English Achievement Research Articles

Professional development of english foreign language teachers in Indonesia: non-english educational background

The paper reports on the results of a study aiming to analyze the teachers’ perception of their professionalism in teaching English as non-English education graduates as well as the challenges that are faced by the teachers. The data were collected from observation and interview with two English teachers of the Senior High School in Subang, West Java, Indonesia. The data were analyzed by a qualitative method through three steps: reduction, display and conclusion. From the interview result, two teachers have similar perceptions of professionalism in teaching. They believed that professional development can be improved by joining some events and programs in an effort of developing their pedagogical competence such as seminars, workshops, short courses or teacher training related to teaching in order to develop their knowledge of teaching methods. Meanwhile, the observation results show that both teachers have not applied all practical professional development activities in their classrooms, such as the implementation of lesson study is not achieved well and the teachers are not familiar with self-reflection. The result highlighted from two teachers’ perceptions of being professional that they are consciously confident that professionalism is undeniable for the sake of students’ achievement in learning English by having various of professional development courses or trainings. In conclusion, the researcher assumed that their teaching English professionalism could be developed as long as they have taught English skills which can be reinforced by some experiences in teaching English, applying pedagogical knowledge and attending teacher’s programs that can improve their competence in teaching.

The Relationship Between Emotional Intelligence, Mental Health, and the English Achievement of College Students Based on Big Data Statistical Analysis

This article explores the association between emotional intelligence, mental health, and English proficiency among college students. Survey results reveal that the gender ratio of college students is roughly equal, and the number of participants is stable each year. Humanities majors comprise 31% of the total. The authors collected data from nearly 1000 college students, which was analyzed using a matrix model. Results suggest that while there is a weak correlation between emotional intelligence scores and English grades, there is a strong correlation between mental health scores and English grades. The researchers conducted a 3-month psychological intervention experiment on 60 sophomore students. These students showed improvement in both mental health scores and English scores. Additionally, survey results indicate student satisfaction with the testing and psychological intervention. Overall, this study demonstrates that mental health and English proficiency are closely related, and psychological interventions can positively affect language skills.

The effects of foreign language anxiety on English word reading among Chinese students at risk of English learning difficulties

AbstractForeign language anxiety has influenced reading achievement in English as a second language learning (ESL). However, less is known about how foreign language anxiety affects Chinese students learning English as L2 and the interplay between foreign language anxiety and cognitive-linguistic factors on L2 reading performance. This longitudinal study examined the impact of foreign language anxiety on English word reading and the mediating effect of cognitive-linguistic skills between foreign language anxiety and English word reading in a sample of 177 grades 2 to 3 ESL Chinese students at risk of English learning difficulties. Foreign language anxiety was assessed using parent-rated and child-rated questionnaires at T1. Students were assessed on English word reading at T1 and T2 and cognitive-linguistic skills: phonological awareness, expressive vocabulary knowledge, and working memory at T1. Path analysis showed that parent-rated foreign language anxiety significantly predicted T1 English word reading after controlling for working memory. However, child-rated foreign language anxiety did not significantly predict English word reading. Moreover, mediation analysis showed that parent-rated foreign language anxiety significantly predicted T2 English word reading through T1 English word reading and expressive vocabulary knowledge. Findings highlight the impact of foreign language anxiety on L2 word reading and suggest that mothers’ involvement in children’s ESL is essential.

SOSYAL BİLİMLER LİSELERİNE YÖNELİK İKİ ARDIŞIK İNGİLİZCE PROGRAMININ DEĞERLENDİRİLMESİ

After 2005’s education reform, the Social Sciences High School has become one of the few school types that can provide intensive foreign language education; yet, there are still students at this type of school who cannot communicate in English well. This study aims to compare two consecutive preparatory class English curricula in that type of school regarding the development of communicative skills. For this mixed method study conducted in the second term of the 2017-2018 academic year at a Social Sciences High School in Turkiye, English exam scores of students and interviews with stakeholders were utilized. The findings revealed that there was a significant difference in the English achievement scores of the students between the two preparatory classes in the 2016-2017 and 2017-2018 academic years in favour of the latter. Furthermore, the qualitative data obtained from the stakeholders of the two curricula showed that they had positive opinions regarding the curriculum change.

Measuring cognitive loads and attitudes of pre-service teachers in computer based testing environment

This study aimed to reveal the attitudes of the students who were subjected to measurement and evaluation in an online testing environment towards the computer based testing (CBT) platform and the factors that affect their attitudes. It also examined the students’ cognitive loads in the exam designed with multimedia elements from message design principles by using the facilities of this platform. The study was conducted with a case study design. The participants consisted of 32 students. Participants took a previously used and redesigned English achievement test based on the multimedia design principle. Then, cognitive load scale and attitude towards computer scale were implemented. In addition, seven volunteer participants were interviewed. The results of the study showed that factors such as students’ equipment advantage, time, success, flexibility, individuality and less mental effort affected the participants’ attitudes towards the CBT environment. A significant difference was found between the scores of the participants in the cognitive load scale and the duration of the exam. There was a low and positive correlation between the cognitive load score of the participants for the listening test and the time to complete these questions, and a low and negative correlation between the correct answer scores of the participants in the listening test.

Correction: Predictive and Mediating Effects of Learning Strategies and Styles on Chinese Undergraduate Students’ English Achievement

Correction: Predictive and Mediating Effects of Learning Strategies and Styles on Chinese Undergraduate Students’ English Achievement

Toefl Preparation Class in Non EFL Classroom: How is it Impactful on The Non-EFL Learners’ Achievement?

Having problem of reaching the tested aspects of TOEFL particularly on achieving target score of TOEFL set, participants needed to be provided an intervention with TOEFL preparation class before encountering the test. For that reason, this community service activity highlighted the impact of TOEFL preparation class on the non EFL learners’ achievement. One class was used as the sample of this activity in which it consisted of twenty students coming from different major in one of private universities in Palembang, southern region of sumatera. Descriptive analysis with experimental design was used. A test was administered to see whether or not there was a significant improvement on the non EFL learners’ TOEFL-like score achievement. The results revealed that achievement level of the participants were in the elementary and intermediate category. Besides, statistically there was a significant improvement on the EFL learners’ TOEFL-like score intervened by the provision of TOEFL preparation class. Thus, it could be further concluded that TOEFL preparation class was impactful on the non EFL undergaduates’ English achievement. Keywords: TOEFL preparation class; Non EFL Classroom; Non EFL learners’ achievement

Improving the English Language Achievement of SMP Negeri 4 Polewali by Integrating E-modul as a Media and Differentiated Learning as the Approach

The differentiated learning model is a teaching and learning process where students can learn the subject according to their abilities, preferences, and needs. The researchers conducted pre-observation of learning for students at SMP Negeri 4 Polewali. From the results of these observations, the researchers found that the teaching to improve the students' achievement in English failed, where their achievement was under the expectation of the National Education Standard. The failure of students' learning achievement is caused by a less attractive learning approach and the selection of learning media that does not motivate students to learn English in class. The problem statement is that student learning achievement is very low in learning media and approaches. The research objectives are to determine whether an E-learning module integrated with differentiated learning can improve learning achievement, the steps of learning English using an E-module integrated with differentiated learning and the students' perceptions of learning by using e-modules and differentiated learning. The researcher implemented a quasi-experimental design to determine students' language achievement. This study uses a pre-experimental design using a one-group pretest-posttest design using a quantitative approach. In the Pre-test and Post-test groups, the observation is two times: before giving treatment, called the Pre-test, and after giving the treatment, called the Post-test. The use of an e-learning module integrated with differentiated learning can improve the learning achievement of students of SMP Negeri 4 Polewali. A validation test was conducted to obtain expert-validated learning steps. Perception dimensions consisting of cognitive, affective, and conative dimensions can be used to support students in learning English through differentiated learning. The use of an E-learning module integrated with differentiated learning can improve students' learning achievement in class VIII SMP Negeri 4 Polewali; differentiated learning can improve students' learning achievement. The study recommends that researchers and teachers continue exploring best practices for combining e-learning and differentiated instruction to enhance student outcomes.

The Use of Kuki Chatbot Application to Improve English Achievement

The use of digital media is one of the topics recommended in the Platform Merdeka Mengajar (PMM), a teacher-independent learning platform and a benchmark in the implementation of the Curriculum Merdeka. In this study, the researcher used an artificial intelligence called a chatbot Kuki application. Chatbots are automated conversational agents that can interact with users in natural human language and provide support anytime, anywhere. Kuki is an embodied Artificial intelligence bot designed to befriend humans in the Kuki, formerly known as Mitsuku. The researcher first carried out pre-observation to show students’ English achievement. The result is that students' English achievement is still in the low category. Mostly students stated that media in learning is a factor in low achievement. The objectives of this study are to find out: 1) whether the use of Chatbot Kuki can improve students' English achievement. ,2) students' engagement in applying the Kuki Chatbot, 3) Students' perception of the usage of chatbot Kuki and how learning steps are taken by using chatbot Kukis, and 4 ) The steps of Learning English by using Kuki Chatbot in the class. The research conducted Qualitative research by using two classes, namely Experimental and Control classes. Both of the classes are given a pre-test and post-test to see the students’ achievement. The student’s engagement is based on three dimensions: cognitive, behavioural, and emotional engagement. Student engagement is observed by an observation sheet; students' perceptions are used in a Likert scale analysis, and a validation test is performed to see the learning steps in using the Kuki Application. The result of the study is that there is an improvement in students’ English achievement in experimental classes. The Students' engagement is active, and the perception of the students is positive. The English achievement of students in class IX of SMP 3 Alla Enrekang is improved.

The Application of SPSS Correlation Analysis in the Study of Precision Teaching of English in Universities

Abstract Amidst the swift advancements in information technology, university-level English education encounters both challenges and opportunities for innovation. This study is dedicated to the development of a system tailored for precise teaching strategies in college English, employing students from M-school as the primary research subjects. Subsequently, the relationship between various teaching strategies and the outcomes of precision teaching was investigated through correlation analysis using SPSS. Furthermore, the factors influencing English performance were analyzed using Pearson’s correlation coefficient and grey correlation analysis within multiple regression analyses. The results show that the overall mean score for English precision teaching is 3.5162, which is in the middle of the teaching level. Furthermore, the significant (two-sided) p-values of the factors affecting the level of English precision teaching and English achievement are less than 0.05, which is significantly correlated with English achievement. College students’ English achievement = 0.534+0.142*Teaching objectives+0.195*Learning situation analysis+0.238*Teaching content+0.271* Teaching methods+0.187*Teaching organization+0.185*Teaching evaluation. The study shows that the precise teaching of English in colleges and universities can be optimized in terms of teaching objectives, learning situation analysis, teaching content, teaching methods, teaching organization form, and teaching evaluation.

Construction and Application of English teaching in vocational colleges Model under Output Orientation

Abstract The basic idea of teaching reform and practice is the teaching mode. This research, which is based on POA, examines how higher vocational English is taught under the direction of a new teaching model and assesses the viability and application of using POA to teach English in vocational institutions. This paper establishes an English teaching in vocational colleges model under POA, which consists of three parts: “driving,” “facilitating,” and “evaluating.”Through the improvement of the BP neural network, this research develops the English teaching in vocational colleges quality assessment model under POA, thereby verifying the efficacy of the model. The changes in students’ English achievement are explored through teaching experiments and the two-sided sigmoid curve. A value of 0.007<0.05 in the paired-sample t-test of the experimental class proves that compared with the traditional English teaching in vocational colleges model, the English teaching in vocational colleges model under POA has a more obvious promotion effect on English achievement. The improved BP neural network model produced quantitative assessments of teaching quality that are mostly in line with actual findings. The model is used to evaluate the quality of English instruction in vocational colleges under POA.

A Study on the Relationship between Multiple Regression Analysis and Students’ Achievement Improvement in Higher Education English Teaching

Abstract Students’ English learning achievement is affected by many factors, and the study found that there is a significant correlation between the English teaching process on the improvement of students’ English achievement, especially the teaching design. Based on this, this paper analyzes the correlation between English teaching design and students’ academic performance improvement in colleges and universities using the multiple linear regression method. Based on the multiple covariance problem in the multiple linear regression model gives the two-parameter algorithm optimization at the α level, and finally applies the optimized multiple linear regression model by example, and gets the conclusion that the optimized multiple linear regression model with the two-parameter algorithm optimization at the α level is feasible. The main research results are as follows: after this paper improves the parameter algorithm of the model on the α level, it is found that the fit of the model also reaches 85% under the influence of multifactor (more than 5), which proves that this paper is feasible for the improvement of the two parameters on the α level. The t-values of the independent test results for the five dimensions of teaching objectives and content are 6.765, 4.792, 3.163, 5.226, and 4.123, respectively, and their significance is less than 0.01, which proves that there is a significant correlation between the five dimensions selected in this paper about the design of English language teaching and the improvement of the English language learning achievement. The predictor variables chosen for the regression process are able to explain the response variables to a large extent, so the model can be used to predict improvement in English achievement.

The effects of language learning strategy instruction on college students’ English achievement and learner autonomy in mainland China: A meta-analysis

This meta-analysis synthesized recent research on promoting learner autonomy through strategy instruction in tertiary English classrooms in China for two main purposes: (a) to estimate the effects of strategy instruction on English achievement and outcomes related to learner autonomy; and (b) to examine the moderating effects of a set of intervention and contextual characteristics. A total of 49 studies contributed to 111 effect sizes for this meta-analysis. Using a random-effects model, this study finds that the overall effect size of strategy instruction was 0.92 (p < 0.001). The type of outcome measure significantly moderated the impact of strategy instruction. Interventions that assessed multiple aspects of learner autonomy (cognitive, metacognitive, motivational, and social) had a significantly higher mean effect size than those assessing a single aspect. The results suggest strategy instruction is a viable instructional tool for promoting learner autonomy among college students in English-as-a-foreign-language classrooms. The results emphasize that fully understanding the impact of a strategy instruction intervention on learner autonomy requires an examination of its various dimensions.

An Empirical Study on Convergent Teaching of Academic English and General English in the Internet Era

Abstract In this paper, we first use Hamming distance to mine students’ English achievement, construct the data matrix to get the English achievement, and analyze the standard deviation of each row and column in the matrix to get the similarity and the degree of dispersion among the students’ accomplishments. The BGLL algorithm is used to analyze achievement data by clustering. The modularity of the data calculated by clustering is applied to the weighted graph to obtain the results of achievement clustering analysis. By analyzing the effect of the fusion teaching mode of academic English and general English after practice, it was found that the English reading and speaking scores of the students in the experimental class improved significantly. There was a significant difference between the reading posttest scores of the experimental class and those of the control class (p =0.002&lt;0. 05), with a difference of nearly 10 points in the average scores. The student’s awareness score of the importance of English learning after teaching practice reached 4.308, the attitude score of English learning motivation averaged about 3.192, and the student’s knowledge and understanding of English teaching objectives were also more precise, with a mean value of 3.399. The application effect of the integrated English teaching model proposed in this paper is excellent, which lays the foundation for the integrated teaching of academic English and general English, and also provides reference data for the application of the teaching model in the future.

The Practice of SPSS-based Correlation Analysis in English Teaching Research: An Exploration of the Relationship between Classroom Teaching and Student Achievement

Abstract The quality of English language instruction in the classroom is a pivotal factor influencing students’ learning outcomes and performance in English. Grounded in this research context, this study draws upon relevant theoretical frameworks and examines a cohort of 80 students from the 2023 English class at Anhui Medical College. A multiple regression model was constructed using various dimensions of classroom instruction—namely, content, methodology, organization, teacher competence, instructional attitude, and linguistic features—as independent variables, with students’ English achievements serving as the dependent variable. Utilizing SPSS statistical software, both multiple regression and principal component analyses were employed to investigate the correlations between classroom teaching practices and student performance. The main conclusions of the article after the test are: in the rating of English teaching classroom performance, the teacher’s teaching ability (5.0952) scores high, and the teaching method (3.0324) scores the lowest, and the teacher’s teaching ability has a close relationship with the students’ English achievement. English achievement = 2.136 + 0.223*Teaching content + 0.41*Teaching style + 0.129*Classroom organization + 0.227*Teaching competence + 0.189*Teaching attitude + 0.449Language characteristics. There is a need to improve the performance related to classroom teaching and thus improve the performance of students.

A Study on the Application of Seq2seq in English Flipped Classroom Teaching in Colleges and Universities

Abstract With the rapid development of educational technology, the English teaching mode in colleges and universities faces innovation challenges. As an emerging teaching mode, flipped classroom promotes students’ active learning and improves classroom efficiency by switching the order of pre-course learning and in-class activities.Seq2seq technology, as a significant application of deep learning in natural language processing, is used in flipped classroom to provide new perspectives and methods for English teaching, which is expected to stimulate students’ interest in learning and improve the quality of teaching through technological means. This study aims to examine Seq2Seq2’s ability to enhance the quality of teaching and learning. This study explores the impact of Seq2seq technology on English flipped classroom teaching in colleges and universities. Using an experimental research method, 120 first-year university students were selected as the research subjects and divided into experimental and control groups, applying Seq2seq-assisted flipped classroom teaching and traditional teaching methods respectively. The study used a pre-test and post-test design, and collected students’ English achievement and learning motivation questionnaires to analyze data. Students in the experimental group outperformed the control group in English, with a mean score increase of 6.27 points, and their motivation to learn was also improved. The students in the experimental group showed improvement in vocabulary mastery, reading comprehension, and writing ability. The study shows that applying Seq2seq technology in flipped classroom can effectively improve students’ English learning achievement and learning motivation, which is of great significance for promoting the development of English teaching in colleges and universities.

The Relationship between Senior High School Students’ Foreign Language Learning Boredom and English Achievement

This study aims to examine how Foreign Language Learning Boredom (FLLB) is related to foreign language achievement of Chinese senior high school students in an English as a foreign language context. Informed by the control-value theory, the questionnaire of FLLB was administered to 128 senior high school Chinese students in grade one. Analysis of the questionnaire data and the final English exam scores shows that FLLB among senior high school students in China was at a medium level. Specifically, of the seven dimensions, the level of PowerPoint presentation boredom was the highest, while the level of Teacher-dislike boredom was the lowest; a negative correlation was found between students’ FLLB and English achievement. Of seven dimensions, foreign language classroom boredom, under-challenging task boredom, homework boredom, general learning trait boredom, and over-challenging or meaningless task boredom were significantly relevant to English final exam scores. Moreover, FLLB contributed significantly to the negative prediction of English test scores.

Students’ Language Learning Preferences in Taking In and Presenting Information to Others

This study aimed to ascertain the extent to which students prefer to take in and present information to others using the four perceptual learning modalities: visual, auditory, reading and writing, and kinesthetic in learning the English language. The researcher applied the descriptive-correlational design and considered 250 Grade 12 randomly selected respondents. The researcher utilized a validated questionnaire and conducted a dry run with thirty respondents. The Cronbach's Alpha Test revealed that all items were reliable with coefficients greater than 0.70 in all areas. The results of this study revealed that that the students generally have a high preference for auditory, reading and writing, and kinesthetic learning styles, while their preference for visual learning is moderate. In terms of presenting information, students prefer auditory and kinesthetic methods more than visual and reading and writing. Despite these preferences, students' academic performance in English was very satisfactory. Importantly, there was a positive correlation between academic performance and the extent to which students engaged in reading and writing. Conversely, heavy reliance on visual presentations was associated with lower English academic performance. Additionally, students who preferred reading and writing and kinesthetic methods for presenting information tended to perform better academically. These findings highlight the significance of considering diverse learning preferences and presentation methods to enhance students' academic achievements in English.

A Study on Exploring the Influence of Teachers’ Interactive Behavior on Teaching Quality of English Classroom in Colleges and Universities by Combining Neural Network Prediction Models

Abstract English is one of the essential contents in the higher education system, and the innovative research of English teaching has become a research hotspot in the academic world. This paper introduces the neural network model to the research of English classrooms in colleges and universities and constructs a neural network prediction model based on teacher-student interaction behavior. It is used to identify, classify, and predict the behavior of teacher-student interactions. Further, explores the impact of teacher-student interaction on student behavior and its quality on college English teaching. The neural network model in this paper achieves optimal performance in the long-term prediction of teacher-student interaction behavior, and the overall short-term prediction accuracy significantly exceeds that of other prediction models. The differences in grade level, gender, and number of lecturers were all significant for the quality of English classroom teaching in colleges and universities. There was a significant correlation between teacher-student interaction behaviors (classroom cooperation, classroom games, classroom communication, and situational interpretation) and English teaching quality (English achievement, classroom participation, and learning interest). Teacher-student interaction behaviors significantly improve English classroom teaching quality and predict teaching quality by up to 45.24% of the explained variance. Classroom cooperation is the primary factor in positive classroom interaction behavior between teachers and students.

Junior school students’ foreign language buoyancy, enjoyment, and English achievement: Exploring the connections from a positive psychology perspective

From a positive psychology standpoint, this research investigated the relationship between foreign language buoyancy, foreign language enjoyment, and English academic achievement of 240 junior school students. The results of this survey indicate that learners of foreign languages have higher foreign language buoyancy, and enjoyment and a noteworthy positive association exists among buoyancy, enjoyment and junior school students’ academic success. According to the results of the mediating effect test, enjoyment acts as a partial mediating factor between buoyancy and academic achievement. The buoyancy of junior school students’ foreign language learning can influence their English learning achievement partly through their personal enjoyment. Teacher-related enjoyment and environment-related enjoyment had no significant effect on academic buoyancy and academic achievement. Meanwhile, this study has some enlightening significance. According to the findings, it gives some pertinent suggestions for the improvement and intervention of junior school students’ foreign language learning emotions to junior school students, educators, and parents.