Low English Ability Research Articles

Investigating the pleasure reading habits of EFL learners in lower secondary schools

Reading literacy is significant for learners’ academic success, and high levels of reading literacy can be established through strong engagement in pleasure reading. It seems that the advancement of competing media, such as television and computer games and the fluctuating socio-cultural contexts have made a significant influence on learners’ pleasure reading habits. The purpose of this study was therefore to investigate lower secondary school learners’ pleasure reading habits using descriptive survey design. The data were collected from 377 randomly selected learners in North Wollo Zone, Ethiopia, using a survey questionnaire. Descriptive and inferential (independent samples t-test) statistics were used to analyze the data. The findings of the study indicated that majority of the learners’ habits toward pleasure reading was poor. The findings of the study also showed that the students’ mostly read for academic purposes. It was also found that there was no significant difference (p > .05) between gender and age of learners regarding their pleasure reading habits. Lack of reading materials, low English ability, and lack interest in reading are the major factors that affect learners’ pleasure reading habits. Based on the results, it can be suggested that integrating pleasure reading programme in the curricula, being accessible to a wide range of books (based on the learners’ level and interest) in the school libraries, and establishing school reading clubs in input-poor English as a Foreign Language contexts like Ethiopia is essential to promote learners’ pleasure reading habits. 

THE READING COMPREHENSION STRATEGIES USED BY THE STUDENTS OF SMAN 3 PEMATANGSIANTAR

This thesis entitled “The Reading Comprehension Strategies Used by Students of SMA N 3 Pematangsiantar” is designed to investigate the strategies implemented by the students in comprehending the reading texts and the underlying reasons why the students implemented the strategies as they did. Qualitative research design was conducted as the research method in this study. The subjects of this study were 6 students of grade eleventh at SMA N 3 Pematangsiantar in academic year 2017/2018. Three of the students were identified as the students who have high English ability, while the other three students have low English ability. The data were collected by in-depth interview. The data were analyzed by using Miles, Huberman, and Saldana (2014) data analysis technique. The findings of the study showed that the students implemented 4 strategies in comprehending the reading text, they are (1) Experience, (2) Summarize, (3) Re-read, and (4) Look up the words you don’t know. The underlying reasons of the strategies in comprehending the reading text are different for each strategy. The underlying reason for experience strategy is the reading comprehension facilitation, summary strategy is indicator of comprehension, re-read is the cognitive process, and look up the word you do not know is the lack of vocabulary mastery. Key words: Reading, Reading comprehension, strategies

Building in language support in a Hong Kong CLIL chemistry classroom

AbstractScience writing has played a crucial part in science assessments. This paper reports a study in an area that has received little research attention – how science lessons in content and language integrated learning (CLIL) can increase the science knowledge development of English as a foreign language (EFL) students in Hong Kong. The data come from a school-based interventional study in chemistry classrooms, with written data from questionnaires, assessments and teachers’ logs and verbal data from interviews and classroom observations. The effectiveness of the CLIL teaching and learning activities in various chemistry classrooms were compared and evaluated, with a discussion of some implications. The paper concludes that CLIL teaching and learning activities yielded positive learning outcomes among chemistry learners with low English ability.

Factors associated with financial literacy among high school students in New Zealand

Understanding financial literacy among young people is essential for developing effective financial education programmes. We present results from a sample of New Zealand high school students. Holding all else constant, we find that financial literacy is lowest among financially poorer students, those with less English ability, and those with less mathematical ability. However, relative poverty and lower English ability were not related to financial literacy at the highest cognitive level, i.e. the ability to apply financial knowledge. Thus, financial literacy education beginning at the high school level may be the key to improving financial decision-making in the population.

An investigation into motivation and language learning strategies to improve critical reading employed by high and low English ability students

An investigation into motivation and language learning strategies to improve critical reading employed by high and low English ability students

Effects of Listening Supports on Listening Performance of Thai First-Year University Students

This study aimed to investigate the effects of three forms of listening supports on the listening performance of Thai first-year students at King Mongkut’s University of Technology Thonburi. The subjects were 180 first-year students at KMUTT. They were divided into three groups of high and low English ability. There were, therefore, six groups, i.e. three groups for each ability level, namely three groups for 1) High Question Preview, 2) Low Question Preview, 3) High Vocabulary Preview, 4) Low Vocabulary Preview, 5) High Repeated Input, and 6) Low Repeated Input. 3x2 ANOVA was employed to analyze the data. The findings revealed that 1) listening supports significantly affected the listening performance of Thai first-year students. Repeated Input is the most effective listening support and Vocabulary Preview is the least effective; 2) the levels of English ability also significantly affected the listening performance of the students; 3) however, no interaction effect was found. The findings suggest that providing listening supports has an effect on students’ performance. The opportunity to listen to the listening text more than once enhances the listening performance of students, but providing vocabulary support would not produce immediate effects on test-takers’ listening performance.

Financial responsibility for the family: The case of Southeast Asian refugees in Canada

Although respondents (n = 647) came from collectivist societies (Vietnam and Laos) where they were expected to provide for the family, they have been living in a setting (Canada) where individualism is emphasized and public sources of assistance are available. The effect of this transition on their beliefs and behaviors regarding financial responsibility for family was assessed. With the exception of new situations (government assistance for the elderly or poor, and money sent to relatives in the home country), respondents endorsed traditional beliefs. Lower English ability and favorable views toward multiculturalism were associated with traditional views. They relied on non-family as well as family for financial assistance. Ethnic differences, reflective of their resettlement experiences, were evident.

The Choice of Migration Destination: Dominican and Cuban Immigrants to the Mainland United States and Puerto Rico

Puerto Rico provides an alternative destination for immigrants from the Spanish-speaking Caribbean because the culture is similar to that in the source country. In this study, we use the 1980 Census of Population to examine the importance of relative earnings and culture in the choice of destination. The main finding is the similar pattern of choice of location for immigrants from the Dominican Republic and Cuba. The more educated and more professional immigrants are found in either Puerto Rico or outside the enclave on the mainland. Within this group, those with less time remaining in the labor market and lower English ability are found in Puerto Rico. We find that not all differences in location decision are attributable to differences in reward structure by location.

The Choice of Migration Destination: Dominican and Cuban Immigrants to the Mainland United States and Puerto Rico

"Puerto Rico provides an alternative destination for immigrants from the Spanish-speaking Caribbean because the culture is similar to that in the source country. In this study, we use the 1980 [U.S.] Census of Population to examine the importance of relative earnings and culture in the choice of destination. The main finding is the similar pattern of choice of location for immigrants from the Dominican Republic and Cuba. The more educated and more professional immigrants are found in either Puerto Rico or outside the enclave on the [U.S.] mainland. Within this group, those with less time remaining in the labor market and lower English ability are found in Puerto Rico. We find that not all differences in location decision are attributable to differences in reward structure by location."