scholarly journals CBM language measures as indicators of foreign-language learning: Technical adequacy of scores for secondary-school students

2021 ◽  
pp. 42-57
Author(s):  
Laura Hoefnagel ◽  
Christine A. Espin ◽  
Ralph Rippe
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Progress Monitoring ◽  
Reading Aloud ◽  
Reliability And Validity ◽  
Foreign Language Learning ◽  
English Word ◽  
School Students

Students with and without learning disabilities often struggle to learn a foreign language (FL). Teachers could benefit from a measure designed to screen and identify students at risk for FL learning difficulties. In this study, we examined the reliability and validity of scores from four curriculum-based measures (CBM) as potential indicators of English FL learning: reading aloud, maze selection, and English-to-Dutch and Dutch-to-English word translation. Participants were 133 Dutch students in Grade 8. Criterion variables were English course grades and scores on a standardized achievement test (Cito-VAS). Alternate-form reliability ranged from r = .77 to .87. Correlations between CBM and criterion measure scores ranged from r = -.04 to .65. Scores from maze selection and reading aloud alone predicted English-language proficiency better than a combination of scores from the four measures, explaining 29.7% and 23.6% of the variance, respectively. Implications for the use of CBM for FL screening and progress-monitoring are discussed.

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

scholarly journals Developing an Interactive Storybook Application ‘Jack and the Dirty Smelly Beast’ for English Language Proficiency among Children

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Indah Fakhrani Arpin ◽  
Maizatul Hayati Mohamad Yatim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Instructional System ◽  
Foreign Language Learning ◽  
Instructional System Design ◽  
Education Policies

The high percentage of students who are still struggling with the English language is worrisome, even though there are many well-planned strategies and education policies that are developed to resolve this problem. It is a universal belief that learning a foreign language at a young age through reading plays an important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive storybook application combined with suitable multimedia elements and features to encourage children to read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and features in improving children’s learning. Their responses were recorded and analysed using descriptive analysis. The findings showed that respondents agreed that learning experience improved significantly and attracted children to read when using this application. In conclusion, by using correct multimedia elements and suitable features in the interactive storybook application, it is envisaged that the children’s comprehension in learning a foreign language can be expanded. This research foresees there is enormous opportunity for literacy development in foreign language learning in the early ages through the creation of an interactive storybook application with suitable multimedia elements and features for children.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

The Correlation between Iraqi EFL Preparatory School Students’ Language Learning Styles and Language Proficiency

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Khattab Jabbar Jassim Al Saadey ◽  
Prof. Dr. Salam Hamid Abbas ◽  
Prof. Dr. Salam Hamid Abbas
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
School Students ◽  
Preparatory School

Learning styles usually viewed as having a direct impact on foreign language learning. Knowing of students’ learning styles contributes significantly to the development of the level of students in the foreign language where they deal with language inputs differently and each student has a different learning style. Accordingly, foreign language teachers should be aware of the students’ individual differences in general and learning styles in particular. This study aims to find out: 1. Iraqi EFL preparatory school students’ learning styles. 2. Iraqi EFL preparatory school students’ level of language proficiency. 3. The correlation between Iraqi EFL preparatory school students’ learning styles and level of language proficiency. 4. Which of the learning styles do contribute to the interpretation of variation in language proficiency of Iraqi EFL preparatory school students. This study is a correlational research in which the population consists of 325 students from different Iraqi preparatory schools during the academic year 2020/2021. The data is gathered by employing a questionnaire to assess students' learning styles and an English language proficiency test to assess students’ proficiency represented by language skills. After their validity and reliability are verified, the instruments are applied to the research sample. The results of the statistical manipulation showed the following: 1. Iraqi EFL preparatory school students show weak level of language proficiency. 2. The dominant learning styles of Iraqi preparatory school students are random/intuitive style, followed by impulsive/reflective, while the sequential learning style comes third. While the use of closure/open oriented and deductive/inductive learning styles are not statistically significant. 3. Iraqi EFL preparatory school students’ learning styles are statistically correlated with their English language proficiency. 4. The visual, auditory, impulsive/reflective, and synthetic/analytic styles contribut

scholarly journals Crossing the bridge to literacy in foreign languages: C-test as a measure of language development

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Ingrid Gogolin ◽  
Birger Schnoor ◽  
Irina Usanova
Keyword(s):  
Language Development ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Language Skills ◽  
Panel Study ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
School Students

Abstract Throughout an educational career, literacy skills become more elaborated. However, little is known about the development of reading and writing skills in foreign languages in adolescents. In this contribution, we focused on the development of language skills in the foreign languages English and French in Germany as measured by a C-Test. Hereby, we aimed to explore the potential of C-tests to provide a differentiated approach to the assessment of foreign language development in secondary school students. We draw on the data from the German panel study “Multilingual Development: a Longitudinal Perspective” (MEZ) on students’ language skills in the foreign languages English (n = 1987) and French (n = 662). We investigated the differences in the means of “classical” and “word recognition” scores in English and French C-tests and the development of these differences. The application of both scores in our study provided differentiated information on students’ receptive and productive aspects of literacy in adolescents and showed that students in secondary school are still on their way of developing spelling skills in both foreign languages. Furthermore, our results reveal that the receptive and productive components of language proficiency show different developmental patterns at various stages of foreign language learning.

scholarly journals Learning English as a foreign language: learners’ beliefs in different contexts

2021 ◽  
Vol 10 (1) ◽  
pp. 67-79
Author(s):  
Isabela Giacomini ◽  
Laila Wilk Santos ◽  
Lucas Arruda Tacla ◽  
Theodora Rosskamp Kalbusch ◽  
Flavia Roberta Felippi Ruckl
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
School Students ◽  
Public And Private ◽  
Foreign Language Learners ◽  
The City

This paper is the result of a research conducted by Languages students from the Universidade da Região de Joinville (Univille), whose main objectives were to understand, identify and re-signify the beliefs held by high school students concerning the process of learning the English language. For this purpose, questionnaires about the issue were applied as a way to understand what the convictions were and how the context of education influences over the said convictions. The participants of this research were students of public and private schools from the city of Joinville. The results were analyzed according to some basic authors, such as Brown (2015), McKay (2002) and Tanaka (2003), in addition to authors that investigate the field of applied linguistics. This research has reached very meaningful results and reflections, bringing to light the fact that, though not so different on both scenarios, the context had a strong influence in the way that students perceive the foreign language learning, and how they see themselves in this process.

scholarly journals Language Anxiety and Attitude of Secondary School Students towards Learning English

2018 ◽  
Vol 35 (1) ◽  
Author(s):  
Muhammad Athar Hussain
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Significant Negative Correlation ◽  
Attitude Scale ◽  
Female Students ◽  
Language Anxiety ◽  
School Students ◽  
Language Class

In countries where English is taught as a foreign language, learners suffervarious levels of being anxious and develop a specific attitude towardsEnglish. The paper examined foreign language anxiety of 10th gradestudents and their attitude towards foreign language learning. Sample ofthe study was 360 male and 360 female students of 10th grade studentsof public sector secondary schools from six districts of the PunjabProvince of Pakistan. Foreign Language Classroom Anxiety (FLCAS)scale was used to investigate anxiety of the students and attitude towardsEnglish was found by using English language attitude scale. The datawere analyzed quantitatively using SPSS. t-test was used to find outgender differences for language anxiety and attitude. Relationship ofanxiety with attitude of the students was determined though Pearsonproduct moment coefficient. Results revealed that significant differencesexisted between male and female students for foreign language anxietyand attitude towards foreign language learning. Results also indicatedthat significant negative correlation was found between foreign languageanxiety and students’ attitude towards foreign language learning. Girlsshowed less anxiety in English language class and had more positiveattitude towards English. It was suggested that training might be given toEnglish language teachers on modern pedagogical patterns. Englishlanguage Curriculum might be redesigned keeping the context of thelearners in mind.

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