The importance of homework in determining immigrant students' grades in schools in the USA context

This study described about: (1) the level of verbal creativity of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak 2017/2018; (2) English language proficiency of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak 2017/2018; (3) the relationship between the level of verbal creativity and English language proficiency of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak 2017/2018. The sample in this study were students of the Department of Islamic Psychology, Faculty of Ushuluddin, Adab and Da'wah, Islamic State Institute of Pontianak. The results of this study are that there is a positive correlation between verbal creativity with English language proficiency in Islamic Psychology students From this research, it can also be seen that the level of verbal creativity of Islamic Psychology students is quite high with a percentage of 49.2% and English proficiency of students has a high category in reading skills. Keywords: Verbal Creativity, English Proficiency

In New York City, elementary and middle school students speak a wide variety of languages in their homes (167) and come from a vast number of countries (192). Over 1 in 10 children are limited English proficient (LEP) and another 3 in 10 are English proficient and from homes where languages other than English are spoken. Given the challenges to educating students with varying language needs, it is important to gain an understanding of the differences and similarities between students who are not yet proficient in English and those who are proficient, and to further distinguish among the English proficient students who are and are not exposed to English at home. What are the differences in the characteristics and school performance of LEP and English proficient students? Do English proficient students exposed to English at home differ from those exposed to other languages?This report, a companion to our report on immigrant students, answers these and other questions through a statistical portrait of the demographic characteristics and academic performance of New York City's elementary and middle school students by English language proficiency and home language groups.

Today, the quality of Philippine basic education is in question. The results of international assessments such as Programme for International Student Assessment (PISA) in 2018 and Trends in International Mathematics and Science Study (TIMSS) in 2019 show alarming performance of Filipino learners, especially in Science and Mathematics. This finding is confirmed by the recent result of the Department of Education’s Basic Education Exit Assessment (BEEA), revealing that the “senior high school students scored lowest in national assessment history.” With these findings, it is imperative to ask: How ready are the K-12 graduates in the Philippines? What are their English language proficiency and mathematics competency? Does good English language proficiency impact higher mathematics competency? This study basically examined the relationship between English language proficiency and mathematics competency of Filipino K-12 graduates (n=7,384) enrolled at Cagayan State University. It used secondary data from the result of the College Readiness Test (CRT) of the DARETO Project. Results revealed that the English language proficiency of the respondents is “satisfactory,” and their mathematics competency is “Fair.” Some personal and school- related profiles explain differentials in the respondents’ English language proficiency and mathematics competency. Finally, mathematics competency is impacted by the respondents’ English proficiency. K-12 graduates with higher English proficiency produce higher mathematics competency and vice versa. Thus, English proficiency is a good predictor of mathematics competency among K-12 students.

There is still a debate about using English proficiency in determining one's academic success or access to an opportunity. Hence, research on the correlation of language proficiency and academic achievement is urgently needed. This study attempted to investigate the relationship between Indonesian postgraduate students’ English language proficiency and their academic achievement. To achieve the objective, 54 male and female postgraduate students majoring in English education at a university in Bandung were involved as the sample. Students’ language proficiency was seen from their Test of English as a Foreign Language (TOEFL) scores and their grade point average (GPA) was used to indicate their academic achievement. All data were analyzed through manual computation of Pearson Product-moment correlation. The result revealed that there is a significant positive linear correlation between English language proficiency and academic achievement. This result suggests that as the English proficiency increases, so does academic achievement. The results are expected to provide insight in understanding whether English language proficiency can increase academic success, especially in educational settings where English is the primary medium of instruction.

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

This study identifies the factors that contribute to the students’ English language proficiency among Malaysian Institute of Information Technology (MIIT) undergraduates. It further explores the impacts of the undergraduates’ language proficiency towards their academic performance. A quantitative and non-experimental approach were used for data collection purposes where data were collected through online questionnaire. There were 116 participants from Universiti Kuala Lumpur (UniKL) MIIT undergraduates involved in this study. Data analyses were made using inferential and descriptive statistical analyses. Statistical analyses revealed that the undergraduates’ academic achievement was influenced by their attitude towards the use of English and their high school English performance. In contrast, the findings indicated that the undergraduates’ residency did not contribute to their English language proficiency. It was also indicated that there was a significant difference between the undergraduates’ level of English Language Proficiency based on their academic achievement. In brief, the findings of this study provide useful insights on how undergraduates’ English language proficiency is influenced by many external factors that eventually affect their academic performance. It is crucial to be proficient in English language so that not only students are able to perform excellently in school but also in tertiary institutions. After all, graduates who are proficient in English will be in demand specially to cater the need to work in the English medium environment. Thus, this research paper will provide some improvements and recommendations in assisting the tertiary institutions to produce more in demand graduates who are able to compete at the international level.

Race and ethnicity are associated with disparities in pain management in children. While low English language proficiency is correlated with minority race/ethnicity in the United States, it is less frequently explored in the study of health disparities. We therefore investigated whether English language proficiency influenced pain management in the post-anesthesia care unit (PACU) in a cohort of children who underwent laparoscopic appendectomy at our pediatric hospital in San Francisco. Our primary exposure was English language proficiency, and our primary outcome was administration of any opioid medication in the PACU. Secondary outcomes included the amount of opioid administered in the PACU and whether any pain score was recorded during the patient’s recovery period. Statistical analysis included adjusting for demographic covariates including race in estimating the effect of language proficiency on these outcomes. In our cohort of 257 pediatric patients, 57 (22.2%) had low English proficiency (LEP). While LEP and English proficient (EP) patients received the same amount of opioid medication intraoperatively, in multivariable analysis, LEP patients had more than double the odds of receiving any opioid in the PACU (OR 2.45, 95% CI 1.22–4.92). LEP patients received more oral morphine equivalents (OME) than EP patients (1.64 OME/kg, CI 0.67–3.84), and they also had almost double the odds of having no pain score recorded during their PACU recovery period (OR 1.93, CI 0.79–4.73), although the precision of these estimates was limited by small sample size. Subgroup analysis showed that children over the age of 5 years, who were presumably more verbal and would therefore undergo verbal pain assessments, had over triple the odds of having no recorded pain score (OR 3.23, CI 1.48–7.06). In summary, English language proficiency may affect the management of children’s pain in the perioperative setting. The etiology of this language-related disparity is likely multifactorial and should be investigated further.

Graduating students of UiTM are required to sit for English Exit Test (EET) whose objective is to gauge students’ English proficiency level and their readiness for the workplace. Since the test is administered before students finish their studies, it is important to examine if EET has a predictive validity in determining the academic performance of UiTM students. We use the students’ CGPA (Cumulative Grade Point Average) to gauge their academic performance and English language proficiency since English is used as a medium of instruction at UiTM. A four-part predictive validity study was conducted on the relationship between students’ EET performance and academic achievement. A sample of 1,436 students’ EET results and CGPA from various faculties were analysed based on the results from four semesters which were 2016/2, 2016/4, 2017/2 and 2017/4. The relationship among the scores were summarised with correlation coefficients and a series of one-way ANOVA tests were run to see if there were any significant mean differences in the scores based on faculties in a span of two years. The findings revealed that there were positive correlations between students’ EET results and their CGPA. Thus, it can be concluded that EET has the predictive validity for students’ academic achievement which is the CGPA. The present study also found that EET can be considered a good test as the results of EET could differentiate good students from weak ones. This was determined by running a series of One-way ANOVA tests. The results revealed that faculties whose students had high English proficiency level scored better in EET than those whose students who had low English proficiency level. Therefore, the findings indicate that EET has a potential in differentiating high English proficient students from low English proficient students for their language readiness in the workplace.

English as a foreign language education is a top national priority in China, and improving learners’ English language proficiency is a concern. However, most research focuses on how to enhance English proficiency in the educational environment. Investigations of the impacts of family environment on English language development are limited. This study explored the relationship between family environment and English language proficiency among 975 first-year Chinese undergraduate students. One-way ANOVA, regression analysis, and mediation analysis were performed to determine the variations in English proficiency among Chinese university students based on their family socioeconomic status and parenting styles, how well these predicted Chinese university students’ English achievement, and whether parenting styles mediated the link between family socioeconomic status and English proficiency. The results indicated that although the effect of family socioeconomic status on English proficiency appeared minimal, neglectful parenting, rather than authoritative parenting, had a significantly positive influence on English proficiency. This study also provided evidence of the mediating role of parenting styles between family socioeconomic status and English outcomes.

This study sought to investigate the influence of family background on English language proficiency among learners in Nine and Twelve Years Basic Education (YBE) from selected schools in Musanze district, Rwanda. The study adopted the convergent parallel design, utilizing a mixed approach. The study was carried out in 10 selected schools in different sectors within Musanze district. The population of the study counted 9321 subjects, from which a sample of 384 individuals was selected, comprising 225 students, 100 parents, and 59 teachers. The sample size was determined using Yamane’s formula. Random and purposive sampling techniques were used in selecting the involved participants. The data were collected using a structured questionnaire (with 5-point Likert scales), an interview guide, and a document review guide. The data were analyzed using percentages, frequencies, means, standard deviation, and regression analysis. The findings revealed that parents’ and siblings’ educational levels have a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.972; p-value =.000<0.05). It was found that family location has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.981; p-value =.001< 0.05). It was found that family economic status has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.983; p-value =.002< 0.05). It was also found that family language of communication has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.985; p-value =.000<0.05). The study recommended that the Ministry of Education should implement comprehensive language programs, provide regular professional development for teachers, foster a language-rich environment, and utilize technology for language learning as a means to create an environment that promotes English language proficiency and support students in developing their English proficiency.

The main purpose of the study was to investigate the impact of English language proficiency on learners’ academic achievement in Mathematics, Economic and Management Science and Natural Science. The learners’ performance in the four mentioned subjects was measured through their end of the year (2013) results. A purposeful sample of 215 Grade 8 learners was used in this study. The results indicated that there was no relationship between learners’ English proficiency and their academic performance in Mathematics and EMS. The only relationship the study revealed was between the English language proficiency and learners’ academic performance in Natural Science, although it was not significant. It was concluded that there was no alignment between the current structures of the English language subject offered and the language proficiency required for academic success in Mathematics and EMS.

In the USA, people with limited English proficiency (LEP) disproportionately experience gaps in health insurance coverage and access to care. The Patient Protection and Affordable Care Act (ACA) of 2010 included reforms that could improve these outcomes. To describe changes in insurance coverage and access to health care by English language proficiency over 2006-2016. We used regression models to estimate changes in coverage and access after 2010 for adults with high vs. limited English proficiency, adjusting for socio-economic status, demographic characteristics, and health care needs. We used difference-in-differences models to assess adjusted changes in disparities by English proficiency after 2010. Supplemental analyses used nearest-neighbor propensity score matching to balance the characteristics of respondents. Respondents aged 18-64 in the Medical Expenditure Panel Survey over 2006-2016, with high (n = 174,214) or limited (n = 16,484) English language proficiency. Insurance coverage was a binary variable indicating any health insurance coverage during the past 12months. Access to care was measured using binary variables indicating whether the respondent had a usual source of care and received necessary medical, dental, and preventive care. Gains in health insurance coverage after 2010 were significant for adults with high English proficiency (1.7 percentage points, p < 0.001) and adults with limited English proficiency (4.6 percentage points, p = 0.007); gains did not significantly vary by English proficiency. Adults with LEP showed larger improvements than adults with high English proficiency in having a usual source of care (5 percentage points, p = 0.007) and receiving needed medical care and dental care (1.4 percentage points, p = 0.013, and 2.8 percentage points, p = 0.009, respectively). Findings remained similar when matching was used to balance the measured characteristics of respondents with high vs. limited English proficiency. Disparities in health care access by English proficiency narrowed after 2010, the year of passage of the ACA.

This study investigated preparatory year students from a Saudi University to identify anxiety they experience during their English language classes. The participants were 76 preparatory year students with high English language proficiency and 64 with low English language proficiency. A translated version of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986) was administered to generate data for this survey. Descriptive analyses and Independent-samples t-test were run to identify the participants’ perceptions related to four categories of Foreign Language (FL) anxiety as well as to see whether any significant differences exist due to their English language proficiency. The results of this study have revealed that Saudi EFL preparatory year students suffer from medium level of FL anxiety. Among four types of FL anxiety, the participants have reported that they suffer the most from communication anxiety followed by negative evaluation anxiety, anxiety of English classroom and test anxiety respectively. The present findings haven not exhibited any significant differences in the perceptions of Saudi preparatory year students regarding FL anxiety in relation to their English language proficiency. It is recommended that EFL teachers try their level best to decrease anxiety level by making their classroom proceedings interesting and stress free. This seems advisable for EFL teachers to enhance the possibilities of their students’ participation in class activities by letting them know in advanced so that they are able to prepare those topics well. Generally speaking, it transpires that though Saudi preparatory year students bear moderate level of FL anxiety that can easily be addressed by exploiting appropriate teaching techniques to help them overcome their anxiety and perform better in their language classes.

Acculturation is an important factor that is uniquely associated with health literacy among racial/ethnic minorities. We examined the relationship between acculturation and health literacy among Chinese speakers in the USA who have limited English proficiency. Since language proficiency is an important subcomponent of acculturation, we also explored the relationship between English language proficiency and health literacy. Our sample included 405 participants. To evaluate the appropriateness of the acculturation instrument to elicit valid data, we performed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). We performed linear regressions to investigate the relationship between acculturation and health literacy. Our acculturation instrument can be divided into three factors: English language proficiency, interactions with family and friends, and interactions with neighbors. The acculturation measurement model exhibited good fit. Higher US acculturation was associated with lower Chinese information appraisal, higher English functional health literacy, and higher English information appraisal. Higher English language proficiency was positively associated with English functional health literacy and English information appraisal. There was no relationship between English language proficiency and Chinese health literacy. Neither acculturation nor English language proficiency was associated with empowerment. English language proficiency might play an important role in English functional health literacy and information appraisal. Developing and implementing English as a second language (ESL) curriculum in health promotion intervention programs can effectively improve English functional health literacy and information appraisal among populations with LEP.

Level of English Proficiency among Science Students of UKM