicate in a second/foreign language, which is also supported downwards by the governments and upwards by the parents. Among the many aspects of foreign language learning, affective factors are researched a lot as they are dependent on contexts, individual differences, cultural background, teaching methodology etc., which cause a variation in the results. The current research focuses on test anxiety as one of the major affective factors. Thus it aims to identify the level of test anxiety and its relationship with gender, grade level, and academic achievement. Moreover, the causes of test anxiety were investigated according to students’ own perceptions. A test anxiety scale and semi-structured interviews were conducted to gather the qualitative and quantitative data. The overall results showed that the participants had a moderate level of test anxiety. Females were found to be more anxious than males only in some aspects; low achievement scores provoked test anxiety with regard to a few items, and 9<sup>th</sup> graders were found to be more anxious than the 10<sup>th</sup> graders. According to participants’ own perceptions, test validity, time limit, teacher attitudes, test techniques, proctors, length of the test, testing environment and clarity of test instructions were the causes of test anxiety.</p>

scholarly journals Language learning strategies and extraversion/introversion in the EFL context

2021 ◽  
Vol 51 (1) ◽  
pp. 321-337
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Personality Types ◽  
Second Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Novi Sad

Due to the fact that extraverted and introverted personalities behave and react rather differently, especially in the context of foreign language learning, teachers and learners often believe that these two personality types have different learning habits and require different learning environments. This is often reflected in different choices of language learning strategies that these two personality types make, which has already been proven in several research studies. However, these studies did not investigate the selection of language learning strategies in connection to extraversion/introversion among high school students, so this paper aims to determine any possible links for this age group. In order to do that the research relies on the EPQR-S to determine the students' personality type and Strategy Inventory for Language Learning to determine the participants' strategy preference. The participants who took part in this research were sixty first- and second-grade students aged 15 to 17 from a medical high school in Novi Sad. The results from this research were analyzed quantitatively and, based on the results, it can be concluded that there are differences in strategy selection. Extraverts use compensation strategies most frequently, while affective strategies are reported to be the least frequently used. Introverts, on the other hand, report the highest use for metacognitive strategies and the lowest for affective strategies, similar to extraverts.

scholarly journals Kemampuan Berpikir Logis dan Penguasaan Kosa kata Bahasa Jerman

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Hesti Lestari ◽  
Misnawaty Usman ◽  
Hasmawati Hasmawati
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Logical Thinking ◽  
School Students ◽  
Writing Test ◽  
The Relationship

There are many factors that can influence students' vocabulary mastery in foreign language learning. This study aims to determine the relationship between logical thinking skills and students' mastery of German vocabulary. Research is an experimental study involving only the experimental class without the control class. Data collection techniques are done through writing test and logical thinking test in the form of Intelligent Structure Test (IST). The sample in this study were 21 high school students selected through random sampling techniques. The results of the analysis of this study indicate that there is a significant relationship between the ability to think logically with students' mastery of German vocabulary. Students who have good critical thinking skills, tend to more easily remember and understand new vocabulary in learning foreign languages.

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