English Language Achievement Research Articles

The effect of learning by the seven-cycle learning(7Es) strategy on the achievement in English language for sixth grade female students in Karak Governorate

The effect of learning by the seven-cycle learning(7Es) strategy on the achievement in English language for sixth grade female students in Karak Governorate

Enhancing the sheltered instruction observation protocol ( SIOP) model with technology for developing secondary school EFL teachers' effective teaching skills and their students' English language achievement

The present research aimed at investigating the effectiveness of enhancing the SIOP model with technology for developing secondary school EFL teachers' effective teaching skills and language achievement of first year secondary school students. The research followed the quasi experimental design. It included two samples ; the first was (20) first year secondary school teachers which participated as an experimental group. The other sample was 80 first year secondary school students who were divided into two equivalent groups ;90 students participated in a control group, the other 90 students participated as an experimental group. Materials of the research consisted of the SiOP model enhanced with technology, a training program for teachers based on the SIOP model enhanced with technology. Instruments of the research consisted of effective teaching observation sheet and language achievement test. Results of the study revealed the highly degree of effectiveness of the modified SIOP model enhanced with technology on both secondary school EFL teachers' effective teaching skills and students' language achievement.

What Role Do Language Learning Mindsets Play in English Medium Instruction? A Comparison of Engineering and Business Administration in Turkey

This article explores the relationship between Turkish undergraduate students’ language learning mindsets, English language achievement, and English medium instruction (EMI) academic success. Student test score data on an EMI course and an English language course were collected from fourth year students studying mechatronics engineering (n = 68) and business administration (n = 75) at a public university. Students also responded to the Language Learning Mindsets Inventory (Lou & Noels, 2019). Regression analyses revealed that both incremental (positively) and entity (negatively) mindsets predicted academic success in engineering. Neither mindset was a statistically significant predictor of mechatronics engineering students’ English language achievement. Business administration students’ academic success and English language achievement were both statistically significantly predicted by both incremental (positively) and entity (negatively) mindsets. These results are discussed according to discipline-based differences in EMI courses and pedagogical implications are explored.

THE ANALYSIS OF STUDENTS’ READING COMPREHENSION ABILITY AT INDONESIAN MARITIME ACADEMY, MEDAN

This study is about the analysis of students’ reading comprehension ability, it is done to find out how students’ reading comprehension ability. This study was done at Indonesian Maritime Academy, Medan. The method of the study was quantitative with survey design. The instrument of the study used was a set of reading comprehension test which were constructed based on the taxonomic level. The respondent of this study were 83 respondents who were randomly selected, consisting of two students who studied English for almost two years at Indonesian Maritime Academy, Medan. The result is that the level of students’ reading comprehension among students is at the moderate level and there is a significant relationship between reading comprehension and English language achievement. In conclusion, one way to improve student achievement in English language subjects is by increasing the level of students ’reading comprehension.

THE ANALYSIS OF STUDENTS’ READING COMPREHENSION ABILITY AT INDONESIAN MARITIME ACADEMY, MEDAN

This study is about the analysis of students’ reading comprehension ability, it is done to find out how students’ reading comprehension ability. This study was done at Indonesian Maritime Academy, Medan. The method of the study was quantitative with survey design. The instrument of the study used was a set of reading comprehension test which were constructed based on the taxonomic level. The respondent of this study were 83 respondents who were randomly selected, consisting of two students who studied English for almost two years at Indonesian Maritime Academy, Medan. The result is that the level of students’ reading comprehension among students is at the moderate level and there is a significant relationship between reading comprehension and English language achievement. In conclusion, one way to improve student achievement in English language subjects is by increasing the level of students ’reading comprehension.

Teachers’ Characteristics and Teaching Styles as Determinants of Students’ Achievement in Senior Secondary Schools Civics and English Language in Osun State, Nigeria

Teachers’ Characteristics and Teaching Styles as Determinants of Students’ Achievement in Senior Secondary Schools Civics and English Language in Osun State, Nigeria

Reasons behind low achievement in English language for Tawjihi students and suggested remedies

Reasons behind low achievement in English language for Tawjihi students and suggested remedies

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

This quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, foreign-language anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who were enrolled in a one-year preparatory programme at a state university in Turkey to improve their overall English proficiency. Criterion sampling was used to select the respondents. The results indicate that class attendance significantly predicts the overall academic achievement of students. It is also striking to see that FL self-efficacy played the most significant and positive role in predicting EFL learners’ academic achievement. Moreover, FLA was a negative predictor of students’ academic performance. Therefore, students’ FL achievement decreases as anxiety increases. The study shows that class attendance is still a strong predictor of academic achievement in foreign language learning. In addition, self-regulated learning (SRL) reflected a significant increase in class attendance. The findings also confirm the correlations among the three constructs. The analysis yielded a medium negative correlation between FL self-efficacy and FLA in addition to a small positive correlation between FL self-efficacy and SRL. Given the growing role of blended and online learning, we advocate for the publication of more studies with longitudinal research designs examining the inter-relations among SRL, academic performance and attendance in online and ‘traditional’ classrooms. The implications of the findings for teachers and language learners are also discussed

The Effect of SCAMPER Strategy on Evoking Iraqi EFL Preparatory Pupils' Creative Thinking Skills

The current study aims at revealing the effect of SCAMPER strategy on evoking Iraqi preparatory pupils' creative thinking skills. To conduct the study and fulfill its aims, it is hypothesized that, there is no statistically significant difference between the mean scores of the experimental group which is taught by SCAMPER strategy and the control group which is taught by the conventional strategy in creative thinking skills, and there is no statistically significant difference between the mean scores of the experimental group and the control group in the post test achievement in English language.
 To achieve the aims and verify the hypotheses the researcher had adopted a number of procedures beginning from Presenting a theoretical background of SCAMPER strategy as a new strategy for teaching English, selecting randomly samples of Iraqi preparatory pupils as subject for conducting and dividing them in two groups: experimental and control, and Constructing a pre and post achievement tests. Analyzing data by using suitable statistical means and then stating results, conclusions, suggestions, and recommendations.
 The sample of the current study consists of (70) pupils derived from Um Al–Mu’minien Preparatory Schools for Girls, the fifth stage which consists two sections, section A was randomly chosen to be the experimental group and section B was randomly chosen to be the control group. Each section consists of (35) pupils.
 Encouraging results had been obtained when analyzed the data, which are shown the following points: 1- There is a significant difference in the mean scores between experimental group who is taught by using SCAMPER strategy and the Control group which is taught by the conventional strategy in the posttest achievement in English language. 2- Teaching pupils by using SCAMPER strategy has proved effectiveness in raising pupils' creative thinking skills.
 Based on the result, the obtained conclusions in this study, appropriate recommendation, and suggestions for further studies are put forward.

The Effect of Using Smart Board on Improving Ninth Grade Female Students’ English Writing Skills In Southern Al-Mazar Directorate Education

This research aimed at investigating the Effect of Using Smart Boards on Improving Ninth Grade Female Students English Writing Skills in Southern Al-Mazar Directorate of Education during the first semester 2017-2018.The researcher designed a written pre-test and a post-test to test the students’ skills in writing. The sample of the study comprised (67) female students who were selected purposefully. The 1st group of (31) students was taught by using the Smart Boards from Mu’tah basic school for girls. The 2nd section of (36) students was taught by using the conventional method from Al-Mazar basic school. The two groups were similar in their age, their previous learning, their achievement in general and achievement in English language. To answer the questions of the research, a pre and post-test were designed to examine students` skills in writing where the validity and reliability of the study instrument (pre-post test) were verified.The findings of the study indicated that there were statistically significant differences at (??0.05) after applying Smart board learning method and conventional learning method in favor of Smartboard. Based on the results of the research , several recommendations were suggested. First, there is a need to apply Smartboard learning method in the educational process in the Jordanian schools. Secondly, there is a need to train teachers in how to use Smart boards and facilitate their application in the educational process.

Relationship among Locus of Control, Academic Interest and Secondary School Students Academic Achievement in Anambra State, Nigeria

Aims: To determine the relationship between locus of control and academic achievement in English language, the relationship between academic interest and academic achievement in English language, the relationship between locus of control and academic achievement in Mathematics, the relationship between academic interest and academic achievement in Mathematics.
 Study Design: The study adopted the correlational survey design
 Place and Duration of Study: Secondary schools in Anambra state, Nigeria.
 Methodology: Disproportionate stratified sampling technique was used to select a sample size of 2,160 students from a population of 18,297 SS2 students in Anambra state government owned secondary schools. The instruments adopted for data collection were standardized locus of control scale, student’s academic interest scale, these instruments were administered using the direct delivery approach. Data collected were tested using Pearson Product Moment Correlation Coefficient, while the hypotheses postulated was tested at 0.05 level of significance using t-test of correlation and multiple regression analysis.
 Results: the relationship between locus of control and academic achievement of secondary school students in English language is moderate and positive (r = 0.469/n = 2050), the relationship between academic interest and academic achievement of secondary school students in English language is high and positive (r = 0.731, n = 2050), the relationship between locus of control and academic achievement of secondary school students in Mathematics is high and positive (r = 0.613, n = 2050). The relationship between locus of control and academic achievement of secondary school students in English language is significant (t-cal. = 24.03 > t-cal. 1.960), the relationship between academic interest and academic achievement of secondary school students in English language is significant (t – cal. = 48.46 < t – crit. = 1.960), the relationship between locus of control and academic achievement in Mathematics is significant (t-cal. = 35.12 > t-crit. = 1.960), the relationship between academic interest and academic achievement of secondary school students in Mathematics is statistically significant (t-cal. = 28.32 > t-crit. = 1.960).
 Conclusion: locus of control and academic interest are variables associated with academic achievement of secondary school students in Anambra state. Nevertheless, secondary school students spend significant part of their time in the classroom (about 7 ½ hrs a day, 5 days a week, and 36 weeks a year) with teachers and peers, there is need to help them understand their locus of control, improve their interest in learning as well as develop belief in themselves to succeed academically.

Influence of Literature-In–English and Choice of School on Senior Secondary Students’ Achievement in English Language

The study focused on the influence literature in English and choice of school portend on senior secondary students’ achievement in English language. The work covered a period of six years 2012-2017 and adopted an ex-post facto research design. WAEC and NECO results of 1,940 students from the two schools whose results were released by the examining bodies for the period under investigation, were used to collect data. Two research questions were answered using Mean and Standard deviation while research hypotheses were tested using t-test statistic at 0.05 level of significance. The study recommended among other issues that literature-in-English be integrated into SSS curriculum across board. Keywords: Federal, State, rural, urban, WAEC, NECO DOI: 10.7176/JLLL/77-02 Publication date: March 31 st 2021

A Study on the Relationship between English Language Learning Anxiety and English Language Achievement

The main objective of this study was to examine the relationship between students’ English language learning anxiety and their English language achievement. For this purpose, 197 grade ten students were involved. The students were selected using proportional sampling technique. The instruments used to collect data were questionnaire and achievement. Then, the collected data were analyzed using quantitative methods of data analysis. The study revealed that there was statistically significant negative relationship between students’ English foreign language learning anxiety and their English achievement test result with a correlation coefficient of (r=-.194, p=>0.05). In addition, the participants of the study were found to anxious because of fear of negative evaluation, communication apprehension and test related anxieties. .The study also indicated that female students mean score was less than the mean score of male students when their anxiety levels were measured. But the independent sample t-test indicated that there is no statistically significant difference between male students and female students in their learning anxiety in EFL classrooms. However, a significant mean difference between male and female students was observed on test anxiety with (P<0.05). Therefore, this result is consistent with the findings of Tang (2005). Finally, the researchers recommended that EFL teachers should provide advice for the learners to avoid anxiety in their English language class.

The Effectiveness of CVC Arm Tapping Interactive Application towards Year Two Students' English Language Achievement

This study was conducted to examine the effectiveness of CVC (Consonant-Vocal-Consonant) Arm Tapping interactive application among Year Two students using mixed method approach and pre-experimental design through pre-test and post-test involving a group of 30 students who perform poorly in English Language subject. Eight teachers answered the questionnaire to obtain reliability value using Intraclass Correlation Coefficient (ICC) method. An average measure of .970 with a 95% confidence interval from .915 up to .373 (F(7,259) = 33.898, p < .000) showed a near-perfect agreement among the evaluators on the information, interaction and presentation design for the application. Findings from score analysis showed that no students were in the low profile while 66.67% of them rose to higher profile. Paired sample t-test showed a significant difference between pre-test and post-test scores after using the application (t (29) = -12.62, p <0.05). Interview with five students and three teachers found teaching and learning using interactive application showed positive impacts on students' interest and motivation, meaningful experiences, and students preferred learning using technology instead of the conventional method. This study has identified suitable approaches and methods for phonics teaching.

ASSESSMENT OF THE IMPACT OF TRANSFORMATIONAL LEADERSHIP STYLE ON STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE

This study investigated impact of transformational leadership style on students’ academic achievement in English language Owerri Municipal Council of Imo State. Based on the purpose of the study, one research question guided the study. Descriptive survey design was adopted for the study. The population of the study comprised all 18 Principals and 1, 267 SS2 students. The instruments used for data collection were transformational leadership style questionnaire adapted and developed by Leithwood and Jantzi (1999) and English language Achievement Test (ELAT). The validity of the instruments was done by two experts in Measurement and Evaluation and one expert in Educational Foundation and Administration. The reliability of the instruments was 0.93 and 0.90, determined using Cronbach Alpha and Pearson Product Moment Correlation (PPMC) statistics. Data collected were analyzed using correlations. Thus, it concludes that, transformational leadership styles have positive relationship with student’s academic achievement.

Development of Teaching Materials Drama for Web-Based to Improve the Students’ Skill for Digital Literacy and English Language for Students at FKIP UMSU

The purpose of this research is to develop instructional materials web-based for drama subject who is feasible and valid at Teacher Training and Education Department (FKIP) at Muhammadiyah University of Sumatera Utara and effectively to improve the students’ achievement in Digital Literacy as well as English Language. The research and development model used 4 D (Define, Design, Develop and Disseminate). The instrument of this research is questionnaires given to the seventh grade students. To test the quality of instructional drama material and tested the validity and practicality assessed by experts (material and media experts), lecturers and students. To find out the students ability in term of digital literacy and English language, the students given the tests. This research is analyzed by using Linkert Scale. The findings of the research are developed at umsu’s website that is e-learning.umsu.com. The result of experiment to experts, lecturers and students showed that instructional web based for drama subject is feasible and valid, besides it is also effective to improve the students’ achievement in digital literacy and English language.

The Effectiveness of Flipped Classroom Approach on Students’ Achievement in English Language in Saudi Arabian Southern Border Schools

The multi-shift schooling system was adopted in Saudi Arabian southern borders schools as a result of the Arab coalition efforts to end the coup and restore the state institutions in Yemen. This has left the education community with the perception of inadequate learning time and the possible of creation of learning deficits for all students involved. Using the flipped classroom approach, this study explores this perception of learning and educational gaps resulting from the reduction of the class time and the school day. This study was executed in 2018 and used a quasi-experimental approach to explore the impact of the flipped classroom approach on students&amp;rsquo; academic achievement in English language. A pre and post test was utilized to obtain the data. The result revealed that students taught in a flipped classroom approach achieved higher than their counterpart peers taught in the traditional approach. The study recommended the use of the flipped classrooms approach in hazardous areas or areas where there is a need to adopt multi-shift schooling system.

PARENTS’ EDUCATIONAL ACHIEVEMENT AND OCCUPATIONAL STATUS AS PREDICTORS OF STUDENTS’ ACHIEVEMENT IN ENGLISH LANGUAGE IN ESAN WEST LOCAL GOVERNMENT AREA, EDO STATE, NIGERIA

The home is the first place of contact with children, especially the child’s parents which invariably has a way of influencing the children. This study, therefore, examined parent’s educational achievements and occupational status as predictors of students’ achievement in English. The sample for the study is 120 Senior Secondary II students randomly selected in Esan West Local Government Area of Edo state. Two instruments were used for the study. The first instrument is titled “Parents’ Educational Achievement and Occupational Status Questionnaire (PEAOSQ)”, while the second is the English Language Achievement Text (ELAT). These instruments were used to collect data. Findings revealed that parents’ educational achievement significantly accounted for 12.9% of the variation in students’ achievement in English language while parents’ educational attainment and occupational status accounted for only 1.9% of the total variance in English achievement. Furthermore, both parents’ educational achievement and occupational status significantly accounted for 11.2% of the total variation in English achievement. Based on the findings, it was recommended amongst others that parents should enhance themselves through the available adult education programmes in the local government area and state. Article visualizations:

A model of interplay between student English achievement and the joint affective factors in a high-stakes test change context: model construction and validity

Research on test change often documents high-stakes English test impact on English language learning, whereas evidence for simultaneous impact on affective predictors of learning is still missing. We tested a theoretical model positing that changing high-stake English tests (English Language Requirements for University Entrance, in this study) influences learners’ attitude, perceived test-anxiety, learning stress, and motivation for learning, and that perceived motivation, test-anxiety, and learning stress mediate the link between attitude and achievement (English language achievement). Results of a structural equation modeling (SEM) confirmed the model yielding support for the strong total effects of attitude and motivation on achievement (N = 468 EFL learners). Under such a program, test-anxiety and learning stress negatively correlated with attitude, mediated the effects of attitude on achievement, and their joint effect negatively influenced motivation having the second strongest direct effect on achievement. Motivation was also documented as important mediator of the effects of attitude, text-anxiety, and learning stress on achievement. The model was used as a means to validate the new tests in terms of their perceived consequences and effectiveness and, in effect, helped observe a discrepancy between the idealized policy behind the change and the real practices within the change context. Educational implications are discussed.

Exploring the Development of English Language Achievement Standards for a Long-term English Language Education in Schools

Exploring the Development of English Language Achievement Standards for a Long-term English Language Education in Schools