English Achievement Research Articles

Elevating EFL learners' professional English achievements and positive learning behaviours: A motivation model‐based digital gaming approach

AbstractBackgroundCultivating staff's professional English has become an imperative and challenging issue in English as a Foreign Language (EFL) countries. English for medical professionals is also the common language around the world for publishing new medical knowledge or reports. Therefore, Medical English for Health Professionals (MEHP) is a crucial required professional training program in nursing education. Its purpose is to improve nursing students' professional English so that they can directly understand the clinical medical information related to patients, thereby reading the latest international medical knowledge and participating in research themselves.ObjectiveThe MEHP program is commonly conducted in a large‐scale class using the lecturing approach, which is a passive learning mode lacking opportunities for individual students to experience learning contexts and to receive advice and guidance from the teacher. To solve this problem, the present study proposed a motivation model‐based professional English gaming approach.MethodTo verify the effects of the proposed approach, a quasi‐experiment was conducted in an MEHP program of a university to explore the effects of the approach on nursing students' learning achievements. In addition, the higher and lower achievers' behavioural patterns, as well as their perceptions of the learning approach, were investigated.Results and ConclusionsThe results showed that the motivation model‐based digital gaming approach improved the students' professional English achievements in the “application” dimension as well as their positive perceptions of learning professional English more than the conventional learning approach. Moreover, when learning with the proposed approach, the higher achievers revealed more positive behavioural patterns than the lower achievers. The main contributions of the study are the proposal of a motivation model‐based digital gaming approach, and showing the effectiveness of the proposed approach in helping trainees gain a deeper understanding of professional English and facilitating their positive learning behaviours in a course for medical English.

The Mediating Effect of Academic Engagement on the Relationship between Second Language Grit and Language Proficiency

This study aims to explore the relationships and mediating effects among second language grit, academic engagement, and English proficiency based on a quantitative research survey of 103 Chinese non-English major students. The results revealed that: (1) Students exhibit moderate to high levels of second language grit and academic engagement; (2) There are significant positive correlations among second language grit, academic engagement, and English proficiency; (3) Academic engagement has a complete mediating effect on the relationship between second language grit and English proficiency. The findings offer valuable insights and practical guidance for enhancing English education quality and are conducive to improving Chinese students’ English achievement.

English Classroom Anxiety, Learning Style and English Achievement in Chinese University EFL Students

The present study examined the relationship between English classroom anxiety (ECA) and learning style and their predictive effects on students’ English achievement. In total, 691 Chinese university EFL (English as a foreign language) students answered the English Classroom Anxiety Scale, the Perceptual Learning Styles Preferences Questionnaire and a background information questionnaire. Major findings were: (a) the two scales were highly reliable and significantly inversely related to each other, (b) the respondents generally had a medium ECA level and selected auditory, kinesthetic, visual, tactile, group and individual styles as their minor preferences, (c) no significant differences occurred in ECA levels between students of varying genders and disciplines, (d) male students preferred group learning significantly more and individual learning significantly less than their female peers, and engineering students preferred group learning significantly more and individual learning significantly less than their peers of social sciences and humanities, (e) ECA was significantly negatively correlated with and predicted students’ English achievement, and (f) each learning style was significantly positively correlated with students’ English achievement, and visual and group styles significantly positively predicated the latter. These findings confirm the role of foreign language anxiety and learning style in second/foreign language learning.

Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement

Abstract With latent profile analysis (LPA), this study identified motivation profiles of rural English learners in China based on expectancy-value theory (EVT). The construct validity of the extracted latent profiles was verified by their association with learning strategy use and English achievement. A total of 2,433 Chinese rural students completed English achievement test and online questionnaire measuring self-efficacy, intrinsic value, utility value, English learning strategy, and demographic information. The LPA results demonstrated that a model with four latent profiles adequately represented the data, naming rural English learners with “high expectancy and high value”, “low expectancy and medium value”, “medium expectancy and low value”, and “low expectancy and low value”, respectively. Four subgroups showed significant differences in strategy use and English achievement. Rural learners with “high expectancy and high value” used the most cognitive and metacognitive strategies, and scored highest in English test, followed by those with “low expectancy and medium value”, “medium expectancy and low value”, and “low expectancy and low value”. This study is consistent with the situated nature of motivation and provides new insights into English instruction in rural areas.

Research on the intelligent teaching model of integrated English reading and writing classrooms in colleges and universities based on big data technology

Abstract Because of the current relatively lagging writing ability and the current situation of English teaching that separates reading and writing, input and output, this paper proposes the reading and writing integration model to improve English teaching. This paper first introduces the definition of mutual information and interaction information, explains the information theory feature selection method of big data relationship mining technology, and uses the feature selection method to select the features related to the target variable, further derives the hidden structural information between the features, mines the correlation between the target variable and the features, and derives their causal relationship through correlation. Then the specific measures of reading and writing integration are elaborated, including developing students’ sense of language through reading and imitating writing. Finally, the effectiveness of this method is evaluated in terms of learning confidence, achievement and writing level. In terms of English achievement, the mean score after the experiment was 95.44, which was higher than the previous mean score of 82.78. In terms of writing ability, 76.5% of the students said that reading improved the quality of writing, and 65.4% said that the integrated teaching of reading and writing made their writing faster. The integrated teaching mode of reading and writing has improved students’ English proficiency and interest in learning.

The Effectiveness of Multisensory Approach for Teaching EFL on Intermediate School Students

The current study aims at finding out the effectiveness of the Multisensory Approach for teaching EFL on intermediate school students through finding out : the average level of students' achievement in English. whether there is any significant difference between the achievement of the experimental group and that of the control group in the posttest. These aims have been achieved through verifying the following hypotheses: The average level of the students’ achievement in the posttest is within the theoretical level of performance in English. There is no significant difference between the mean scores of the experimental group’s achievement and that of the control group’s achievement in the posttest.

Pengaruh Penggunaan Peralatan Kit Bahasa Inggris Dan Motivasi Belajar Bahasa Inggris Terhadap Prestasi Belajar Bahasa Inggris Siswa Kelas Iv Sd Negeri Impres Jalan Luku Tahun 2023

Mastering a foreign language becomes a necessity in this globalization era. This is because language is a vital instrument to communicate with people thus in other words, it is called the tool to communicate. In the workplace, one of the requirements that someone must be able to fulfill is that they have to master a foreign language, or at least to understand the foreign language used in books as well as foreign products using foreign languages, especially since the global market has emerged. Therefore, , we are all indirectly required to be able to speak a foreign language in order to keep up with the development of the increasingly advanced era. The formulations of the problem in this research are: (1) How is the effect of the use of English Language KIT tools on the English learning achievement of fourth grade students at State Elementary Schools in Sumbergempol District?; (2) How is the effect of motivation of learning English on the academic achievement of fourth grade students at State Elementary Schools in Sumbergempol District?; and (3) How is the effect of utilizing the English Language KIT tools and the learning motivation as a whole on the learning achievement of English of fourth grade students at State Elementary Schools? This thesis is useful for the author to broaden the insight into the mindset, attitude, experience that is by understanding the nature of the effect of the use of English Language KIT tools and the learning motivation on the student achievement in the process of learning English, especially in elementary schools.

Relationship between Student Engagement and Academic Achievement in College English Education for Non-English Majors in China

To address the tangible problem of English underperformance and recognize a theoretical void in student engagement theory within the realm of college-level English education for non-English majors in China, this research investigated the correlation between student engagement and English achievement in this unique setting. Additionally, it analyzed to what degree the trio of student engagement dimensions (specifically, emotional engagement, cognitive engagement, and behavioral engagement) elucidate or forecast students' accomplishments in English. The correlation study design was adopted with 400 non-English major undergraduates in 6 public universities and colleges in Hebei Province, China. Students’ CET-4 scores served as indicators to assess academic achievement, which was collected in the Demographic Information Form. The Student Engagement Scale collected data on three dimensions of student engagement. Through comprehensive statistical analyses, the outcomes demonstrated substantial and positive correlations between (the three dimensions of) student engagement and English achievement in the domain of college English education for non-English majors in China. Notably, these dimensions collectively elucidate 65.3% of the variation in English achievement, with emotional engagement emerging as the primary predictor, succeeded by behavioral engagement and cognitive engagement. These findings not only suggest a path for tackling the practical issue but also expand the application boundaries of student engagement theory. As subsequent research delves into the intricacies of student engagement, this study establishes a foundation for delving deeper into the mechanisms that propel English achievement within this distinctive educational landscape.

Navigating Linguistic Challenges: Exploring Difficulties in English Comprehension among Rural Second Language Learners

The current study illuminates and identifies rural learners' English Grammar learning issues at lower standard. The current study may be effective in improving rural learners' English proficiency and removing learners' issues. It enables teachers to diagnose learners' learning barriers and facilitates remedial instruction to improve learners' English achievement. The study used the survey method as its methodology.The Sample: For the study, 200 - first year students and some teachers from School and College in the rural area served as the sample. Tools for the study included a survey seeking teacher opinions and a diagnostic exam created by the researcher. The first step in the study's methodology is the identification of problems through the use of diagnostic tests. 2nd Determining the learners' problems based on the teachers' perceptions. The learners struggle with pronunciation, prepositions, conjunctions, sentence, structure, and semantics, among other aspects of grammar.the implications for education Refreshing the English skills of rural students might be beneficial Keywords: Diagnostic Test, English, Learning Difficulties, College, Level.

The Students’ English Achievement, Perception and Attitude in English Language Teaching

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either. According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.

An Analysis of Instructional Design Model and Students’ English Achievement

Teaching English in Indonesia should get attention to face the era of globalization. The initial survey shows that students still face problems or difficulties in learning English, especially productive skills. So, the study aimed to investigate the kinds of instructional design models (IDM) conducted by lecturers, to expose the stages of IDM, and to describe the learning achievement of the students’ English productive skills. The subjects of this study were lecturers who taught English productive skills, namely speaking and writing skills, and the fourth semester students who had programed these courses. The procedures were (1) a preliminary survey of learning problems, (2) designing research instruments, (3) validating instruments, (4) collecting data through instruments, and (5) analyzing and interpreting the results of data analysis. The instrument was a questionnaire that aimed to obtain information from lecturers, while the test aimed to measure the achievement of students’ English productive skills. The results showed that the lecturers used several kinds of IDM with various stages, and the students’ English achievement was in good classification for speaking skills and fair for writing skills. Therefore, the lecturers were considerably required to choose the kinds and various stages of IDM in their teaching and learning processes.

The Relationship between Parental Involvement and Students' English Learning Achievement of The Eight Grade Students in Palembang

The purpose of this study is to find out the extent of the relationship of parental involvement in the way to improve student’s English learning achievement. The proposed hypothesis is that there is a positive and significant relationship between parental involvement and learning achievement in English. This research belongs to the quantitative type of research, with a correlational analysis of product moments. The population of this study was all class VIII students with a total sample of 91 students. The results showed that the significance value was 0.00, because the significance was smaller than 0.05 (0.00 0.05), then Ho was rejected, and Ha was accepted. So, there is a relationship and high significance between parental involvement in student English learning achievement.

THE CORRELATION BETWEEN STUDENTS’ ENGLISH ACHIEVEMENT AND PARENTAL GUIDANCE OF THE EIGHTH GRADE STUDENTS AT MTsN ARYOJEDING IN THE ACADEMIC YEAR 2021/2022

English can not only be acquired through formal education, but also can be obtained from non-formal education, especially from their family. Families have a responsibility in the education of their children. Parental guidance is needed to help student achievement to the fullest. This is because parents know their needs will provide supervision of students, support to students in learning. The statement of problem from this research are (1) How is the students’ English achievement of eighth grade at MtsN Aryojeding (2) How is parental guidance of eighth grade at MtsN Aryojeding (3) Is there any correlation between the students’ English achievement and the parental guidance of eighth grade at MtsN Aryojeding, the objectives of this research is know whether or not there is correlation between the students’ English achievement and parental guidance.The research using quantitative approach of which the data obtained from students’ final test and parental guidance questionnaire, then this test result was analyzed using Pearson Product Moment formula in SPSS 16.0 for windows version to find the correlation.The finding of coefficient correlation of research is 0.79, the level of correlation is “strong”. The researcher concluded that comparison that is used as a relationship with the right direction is done by the parents will provide an increase in the students’ English achievement.The students should be improved the learning achievement and students need to understand how effective learning in school and at home. The parents should be able to further enhance the learning guidance to their children through encouragement and constructive guidance, complementary facilities and infrastructure. And it is suggested that the study will be useful for the future researcher as the reference to make a further research especially about students’ English achievement and parental guidance

Peningkatkan Kemampuan Vocabulary Melalui Program “Weekly English For Kids” Bagi Anak-Anak Di Desa Pelem Kecamatan Pringkuku Kabupaten Pacitan Jawa Timur

Elementary school aged children in Pelem Village hamlet have trouble learning English. Meanwhile, children have high motivation to learn English but have not been well facilitated in the environment. The purpose of this service is to improve children’s ability to speak English properly and precisely; increase motivation to learn English; and improve academic achievement in learning English at school. The approach used is community service. Lectures, TPR (total physical response), questions and answers, ice breaking, and exercise are some of the techniques employed in this community service. Based on the results of the Weekly English for Kids program, which show that: (1) the children’s self-confidence has grown; and (2) the children’s ability to learn English seems to have increased, it is proven that the children have succeeded in working on worksheets with maximum results. In addition, the village government hopes that this community service will continue to improve children’s English skills.

Learning Style and Students’ Achievement in English for Profession Course of IT Education Department

This research was aimed at investigating students’ learning style, investigating students’ achievement on English for Profession Course and seeing whether there is significant difference on students’ achievement across different learning style. This research used a convergent mixed method design. The data were taken using questionnaire of learning style and achievement test. The findings of this study showed that from 37 students, 17 students were auditory learners, 15 students were visual learners and 5 students were kinesthetics learners. Further, the mean score of achievement test for auditory and visual learners showed that they can be categorized into good achievement while the mean score of kinesthetics learners showed that they can be categorized into very good achievement. Here, the visual learners have the lowest mean score of 80.67 and the kinesthetics learners have the highest mean score of 86.00. Meanwhile, the auditory learners were in between with 82.35 of mean score. Finally, one-way Anova analysis is used to test the hypothesis and it showed that the Fcount < Ftable (0.335 < 3.28). Thus, H0 is accepted and it can be concluded that there is no significant difference on students’ achievement in English for Profession course across the three learning styles of auditory, visual and kinesthetics.

THE CORRELATION BETWEEN STUDENTS’ PERCEPTION ON GERAKAN LITERASI SEKOLAH AND STUDENTS’ READING ENGLISH ACHIEVEMENT OF SMAN 4 KEDIRI

This research aims to describe and analyze: (1) to find out students’ perception of the program Gerakan Literasi Sekolah, (2) to find out the reading English achievement of students’, (3) to find out the correlation between Gerakan Literasi Sekolah and students’ reading English achievement at SMAN 4 Kediri. This research used the quantitative approach as the research design. Then, the data collected by using questionnaire and document. This research carried out 194 students of eleventh grade of SMAN 4 Kediri as the sample. The result showed that: (1) the results of the students' perceptions of the Gerakan Literasi Sekolah took a sample of 194 students. The questionnaire consists of 20 questions, with a total of 3.880 answers. Data analysis of the average number of students answered "yes" a total of 3.578, answered "no" a total of 302. So, from the result it can have a positive impact on students' reading desire. (2) the result of student reading English achievement shows a total of 194 students. A minimum student score of 75 with a total of 2 students or 1.0% and a maximum student score of 92 with a total of 1 student or 0.5. The average score of the dominant students is 83 with a total of 65 students or 33.5%. So, from the result can the score of students reading English is positive with good results. (3) the result of the students' perceptions of the Gerakan Literasi Sekolah on students' reading English achievement have a significant effect 0.031 < 0.05 on the t-test. So, from the result can be concluded that Ha is accepted.

Relationships between Learners’ Communication Styles, Self-efficacy, Sympathetic Tendency, and Academic Achievement in EFL Context

The study aims to reveal effective variables in English as a foreign language learning achievement by focusing on the relationships among communication styles, self-efficacy, and sympathetic tendency. By doing so, learners are identified better and stakeholders are enabled to make more fruitful lesson plans. Furthermore, applying more suitable techniques is possible to facilitate or promote English learning by developing and widening the English Language Teaching area. There aren't any relationships between four styles of communication and academic achievement in English. Moreover, there is no significant relationship between academic achievement in English and self-efficacy levels (r = -.01, p > .05). No significant relationship between academic achievement in English and the sympathetic tendencies of participants hasn’t been found (r = .06, p > .05). On the other hand, there is a positive, weak, and significant relationship between assertive behavior levels and self-efficacy levels (r = .09, p < .05). There is a statistically significant, negative, and weak relationship between passive behavior levels and self-efficacy levels (r = -.08, p < .05). No significant relationship can be found between concealed aggressive behavior levels and self-efficacy levels (r = .01, p > .05). There is a positive, weak, and significant relationship between openly aggressive behavior levels and self-efficacy levels (r = .10, p < .05). There is no significant relationships between communication style levels and sympathetic tendency levels (r = .01, p > .05). There is no significant relationship between self-efficacy levels and sympathetic tendency levels of the participants (r = -.08, p > .05).

The Students' Motivation and Achievement in Learning English: The Correlational Study

The students have a lot on their plates already, and one of the biggest is the academic activity. Researchers have shown a correlation between intrinsic motivation and academic performance. Students' English proficiency is also influenced by their level of interest and effort in learning the language. The purpose of this research was to determine if and how students at MA Muhammadiyah Darul Arqam Punnia Labumpung, Kab. Pinrang is motivated to learn English based on their academic performance. Students' interest in English and effort in studying the language were found to be significantly related. This was demonstrated by a correlational study on students' motivation and their performance on an English language test. The first piece of good news is that the SPSS 21 program's computed r value is greater than the table at both the 5% and 1% significant level (0.367 0.852 > 0.47). Second, the computation of the contribution between student motivation and achievement in English showed that student motivation (variable X) contributed roughly 72.59% contribution to the achievement (variable Y) of the sample class, while the remaining 25.41% was influenced by other factors.
 
 Keywords: Students’ Motivation, Learning English, and English Achievement.

A Study of ESP Students' English Language Learning Beliefs, Strategies, and Academic English Achievement

This study set out to examine students' academic English competency, as well as their perspectives on the language-learning process and the methods they employ to succeed. Quantitative techniques were used in this study, including descriptive and correlational designs. The BALLI and SILL tests, as well as the final English exam scores of first-year students, were used as indicators. The research sample consisted of sixty-six first-year management students from Kendriya Vidyalaya Sangathan. Data were analyzed using descriptive statistics, multivariate correlation, and the Pearson Product Moment correlation. Motivation and expectations ranked highest (M = 3,65), followed by the nature of language learning (M = 3,35), the ability to speak a foreign language (M = 2,97), the method of learning and communication (M = 2,86), and the difficulties associated with language learning (M = 2,74). Students used metacognitive techniques (3.35 times as often as memory strategies (3.28 times), cognitive strategies (3.28 times as often as memory strategies), emotional strategies (3.24 times as often as social strategies (3.28 times as often as compensating methods (3.18 times as often as memory strategies), and so on. Beliefs and techniques were found to have a positive and indirect link with students' English academic achievement (R.035). Academic English performance correlated positively but not significantly with attitudes towards learning the language (r =.145, p 0.245 > 0.05), while it correlated negatively but significantly with strategies for learning English (r = -.144, p 0.248 > 0.05).

Distinct roles of self-oriented and socially prescribed perfectionism in Chinese adolescent students' achievement goals, classroom affect, and academic achievement

We investigated the reasons and processes through which self-oriented perfectionism and socially prescribed perfectionism demonstrate different predictive utilities in relation to adolescent students' achievement goals, classroom affect, and academic achievement in math and English. Results based on a group of 542 Chinese middle school students revealed that self-oriented perfectionism was closely related to both mastery-approach and performance-approach goals as well as positive classroom affect. In contrast, socially prescribed perfectionism was closely related to performance-avoidance goals and negative classroom affect. Moreover, achievement goals largely mediated the predictive paths between the two types of perfectionism and academic outcomes. The findings of the present study highlight the importance of recognizing the multidimensionality of perfectionism in understanding students' academic motivation and educational outcomes.