Grade English Research Articles

Does Learning English Require Grit? Examining the Differential Effects on Grades in Core Subjects

Research indicates that beliefs on the locus of the primary source of learning can have negative effects on learning behaviors in school (Mercer & Ryan, 2011). To an increasing extent, young people in Sweden acquire English outside school through different cultural practices (Sundqvist & Sylvén, 2012). At the same time, students lack enthusiasm in English lessons, which can lead to a reduced investment of effort in the language classroom (Henry, 2014). However, learning a language requires both interest and effort. In psychological research, the capacity of showing consistency in interest and perseverance to achieve a goal, such as learning a language, is defined as grit (Duckworth et al., 2007). Studies investigating the association between grit and language achievement remain scarce. The present study contributes to filling this gap by investigating whether the effects of grit differ across different performance domains (i.e., English, Swedish and Mathematics). An additional purpose is to investigate whether there are differential effects of grit for subgroups of students with different SES, achievement levels, and gender. A total of 4646 compulsory school students born in 1992 were extracted from the Evaluation Through Follow-up Database (ETF). Multiple-group path analysis was used to examine the mechanisms of the grit facets (i.e., interest and perseverance) across time and subgroups. While both interest and perseverance predicted grades in Swedish and Mathematics, interest alone predicted grades in English. The low SES high achieving group also showed higher consistency in interest and perseverance than the other groups, indicating that grit could be more valuable in face of adversities.

English Language Proficiency and School Performance in English

This study determined the English Language Proficiency and School Performance in English as well the school performance as a whole. The respondents of the study were both English teachers and grade 10 students in the national high schools in the fifth district of Iloilo, using the descriptive comparative approach. Findings of which served as basis for the enhancement of the existing English manual used in English 101 for the improvement of English language proficiency of the students enrolled in the said subject. Generally, seventy percent of the student and teacher respondents were female. Teachers’ Level of English language proficiency has a significant effect on the level of proficiency of students which has a direct relationship on the school performance. It was also found out that teachers’ performance has no significant relationship with the students’ performance in English and school performance as a whole. Further, student–respondents performance has a significant relationship with their level of English language proficiency which has a direct effect on the school performance as a whole. The English teachers’ performance is related to their English proficiency level, but not associated with the students’ performance in English and school performance. However, the English teachers’ level of English language proficiency significantly affects the students’ level of English proficiency, while the students’ performance has a significant effect on their level of English language proficiency, affecting the school performance as a whole. Enhancement of the English language manual that will be used in English 101 (Study and Thinking Skills) must be adopted. Training & Development Program Design for the Enhancement of English Teachers language Proficiency must be implemented.

Evaluating English Textbook: A Sociolinguistic Perspective

This paper examines an English textbook used in Turkey within the context of sociolinguistic issues. Various studies on book evaluation can be found in the literature; however, there seems to be very limited research analysing the course books from a sociolinguistic perspective. By employing the qualitative research design, the 3rd grade English book Just Fun English (Tiras, 2019) published for public primary schools was analysed using the Sociolinguistic Textbook Evaluation Rubric (Atar & Erdem, 2020). Within the framework of the six criteria of the rubric, the results indicate that the textbook is hardly in conformity with the sociolinguistic matters. Though the textbook considers the linguistic ecology of learners and makes learning English accessible to the public, there are no examples of non-native and non-standard accents of English, non-native-non-native interaction, and successful bilinguals. This study contributes to a growing body of literature by evaluating a textbook concerning the sociolinguistic issues and it offers some insights into the improvement of the textbook.

Supporting student–teacher development of elicitations over time: a conversation analytic intervention

ABSTRACT Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a 7th grade English as a Second Language classroom over the course of an academic year. In particular, with a focus on three issues of elicitations (unpreparedness, lack of focus and unresponsiveness), I present interactional evidence in a before-and-after manner to highlight ST’s growth in the three areas through repeated cycles of CA-based reflective analysis. Findings contribute to interventionist CA research as well as a growing body of work that uses CA in the classroom to examine the nuances of teaching.

THE POSITION OF SOURCE CULTURE IN THE CURRENT EFL TEXTBOOKS IN INDONESIA REFLECTED IN 3 RESEARCH FINDINGS

Based on this background, the authors are interested in examining more deeply with research questions, namely why book authors tend to take source culture as material and what are real examples of cultural values reflected in textbooks.The research method used in this study is a qualitative research method with the type of library research. Thus the data collection method used is observation. Observations were made on three journals that have been selected as data for analysis, namely analysis of the cultural content of third grade English textbooks in Cianjur, West Java, Cultural content in Indonesian case English teaching textbooks (ELT), Analysis of cultural content in Pathway textbooks. to English for the second grade of high school. The theory used as an analytical knife is the theory of Cortazzi and Jin (1999) which examines culture. The results of the analysis show that there is a tendency for the authors to choose local culture as a teaching material, as evidenced by 13.11% in Faris journal, 45% in Kurnia journal and 19% in Nurjannah journal who choose source culture as teaching material. The reason the author chooses source culture as source material is because the material is easily understood by the participants of the source culture, the source culture is easily found in real terms, the delivery of the source culture can help preserve the culture itself so that it does not become extinct, the source culture material can broaden students' horizons because of its diversity in Indonesia.Source cultural materials can indirectly foster nature and mutual respect for cultural differences between one another.

Developing English learning materials for grade eight students at IOs International Education Yogyakarta

This research aims to develop English learning materials for grade eight students at IOs International Education. This research adopted the material development procedure proposed by Graves (2000: 105) and Dick, Carey and Carey (2005:1). The data were collected by using observation sheets and questionnaires. The data were quantitative and qualitative data. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed qualitatively. The results of this study are four units of learning materials. Each unit consists of 18 to 20 tasks. Each unit is organized into six components namely introductory page, warm-up, main tasks (spoken cycle and written cycle), summary, evaluation, and glossary. The research results show that the developed course materials of English for grade eight obtained a score of 4.414 (very good). Then, the students’ try-out results obtained 4.47 (very good). These results show that the developed English course materials of English for eighth grade students in IONs International Yogyakarta are appropriate.

The analysis of youth-related anglicisms among Bosnian youth - knowledge of their original form and meaning and attitudes towards them

Abstract The importance of the English language in a contemporary globalized world leads to borrowing of English words into many languages, including Bosnian. The current research investigates the knowledge of the original English written form and translation of the English-origin youth-related words (anglicisms) among young native speakers of Bosnian. The study included 345 Bosnian and Herzegovinian high school students, both males and females, in 9 cities. The findings revealed that the usage of Anglicisms among Bosnian youth is not so frequent and that young people in Bosnia and Herzegovina are more familiar with the original written forms than with their translation/synonyms in the Bosnian language. Moreover, knowledge of these two forms of anglicisms shows variation only relative to a grade in English, while gender and age were found to be irrelevant. Also, no difference was shown in the knowledge of anglicisms in different fields: sports, fashion, and science and technology. Further research is recommended to study these and other youth-related anglicisms on a larger population sample.

Factors of academic stress: Do they impact English academic performance?

<span>This study investigated the college students’ level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.</span>

Identification of Higher Order Thinking Skill Domain in The Eleventh Grade English Lesson Plan at SMK N 1 Singaraja

This research aimed to identify the cognitive domains of Higher Order Thinking Skills that appear in the four English Lesson Plans in eleventh grade and the most dominant cognitive domain of Higher Order Thinking Skill used in the four English lesson plans in eleventh grade. This research used descriptive qualitative research design. The setting of this research is in SMK N 1 Singaraja. The subject of this research were the English lesson plans and one of the teachers in SMK N 1 Singaraja. The data were collected by using documentation, checklist, and interview guide. The results of this research are, (1) There are two cognitive domains (C4 & C6) appear in those four lesson plans, (2) The most cognitive domain appear in the four English lesson plans is C6 with the operational verb is arrange.

A Task Analysis of the 2015 Sixth Grade English Textbook

목적 본 연구에서는 초등학교 6학년 영어 교과서에 제시된 과업들의 상호작용 촉진 요소 반영 실태를 분석하여 과업의 수업 내 활용효과성과 제한점을 고찰해보고자 하였다. 방법 2015 개정 교육과정 초등학교 6학년 5종 영어 교과서의 과업 288개를 분석하였으며, 이를 Willis(2007)의 과업 유형으로분류하고, 상호작용의 방향, 주체, 기능, 정보 밀도 측면에서 과업의 상호작용적 특징을 분석하였다. 결과 초등학교 6학년 교과서를 288개 분석한 결과, 나열하기 과업의 유형이 가장 많았으며, 분석 준거에 따라 각각 모둠별, two-way, 정보교환적 기능, 구(舊)정보의 반영 비율이 높았다. 결론 수업에서 학습자 간 상호작용이 활발하게 일어날 수 있도록, 보다 다양한 과업 유형과 상호작용 기능을 반영하고, 학습자 수준을 고려하여 정보 밀도를 조정하는 방향을 모색해야 한다.

Error Analyses and the Cognitive or Linguistic Influences on Children’s Spelling: Comparisons Between First- and Second-Language Learners

A collection of cognitive, linguistic, and spelling measures were administered to third- grade English L1 and L2 learners. To capture formative assessments of children’s developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2) Visual- Orthographic; and (3) Correct Letter Sequences. There were no group differences on the cognitive or spelling accuracy measures, but L1 learners achieved higher scores than L2 on linguistic measures of vocabulary and syntactic knowledge. Analyses across the spelling metrics indicated that both L1 and L2 learners drew more heavily on their knowledge of graphophonemic rules and positional constraints in pronunciation for spelling. However, the contribution of underlying cognitive and linguistic resources to spelling differed as a function of scoring system and language group. Across spelling metrics, linguistic predictors (vocabulary and syntactic knowledge) accounted for more variance in L1 than L2 learners. The results are discussed in relation to conceptualization of spelling as an integral link between oral and written language in literacy development.

Visual Analysis of Local Content in English Elementary Textbook in Surakarta Indonesia: A Focus on Cultural Local Content

Abstract: English for elementary education policy in Indonesia states that English is categorized as a local content curriculum area. The local content curriculum is an educational program whose content and media (such as visuals) and delivery strategies are linked to the physical environment, social environment, and cultural environment and regional needs. Based on this government policy, some problems are raised. The objective of this research was to investigate the local content represented visually in the textbook (for example illustrations of cultural local contents that are represented in clothing, physical settings, and so on) that are stated and written in the fourth grade English textbook in Surakarta, Indonesia. This research is qualitative research using directed visual content analysis approach. The subject of focus in this research is the fourth grade English Textbook in the district of Surakarta Indonesia and the object is the visual local and cultural content illustrated in the textbook. The data analysis technique is based on Krippendorf analysis, to which the researchers unitized, sampled, recorded, reduced, inferred, and narrated the data from the analysis of the textbook. The validity of the data used in this study is the persistence of observation. The result of the study shows that local visual content found in the textbook which is tailored to the local and cultural characteristics of Surakarta is only found in Lesson 5 or only 10% from the overall content of the textbook. This means that 90% of the content of the textbook does not really cater visually to the local elements that are important for the identity and pride of Indonesian people in the city of Surakarta.
 
 Keywords: English textbook for elementary school, Local content, Visual content analysis

A Practical Exploration of Constructive English Learning Platform Informatization Based on RBF Algorithm

The constructive English learning approach provides better technical support and learning concepts for English learners. This paper firstly introduces the theoretical basis of constructive English learning and the status of domestic and international research and analyzes the advantages over the traditional English learning approach. This paper also analyzes the RBF neural network model, especially the locally adjusted RBF algorithm, and considers the training model and construction method of the RBF neural network to simulate the learning pattern of good learners of English in grades 4 and 6 to better realize the effect of the English learning platform and allow the English learning platform to play a supportive role in the learning process of students, and through the evaluation of the design, we can better improve the software design, which can be improved by evaluating the design. In the subsequent research, we should add a more user-friendly interface design, use larger model samples to train the model to make it more universal in accuracy and ensure good stability in operation, and integrate multiple algorithms to improve the training algorithm of RBF neural network to obtain a more general algorithm model. The rich teaching methods can cultivate students’ independent inquiry ability, and the construction of this English learning platform can help improve students’ ability to use information technology. By making students become the main subject of teaching and learning, we can stimulate students’ enthusiasm and a good awareness of English learning. Using the radial basis function (RBF) algorithm and the constructive pod language teaching method, this English learning platform is a good and positive aid for students to learn English, and as a better English education tool, it has certain research value and positive significance for the study of English teaching.

Within-person variability in performance across school subjects

Although thought to be substantial, within-person variability in performance across school subjects has not been systematically studied. Here we analysed data from the Twins Early Development Study (TEDS; Nmax = 5919) to describe within-person variability across grades in English, maths, and science from age 7 to 16 years. We found that within-person grade variability was largely unstable across subjects and ages. Within-person grade variability at age 16 was not associated with any of 15 variables that typically explain between-person differences in school performance (e.g. IQ, socioeconomic status, and personality traits). Also, within-person grade variability did not predict later educational outcomes at ages 18 and 21. Within-person grade variability is observable, but did not emerge in this study as a meaningful psychological construct. We conclude that understanding the causes and consequences of within-person grade variability is possibly of limited epistemological value.

Predicting Student Performance using Data Mining Techniques in Libyan High Schools

Student performance in schools have been always the key factor for the teacher ability to teach and what brings good reputation to the school. Recently schools in Libya are facing an issue trying to figure out why students perform poorly in certain subjects and how can they know how they will perform next in the future in coming semesters in perspective subject. There are several methods proposed to predict the student’s performance, using data mining. This paper proposes using Math and English as key factors to predict the performance of the students. results and findings of the presented method in terms of predicting students’ performance based on their grades in Math and English. The results are divided in to three main sections clustering analysis using k-mean algorithm, classification analysis was done using two rounds first using Gain Ratio Evaluations to find out the top attributes that used by J84 algorithm in second round of classification, and rule association analysis using A priori algorithm. Rule association analysis is applied for the clusters generate by clustering analysis to generate the rules associated with each cluster. For each section, a list of inputs is presented with the scale used for the values followed by the results of the algorithm and explanation for the finding.

Identification of Higher Order Thinking Skill Domain in the Eleventh Grade English Lesson Plan at SMK N 1 Singaraja

This research aimed to identify the cognitive domains of Higher Order Thinking Skills that appear in the four English Lesson Plans in eleventh grade and the most dominant cognitive domain of Higher Order Thinking Skill used in the four English lesson plans in eleventh grade. This research used descriptive qualitative research design. The subject of this research were the English lesson plans and one of the teachers in SMK N 1 Singaraja. The data were collected by using documentation, checklist, and interview guide. The result of this research are, (1) There are two cognitive domains (C4 & C6) appear in those four lesson plans, (2) The most cognitive domain appear in the four English lesson plans is C6 with the operational verb is arrange.

Motivational profiles across domains and academic choices within Eccles et al.'s situated expectancy-value theoretical framework.

This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions. We focused on students who participated in the data collection in Grades 10 and 12 (N = 911; 56.1% female; Mage = 16.49, SD = .63; 91.2% European American, 4.6% African American, and 2.1% other ethnic groups such as Hispanic, Asian, Native American). Data on subsequent college majors were assessed 2, 6, and 10 years after finishing high school and data on occupational outcomes was assessed up to 22 years after high school. Using Latent Profile Analyses, our findings revealed five profiles in grade 10 and four profiles in grade 12, which were meaningfully related to student gender. Latent Transition Analyses showed that motivational beliefs became more hierarchical over time. Gendered changes in profile membership occurred, with boys experiencing a process of specialization into mathematics domains. We were also able to show that gender-specific intraindividual hierarchies of motivational beliefs were related to gender-specific specialization processes in adolescence and to subsequent gendered choices throughout the life course. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Influence of Vocalized Reading Practice on English Learning and Psychological Problems of Middle School Students.

The purpose of this study is to improve the English learning anxiety and learning effect for middle school students. From the perspective of educational psychology, the influence of vocalized reading practice on the English learning of students is studied based on the self-efficacy theory and the schema theory. To encourage the students to practice English, the study might solve the problem of insufficient opportunities by applying the artificial intelligence (AI) chat system to the oral English practice of the students. Several research hypotheses are put forward, which concern the correlation between the English learning anxiety of the students with their self-efficacy, topic familiarity, and English grades under vocalized reading practice. Then, the hypotheses are verified through a controlled trial and a questionnaire survey (QS). Afterward, the experimental and QS data are statistically analyzed and tested with a regression model. The results show that the English grades, self-efficacy, and topic familiarity of the students have been significantly improved in the experimental group after the vocalized reading practice. The significance coefficient of the regression model is P = 0.000 < 0.05, which can be used to verify the proposed hypotheses. The English grades, self-efficacy, and topic familiarity can well-predict the English learning anxiety of the students. The computer simulation in educational communication (CSIEC) teaching system and AI can help create an interactive learning environment for the students to practice oral English by chatting with AI robots.

The Impact of Frayer Model Strategy on EFL Pupils’ Achievement

Frayer Model strategy is one of many main strategies presented to classroom teachers. When these strategies are followed step by step, they can have a positive impact on pupils’ achievement. The current study aims at: 1.Investigating the impact of Frayer Model strategy on EFL pupils' achievement. 2.Investigating the improvement of EFL preparatory pupils' achievement To carry out the study , the hypotheses are posed as the following : 1.There is no statistical significant difference between the mean scores of the experimental group, which is taught by of Frayer Model strategy and the control group which is taught by traditional method in post-test achievement. 2.There is no statistical significant differences between the mean scores of the experimental group students in the pre-test and post-test achievement. A sample of the currant study consists of (60) pupils in fourth grade of secondary school scientific branch are derived from AL-Aqeeda schools for girls in Tikrit city. Two sections are selected as a study sample; Group (A) represents experimental group that includes (30) pupils are taught according to Frayer Model strategy. Group (B) represents control group which also include (30) pupils who are taught according to the traditional method. Both groups have been equalized in such variables from Educational level of parent, English grades achievement in previous schooling year , and the pretest of both groups . A unified posttest which contains ten questions are constructed to collect data . Face and content validity have been attained.To analyze the data, different statistical means have been used namely T-test, weighted mean and percentile mean to measure the pupils’ post-test. The results explain that there is a statistically significant difference in the mean scores of the experimental group who is taught according Frayer Model strategy and the control group who is taught by using the traditional method , also there is a statistically significant difference between the mean scores of the experimental group in pre –post tests achievement.

Preparing for War or Peace: Exploring the Peace Values in 9th Grade English Textbook in Khyber Pakhtunkhwa

Out of many other global issues, one of the most threatening to human beings is war and conflict. Making this world a peaceful abode is the objective of many institutions and Education is one of them. Language teaching can serve as a very effective tool to inculcate peace among the students who build a peaceful nation in return. The study aims to explore the elements of peace values in English textbooks of grade 9th taught in schools of Khyber Pakhtunkhwa. Textbooks are not only used for transferring knowledge of the respective subject but also to bring social reformation to society. The study is qualitative in nature and falls under the constructivist paradigm. The study can be significant for curriculum developers, textbooks writers, teachers, and students to make them aware of the importance of peace development through textbooks. The study followed the theoretical framework of Balasooria (2011) to identify peace values. The findings have shown that social peace value is the most dominant in use in the textbook besides other categories, inner peace, and peace for nature. Moreover, the analysis has revealed that addressing issues like human rights awareness, gender equality, and mental health is lacking in the text which can become a reason for conflict and restlessness in the society eventually leading to a threat to the peace of the society. Keywords: Textbook, Peace, Peace Values, Khyber Pakhtunkhwa