scholarly journals The Relationship between Socio-Economic Status, General Language Learning Outcome, and Beliefs about Language Learning

2016 ◽  
Vol 9 (2) ◽  
pp. 89
Author(s):  
Mohsen Ghasemi Ariani ◽  
Narjes Ghafournia
Keyword(s):  
Socioeconomic Status ◽  
Language Learning ◽  
Language Proficiency ◽  
Measurement Errors ◽  
Economic Status ◽  
Learning Outcome ◽  
Practice Test ◽  
Postgraduate Students ◽  
Beliefs About Language Learning ◽  
Iranian Students

<p class="apa">The objective of this study is to explore the probable relationship between Iranian students’ socioeconomic status, general language learning outcome, and their beliefs about language learning. To this end, 350 postgraduate students, doing English for specific courses at Islamic Azad University of Neyshabur participated in this study. They were grouped in terms of their socioeconomic status. They answered a questionnaire in which they indicated their beliefs about language learning in different contexts of language use. Besides, a general language test of proficiency (a Practice test of a TOEFL Test) was administered to all the participants to homogenize them in terms of general language proficiency or general language learning outcome. The quantitative data were subjected to a set of parametric statistical analyses, including descriptive statistics and factor analysis. The findings manifested a positive relationship between the students’ economic status and general language learning outcome. Besides, the findings manifested a significant relationship between the participants’ language learning outcome and their beliefs about language learning. The findings suggest if language instructors are equipped with the necessary information to assist language learners in coping with their negative beliefs, the process of language learning is not only accelerated, but also probable measurement errors may decrease.</p>

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

Welke Leerlingen Leren het Meest Bij Over DNA?

2009 ◽  
Vol 81 ◽  
pp. 109-119 ◽  
Author(s):  
Koen Van Gorp ◽  
Sven de Maeyer ◽  
Kris Van den Branden
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
School Effectiveness ◽  
Economic Status ◽  
Research Question ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test

Educational priority policy schools differ in the learning outcomes they achieve with second language learners. School effectiveness research suggests that teachers can make a difference, but fails to make clear exactly how they can do so. This quasi-experimental study combines a comparison group design with a control group design to answer the research question "How effective are five primary school teachers in creating powerful learning environments for knowledge construction and academic language learning?" This article focuses on which types of students benefit the most from a classroom intervention, called The case DNA. The case DNA is a task-based lesson unit containing eight clear lesson objectives and the necessary lesson materials and learning activities to realize these lesson objectives. The teachers were free to adapt the lesson unit to their own teaching styles. The results of the students on the pre-test, post-test and delayed post-test DNA were analysed using multilevel analysis. Results show that socio-economic status, language proficiency, number of turns, teacher expectations and home language Turkish predict differential learning outcomes.

scholarly journals The Association between Beliefs about Language Learning and Language Proficiency among Jordanian EFL Learners at Ajloun University College

2021 ◽  
Vol 12 (1) ◽  
pp. 144
Author(s):  
Muntaha Ali Mohammad Al Momani ◽  
Roba Mahmoud Ali Al-oglah
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Pearson Correlation ◽  
Strong Association ◽  
Efl Learners ◽  
University College ◽  
Males And Females ◽  
Beliefs About Language Learning

This study aimed to examine the association between beliefs about language learning and language proficiency among Jordanian EFL learners at Ajloun University College. The data were gathered by two modified versions of data collection tools;  a questionnaire examining the beliefs about language learning (developed by Horwitz (2001)) and (2) a language proficiency test (developed by Shoeib (2004)). The data collection tools were applied to randomly recruit 100 (Fifty male and Fifty female) participants from the English language department at Ajloun University College. The Statistical Package of Social Sciences (SPSS) was used to process the gathered data and responses. The Pearson Correlation Coefficient was used to examine the association between the participants’ beliefs about language learning and their language proficiency.  The results of the study indicated that there is a strong association between the students’ (males and females) specific beliefs (in both males and females) on learning English Language and the level of their language proficiency. Therefore, the results also revealed that female participants were more proficient in using the language compared to their male counterparts. The study ended up with a conclusion stating that other factors, in addition to the students; beliefs about language learning, such as students’ achievement, are affecting the level of language proficiency.

scholarly journals The Role of Drama in Task-based Learning: Agency, Identity and Autonomy

2012 ◽  
Vol VI (2) ◽  
pp. 47-60
Author(s):  
Lorna Carson
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English For Academic Purposes ◽  
Learning Approach ◽  
Public And Private ◽  
Postgraduate Students ◽  
The Public ◽  
Design And Implementation ◽  
Perceived Impact

Drama is a genre which connects the public and private, the rehearsed and the spontaneous, the self and the other. These intriguing relationships may be examined, from an applied linguistic perspective, through the concepts of agency, autonomy and identity. This paper discusses the role of drama in university language learning within a task-based framework, and draws from an example of a collaborative drama task designed for postgraduate students in an English for Academic Purposes programme. It explores how the ideas of agency, autonomy and identity can help conceptualise this type of curricular activity, and presents the design and implementation of a dramatic task, and reviews learner evaluation of the task’s perceived impact as an alternative learning approach which lowers affective barriers, the benefits and challenges of a collaborative task, and perceived growth in language proficiency.

scholarly journals Study-abroad, Language Proficiency and Learner Beliefs about Language Learning

2003 ◽  
Vol 25 (1) ◽  
pp. 63 ◽  
Author(s):  
Koichi Tanaka
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Language Learning ◽  
Study Abroad Programs ◽  
Learner Beliefs ◽  
Before And After ◽  
Beliefs About Language Learning ◽  
Study Abroad Program

This article reports an empirical study of a 15-week study-abroad program for Japanese university students, examining changes in the students’ beliefs about language learning (measured by means of a questionnaire) and in their English proficiency (measured by means of the TOEFL). The results showed statistically significant changes in the students’ beliefs relating to analytic language learning, experiential language learning and self-efficacy/confidence during the study-abroad period. Statistically significant gains in proficiency are also reported. However, Pearson product moment correlations between the students’ responses to the Belief Questionnaire and their TOEFL scores both before and after the study-abroad period were weak and generally statistically non-significant. The results are discussed in relation to study-abroad programs and also to the role of learner beliefs in second language learning.

A study on the Relationship of the weight pattern with the socioeconomic status among adolescents school going children in an Indian Metropolitan City

2017 ◽  
Vol 3 (2) ◽  
pp. 320-323
Author(s):  
Samar Hossain ◽  
Sharma Priyanka ◽  
Talib Hossain ◽  
Surendra Mohan Mathur
Keyword(s):  
Socioeconomic Status ◽  
Socioeconomic Development ◽  
Economic Status ◽  
Cross Sectional Study ◽  
Overweight And Obesity ◽  
Cross Sectional ◽  
Socio Economic Status ◽  
Obesity And Overweight ◽  
Prevalence Of Obesity ◽  
Development Levels

Objective: The last two decades have witnessed an increase in health care costs due to obesity and related issues among children and adolescents. Childhood obesity is a global phenomenon affecting all socio-economic groups, irrespective of age, sex or ethnicity. The study was done to find the the prevalence of obesity and overweight and their association with socioeconomic status (SES) and the risk factors. Materials and Methods: School based cross sectional study carried out over a period of 4 months in three schools of East Delhi. The study was carried out in 629 school children of 10–18 years of age and belonging to different socioeconomic statuses in schools in East Delhi. The obesity and overweight were considered using an updated body mass index reference. A pre-tested questionnaire was used to determine the Socio-economic status and life style factors. Results: The prevalence of overweight among children was higher in middle socioeconomic status groups as compared to high socioeconomic class in both boys and girls whereas the prevalence of obesity was higher in high Socio economic status group as compared to middle socioeconomic group. The prevalence of obesity as well as overweight in low SES group was the lowest as compared to other group. Conclusion: The findings of this study suggest that the prevalence of overweight and obesity varies remarkably with different socioeconomic development levels.

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