English Language Performance Research Articles

EFFECT OF TEACHING AIDS ON STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN SELECTED PUBLIC SENIOR SECONDARY SCHOOLS IN KANO METROPOLIS: IMPLICATION FOR POLICY MAKING

The paper examined the effect of teaching aids on students’ academic performance in English language in selected public senior secondary schools in Kano metropolis, Nigeria. Three research Questions, three objectives and three research hypotheses guided the study. Experimental research design was adopted for the study. Population of the study consisted of five public senior secondary schools in Kano metropolis with a total of 1390 SS 2 students. Research advisor (2006) was used to determine the required sample size for the study and it recommended a sample size of 306. A simple random sampling technique was used to select the sample size required by the study Data was collected using an instrument titled “Utilization of Teaching Materials and Academic Performance Questionnaire (UTMAPQ)”. Reliability of the instrument was obtained using a test-retest method within an interval of 6 weeks. A reliability index of 0.74 was obtained through the Cronbach Alpha Co-efficient. The instrument has 20 items which are open ended questions. Hypotheses generated were tested using independent T-test at 0.05 level of significance. Findings from the study indicated among others that: Audio-visual teaching aids have statistically significant positive effect on public secondary school students’ academic performance in Kano metropolis. The study recommended among others that: Instructional materials such as print media and audio-visuals should be made available to teachers for effective teaching and learning.

Influence of Classroom Environment on the Academic Performance of Students in English Language

The classroom environment plays a pivotal role in the academic performance and engagement of students, particularly in the realm of English language learning. This study explored the perceived influence of various classroom environmental factors on the academic performance of students in English language. Factors such as the physical environment, teacher-student interactions, peer interactions, teaching strategies, and assessment techniques were examined. A mixed-method approach, encompassing surveys and focus group discussions, were employed to gather perceptions from both students and teachers in a diverse urban secondary school. The findings suggest that a conducive physical environment, positive interpersonal relations, innovative teaching strategies, and fair assessment practices significantly impact students’ motivation and performance in English language. Recommendations for improving the classroom environment to foster better language acquisition and academic performance were made. This study contributes to the broader understanding of how the classroom environment shapes the learning experiences and academic outcomes of students in the context of English language education.

Teachers’ Utilization Of Learning Resources And Attitude To Work On Learners’ Performance In English Language In Selected Primary Schools In Calabar South Local Government Area Of Cross River State

The main purpose of this study was to investigate teachers’ utilization of learning resources attitude to work and learners’ performance in English Language in selected primary schools in Calabar South Local Government Area of Cross River State. To achieve the purpose of this study, two research questions were posed, two hypotheses were formulated. Literature was reviewed based on the sub-variables of the study. Quasi-experimental design was adopted for the study using simple random technique with the sample of one hundred and twenty (120) respondents. Questionnaire instrument was used for data collection and the data was analyzed at 0.05 level of significant using independent t-test analysis to test the hypotheses. The results and conclusion of findings revealed that learning resources and teachers' attitude to work greatly influence learners' performance in English Language in Primary Schools in Calabar South Local Government Area of Cross River State, Nigeria. Based on the findings, some recommendations such as; teachers should be encouraged in schools to utilize learning resources in teaching. Pupils should be involved in the production of learning resources, appropriate tasks be assigned to teachers to enable them put in their best for learners' good academic performance.
 

The Contingencies of Emotional Intelligence on the Academic Performance of Trainee Teachers in selected Colleges of Education in Ghana

By understanding the contingencies of EI on AP, teacher education programs can be designed to foster the development of EI skills among trainee teachers, leading to more effective teaching practices and improved student outcomes. This study analyze the effect of EI (EI) on the academic achievement of aspiring English and math teachers. The study's teacher candidates were located in the two coed colleges of education. A quasi-experimental technique was adopted in the design of this investigation. Using the multistage sampling method, 648 second year prospective teachers were selected from the two colleges. EI Inventory were both adapted and used as the basis for the questionnaires that were created and given to all responders. The analysis is used A Multivariate Analysis of Variance (MANOVA). The results of the study showed a substantial difference in mathematics performance between the teacher candidates who were a part of the experimental group and those who were a part of the control group. On the other hand, there was no discernible difference in performance between the experimental and control groups in terms of English language. Hence, EI influenced trainees’ high performance in Mathematics, but it did not influence their performance in English Language. As a strategy to boost trainees’ EI, the implications and various recommendations have been made to both the administrative staff and tutors as well as the teacher trainees of the colleges of education.

What are the precise reasons for the disparity in referrals to fitness to practise between international and UK medical graduates?

To discover the precise reasons for referring a doctor to the Medical Practitioners Tribunal Service, and whether there are any disparities between referrals of international medical graduates and UK graduates. Further to consider whether understanding the precise reasons would provide insight into the nature of referrals. We collected and analysed the data from the Medical Practitioners Tribunal Service website over a period of 12 months. There were 228 cases of which 142 (62%) were international medical graduates and 86 (38%) were UK graduates. More international medical graduates were referred for professional misconduct, poor performance and lack of adequate English language. The common reasons for professional misconduct were providing sub-optimal care, sexual misconduct and dishonest behaviour. More UK graduates were referred following convictions due to offences related to alcohol intake and financial dishonesty. There is paucity of good quality information to identify the exact reasons for the disparity. More international medical graduates were referred to the Medical Practitioners Tribunal Service than UK graduates. There was disparity in the nature of the referrals and we hope our findings will inform employers and the regulatory bodies to understand that comprehensive induction, inclusion, mentoring and adjustments are needed to support international medical graduates to mitigate the risks of failure and help them to meet the required professional standards.

Effectiveness of blended learning in higher education. Case of Astana IT University.

Globalization and informatization of society are important indicators of the 21st century which influenced people’s lives in all spheres and educational spheres included. The educational system and methods have al-ways been subject to constant change throughout the history of teaching. The most crucial changesstarted to emerge in the past 20 years since the advancement of technologies which made the process of teaching easier, enriched the tools for instructors and gave the opportunity for students to study independently. The traditional format of teaching is now slowly shifting to a more flexible half online mode which is called Blended learn-ing. The study undertaken in framework of this article is aimed at evaluating the student’s English language performance at Astana IT University. The research included 285participants: first-year undergraduate stu-dents between16-18 years old. Study used a paired t-test to identify if there is a statistical difference between before and after incorporating blended learning into the educational process. Analysis revealed that the p-value (0.001) is less than the alpha level (0.05), thus it was concluded that the scores are higher after imple-menting Blended learning in the course; furthermore, it is suggested that this format benefits not only the stu-dents but instructors as well

EFFICACY OF CO-TEACHING ON LEARNERS’ PERFORMANCE IN ENGLISH LANGUAGE IN INCLUSIVE EDUCATION IN KADUNA STATE OF NIGERIA

This study is premised on investigating the efficacy of co-teaching on learners performance in English language in inclusive education in Kaduna state of Nigeria. Co-teaching is a delivery instruction method where two or more professionals blend group of students in a single physical space. Co-teaching appeared in the literature in the early 1990s as a way to better address the needs of special education students. There are several different models of co-teaching which include one teaches, one observes, one teaches, one assist, station teaching, parallel teaching, supplementary teaching, alternative or differentiated teaching, and team teaching. Co-teaching also has a lot of benefits for the students or learners as well as the teachers. Inclusive education is a philosophy that advocates equal opportunities for all children regardless of whether they have a disability or not. It is primarily about restructuring school culture, policy and practice so that it responds to the diversity of students in the locality. It has its advantages and disadvantages. This study focused on the efficacy of co-teaching on learners performance in English language in inclusive education at Nabeela Academy in Kaduna, Nigeria. Experimental design was used to generate data for analysis. The study constituted of two groups, an experimental group (x) and a control group (-x) of JSS III students. They were exposed to a pretest and a posttest in English which was the instrument used for data collection. Simple percentage, mean and standard deviation was used to analyze the research questions and independent sample test was used to test the hypothesis. From the analysis of data, the findings revealed that, there was no significant difference in the pretest scores of learners and the posttest scores after being exposed to co-teaching. The findings also showed that the correlation and t cannot be computed because the sum of case weights is less than or equal to 1. This imply that because there was only student in the control group, a male, the statistical tool used in analysis could not analyze the data because the value was just 1. However, the result showed a mean difference of 7.500. This means that the female learners who constituted the experimental group (x) performed far better than the male in the control group both in the pretest and posttest. There was no statistical data to measure the collaborative performance of teachers through co-teaching on English language. However, the difference in the mean score of the student in control and that of the experimental groups reveals that interaction of teachers’ collaboration in the experimental group affected the students positively.

The effects of planning and task on Chinese high school students’ English language performance

Planning is the core of writing process and the key to successful English writing. This study examines the effects of planning type on language complexity, accuracy and fluency in two different English writing tasks (practical writing and integral writing) of Chinese high school students. The results show that online planning promotes students’ language complexity and accuracy, while pre-task planning improves fluency. Planning and task types have an interactive effect in writing accuracy. This study promotes an understanding of planning mechanisms in high school students’ English writing and has implications for high school English instruction.

Adolescent breakfast skipping is associated with poorer academic performance: a school-based study from Hidhabu Abote District, Ethiopia

BackgroundBreakfast is regarded as “the most important meal of the day,” suggested to positively affect learning in children and adolescent in terms of cognitive and school performance. Yet, studies in LMIC settings are few and show very inconsistent results.ObjectiveTo assess the prevalence and correlates of breakfast skipping and its association with school performance among randomly selected in-school adolescents in Hidhabu Abote Wereda, North Shewa Zone, Central Ethiopia.MethodsA cross-sectional study was conducted from November to December 2020. A total of 422 participants were selected randomly from high schools of Hidhabu Abote Wereda. Data were entered in to Epiata version 3.1 and exported to SPSS version 24 for analysis. Bivariate and multivariate binary logistic regression analysis identified factors that were significantly associated with the breakfast skipping. Odds ratio along with 95% Confidence interval was estimated to measure the strength of the association and level of statistical significance declared at p-value less than 0.05.ResultsThe magnitude of breakfast skipping was 41.3%, (95% CI (36.6–46.0)]. There was statistically significant association between breakfast skipping and overall academic performance [AOR: 5.18, 95% CI (1.54–7.46)], mathematics performance (3.88, 95% CI (1.34–11.22)], and English language performance scores [2.92, 95% CI (1.38–7.58)]. Being female [AOR = 1.857, 95% CI (1.05–3.27)], household food insecurity [AOR: 2.478, 95% CI (1.36–4.51)], and less maternal education [AOR 1.89, 95% CL (3.38–7.77)] were independently associated with breakfast skipping. The primary reasons given for breakfast skipping were lack of time, lack of appetite in morning, and concerns around weight gain.ConclusionNearly half of in-school adolescents were skipped breakfast meals, and reportedly in most cases for reasons unrelated to lack of food access. Students who skipped breakfast had lower levels of school performance.

Types and Nature of Oral Feedback Given by Teachers on Students’ Speech

Classroom oral feedback helps students to improve their English language performance. The purpose of this study is to examine English language teachers' attitudes toward different types and methods of providing feedback on students' speech during English classes. To achieve this objective, eight speaking lessons for tenth-grade students at Mieraf Primary and secondary school were recorded. Transcriptions were made from these recorded lessons, specifically focusing on classroom exchanges involving teacher initiation, learners' responses, and teacher feedback. The feedback types utilized in the recorded lessons were based on the models proposed by Zahorik (1970) and Chaudron (1977). Furthermore, the frequency of each feedback type found in the recorded lessons was determined and analyzed. In addition to the transcriptions and analysis, questionnaires were administered to four English teachers who taught in the five sections. These teachers were also interviewed to gather their perspectives. The data collected from the questionnaires and interviews were analyzed both quantitatively and qualitatively. The findings revealed that the teachers frequently employed the elaborate praise type of feedback. Moreover, the majority of students expressed positive attitudes toward the feedback they received from their teachers regarding their speech. However, it was noted that a significant number of students expressed the need for feedback from their peers, but only if their teachers provided guidance on how to provide constructive comments to one another. Based on the results, it is recommended that students should be informed about the role of peer feedback in improving their speech. Additionally, teachers should create opportunities for students to enhance their speech skills independently and encourage them to receive feedback from their peers.

Encouragement of Class Magnitude on Student Triumph in Erudition of English Language

The environment which students engage in academic activities need to be reviewed to be up to the standard which students learning would not be jeopardized. Class size determines the number of students in a particular class. This study aims to analyze the influence of class size on student success in learning of English language and the relationship that existed between class size and their students’ academic performance in English Language. This study was an experimental study and harness if students’ achievement in English language correlates with their teachers’ quality. 200 English language students were sampled across schools. The statistical analysis used in the study was the mean, standard deviation and PPMC. The findings established that there was significant influence of class size on student success in learning of English language. The study concluded that the larger the number of students in class, the better the academic success of students in English language. It was however recommended that an average class size as recommended by the National Education scheme/board Commission be adhered to in Nigerian schools.

EFFECTS OF PAIR-WORK COMMUNICATIVE TEACHING STRATEGIES ON WRITTEN ENGLISH ACADEMIC PERFORMANCE OF JSS 2 STUDENTS IN KADUNA SOUTH LGA OF KADUNA STATE

This study investigated effect of pair-work communicative teaching strategy among JSS students’ written English performance in Kaduna South LGA Kaduna State, Nigeria. It was guided by one research question and one hypothesis. One group pre-test post-test experimental design was adopted for the study. The population of the study consists of JS two students from government secondary schools in Kaduna South LGA of Kaduna State. A sample of twenty-five students from Kaduna south secondary school (Government Junior Secondary school Kakuri was selected through purposive sampling technique. The instrument tagged “English Language Performance Test (ELPT) was conducted. Data collected were analyzed using mean and standard deviation to answer research questions while (pair sample t-test) was used to test the hypothesis. Findings from the study revealed that there was statistically significant difference in the mean performance scores of students taught written English using pair-work communicative teaching strategy before and after treatment in junior secondary school in Kaduna South LGA of Kaduna State. Based on the findings, it was recommended that English language teachers should utilize a pair-work communication teaching strategy to enhance students’ writing achievement.

Factors affecting English performance between students residing in tourist and non-tourist areas

Living in a tourist area is frequently viewed as an advantage for students learning English as it provides more opportunities to practice the language. The present study looked at the English performance of students residing in tourist and non-tourist areas and explored how they learned English and the factors affecting their language performance. A comparative study was conducted using a concurrent mixed-method approach. The data were collected through documents, tests, and interviews and analyzed quantitatively and qualitatively to examine differences and determine the main themes between the respective groups. The result of the study indicates that the two groups differed statistically in terms of English school grades and speaking test scores with large effect sizes (d = 3.26 and d = 1.28), respectively. Even though the proficiency test did not show a significant difference (p = .72), the non-tourist group outperformed the tourist group in all assessment types. The interviews revealed that regardless of the different attributes and sites where students lived, the two groups were similar in how they learned English. The main factors affecting the English language performance of both groups were (1) strong motivation, (2) exposure to English through songs, games, movies, and social media, and (3) family support.

Influence of learning variables on secondary school students’ performance in English language in Abakaliki education zone of Ebonyi state

The main purpose of this study was to determine the influence of learning variables on the performance of secondary school students’ in Abakaliki Education zone of Ebonyi State. Specifically, the study focused on the influence of: individual differences on the secondary school students’ performance in English Language in Abakaliki Education zone. Four research questions and four null hypotheses guided the study. Several factors affecting students’ performance in English language positively or negatively were lighted. A total of 270 students were randomly selected for the study, 112 males with the mean of 3.09 Standard Deviation of 1.10 and 138 females with the mean of 2.74 and SD of 1.15. Data was collected using: Secondary School students’ Performance Scale developed by the researcher. The research design employed in the study was descriptive, survey with random sampling adopted for data collection; while t-test was used to test the hypotheses. The result shows that there is no significance difference in the mean rating of male and female students on the influence of individual differences on secondary school students’ performance in English Language in Abakaliki Education zone, there is no significant difference in the mean rating of male and female students on the influence of cognitive variables on secondary school student’s performance in English Language in Abakaliki Education Zone. It also shows that there is no significant difference in the mean rating of male and female students on the influence of affective variables on students’ performance in English Language. There is no significant difference in the mean rating of male and female students on the influence of psychomotor variables on secondary school students’ performance in English language in Abakaliki Education Zone. With the findings of this study, it is recommended that it will also encourage teachers to make their classroom activities more learner-centered than teacher-dominated activities as was seen in some learning methods.

Examining Sino-Foreign Joint School Students’ Speaking Performance in the EFL Learning Environment: A case study

This study aimed to examine Sino-Foreign Joint School (SFJS) students’ speaking performance in the EFL learning environment and explore the relationship among anxiety, motivation, willingness to communicate (WTC) and English language performance of EFL students. The study adopted an explanatory sequential research design with a mixed method approach wherein data were collected via a survey and semi-structured interviews. The findings revealed that EFL students in SFJS were rather anxious when it came to speaking in English and but they possessed higher integrated motivation. The structural equation modelling analysis revealed SPCC (Self-Perceived Communication Competence) mediated WTC to their language achievement.

An investigation of the relationship between students' self-discipline and their language performance in an online learning context at a Vietnamese university

Having recognized the difference in the implementation of English lessons in physical classrooms and distant classrooms, which possibly influence learners' performance, the authors are interested in examining the impacts of students' self-discipline on language performance in an online learning situation. In this study, the authors employed two main research instruments, including (1) a widely used survey questionnaire aiming at investigating participants' level of self-discipline and (2) a database from English Occupational Purposes, a web-based English learning system to assess learners' language performance. Research results have shown a direct correlation between subjects' level of self-discipline and their English language performance, in which a low level of self-discipline is a partial contributor to poor learning performance and vice versa. Also, the findings of the research showed an inconsiderable difference in the learning outcomes of the high group and the medium group in several aspects.

Understanding Positive Psychological Factors for Sustainable EFL Learning

The purpose of this study was to explore the relationship between foreign language enjoyment, grit, and English language performance. This study adopted a descriptive correlational research design involving 388 Chinese EFL university students. Self-reported questionnaires and the College English Test-Band 4 were utilised to collect the data. The findings reported a moderate to high level of language enjoyment and grit among the students. No significant differences were found between male and female students regarding their language enjoyment and grit. Furthermore, the path analysis showed that language enjoyment and grit could significantly predict English language performance.

Self-Confidence as Correlate of Senior Secondary School Students’ Academic Performance in English Language

The study investigated self-confidence as correlates of senior secondary school students’ academic performance in English language in Dutsin-Ma Local Government Area. Descriptive survey research was used for this study. The population for this study consisted of three thousand and twenty-six senior secondary two students. The researcher used purposive sampling technique to select one hundred and twenty-four senior secondary school two students for the study. Self-confidence Inventory (SCI) and English Language Performance Test (ELPT) were used for data collection with reliability coefficient of 0.87 and 0.90 for SCI and ELPT respectively. Data collected were analyzed using Pearson Product Moment Correlation and t-test statistics. Findings of the study showed that there is significant relationship between no significant relationship between self-confidence and academic performance of senior secondary school students in English Language (r = .498**, p ˂ 0.05) but there is no significant difference in the self-confidence (t = .661; df = 122; p > 0.05) and academic performance (t = -1.248; df = 122; p > 0.05) of senior secondary school students in Dutsin-Ma Local Government Area of Katsina State, Nigeria based on gender. It was recommended that secondary school management should encourage their students to prepare for the examinations in advance so that they will develop self-confidence which will improve their academic performance in English language.

Research on Adult Learners’ Performance in English Language in Literacy Centres in Imenti-North Sub-County, Meru County Kenya

Purpose: This paper investigated the learning of English as a second language in adult post-literacy level learners, in the adult literacy centres in Imenti-North Sub-County. The post-literacy programme is a part of continuing education that provides opportunities for adults and out-of-school youths to retain, improve and apply basic educational skills for personal, community and national development. The objectives of this paper was to examine the adult learners’ performance in English language by analysing the errors they make in their written work and the causes of these errors. The theory used in this study is the Error Analysis theory by S.P. Corder (1974) and expanded by Ellis and Barkhuizen (2005) which was used to analyse the adult learners’ errors in their written work.
 Methodology: The study utilised the Descriptive Research Design. Research was carried out in Imenti-North Sub-County, Kenya. The target population comprised 340 adult learners in the nine adult centres. A sample size of 60 adult learners from the Post Literacy Programme level was purposively chosen. The post literacy programme level learners were purposively chosen because English is used as a medium of instruction at this level and also studied as a subject. Data was collected by the use of an essay writing test for adult learners.
 Findings: The study established that there was poor performance in English language skills by adult learners as portrayed by the errors in their written work.
 Unique Contribution to Theory and Practice: The study recommends that adult English instructors should give learning tasks that are practical, comprehensible and must be relevant to important issues in the adult lives. The study further recommends that the government allocates more funds to the Directorate of Adult Education for the purchase of instructional resources in the learning centres, promote literacy surveys and curriculum development that meet the needs of adult and continuing adult learners.

EVALUATING STUDENTS ENGLISH LANGUAGE-ACQUIRING SKILLS AT DEGREE LEVEL: A LANGUAGE PERSPECTIVE

Teaching English to the students of urban and rural areas is like offering bread and butter for breakfast to a common man who is accustomed to taking a porridge in the morning. The proficiency level in English, of learners in rural areas, is terribly low. A mini survey has been carried out among students to test their English language-acquiring skills like speaking, reading, writing, comprehending and so on. The study investigated the rationale for students’ poor performance in the English Language. Suitable recommendations were made for further improvement of students’ performance in English Language, based on the research.