Proficient Students Research Articles

An interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency under a blended setting

The primary objective of this study is to enhance the English language proficiency of undergraduate students pursuing bachelor's degree programs. This is achieved through the development of a mandatory English course based on Interest-driven creator (IDC) principles within a blended learning environment. The IDC course was implemented over a 16-week period, consisting of 16 lessons, at a private college in China. To evaluate the impact of this course, a quasi-experimental design was employed to analyse the language learning outcomes. The performance of two groups, the experimental group (EG) and the control group (CG), was assessed using the Exam English (standardized according to CEFR) as both a pretest and posttest measure. Additionally, a semi-structured interview was conducted to gather valuable insights into the students' learning experiences. The findings of this study indicate that the blended learning approach effectively improved the students' English proficiency in listening and speaking.

IMPROVING SEVENTH GRADERS’ VOCABULARY USING FLASHCARDS AT SMP NEGERI 13 TARAKAN

English language learners possess eight essential language skills: reading, writing, and speaking. When learning English, a thorough understanding and effective use of terminology is necessary right from the start. This study examines flashcards' efficacy in English classroom education, particularly for seventh-grade students. The research included a qualitative approach and involved a literature review. According to the study's findings, utilising this specific card game as an educational tool can provide significant advantages and aid teachers in delivering instruction more effectively. Furthermore, it possesses the capacity to improve student's proficiency in the English language and to motivate pupils to participate actively in classroom activities. This will facilitate favourable interactions between professors and students and between students and the learning medium.Â

Exploring the Impact of Academic Reading and Research Competence on Academic Writing: A Multi-Regression Analysis among EFL Undergraduates

In today's academic landscape, enhancing the academic writing proficiency of undergraduate students studying English as a Foreign Language (EFL), particularly in the context of thesis writing, is a paramount concern. This research aims to shed light on the influence of Academic Reading (AR) and Research Competence (RC) on Academic Writing (AW) through a comprehensive analysis employing a multi-regression approach. To achieve this goal, the researcher was conducted a rigorous investigation involving 162 students enrolled in English Literature and English Education departments. The researcher was distributed a structured online questionnaire to gather relevant data, which the researcher subsequently analyzed using SmartPLS 4. The analysis result unveiled a substantial statistical relationship between AR, RC, and AW, with an impressive R-square value of 0.580. This finding underscores the pivotal role played by AR and RC in explaining approximately 58% of the variance in AW. This study represents a critical step forward in comprehending the intricate interplay between AR, RC, and AW. It offers valuable insights into the substantial connections between academic reading, research competence, and academic writing. Importantly, this research provides guidance for educational efforts aimed at enhancing the academic writing capabilities of EFL undergraduates, with a specific focus on the realm of thesis writing.

Digital-based Learning in Social Science Cluster Subjects in High School with Curriculum Merdeka

This study aims to evaluate digital-based learning in Social Sciences cluster subjects (sociology, geography, economics, history and civic education) in Senior High Schools with an independent curriculum. The research method used is descriptive with a quantitative approach. This descriptive research is used with the aim of knowing the value of independent variables without making comparisons or correlating with other variables. Data were collected through questionnaires developed based on key indicators of digital learning variables. The respondents of the study were teachers who taught social subjects and students who were taught. The results of the study found: The type of ICT used was 66.1%; the utilization rate of technology in learning is 82.6%; the level of student proficiency in the use of ICT technology is 73.4%; the level of teacher commitment to use ICT technology in learning is 76.1%; digital learning success rate is 77.0%. The teacher satisfaction rate was 74.9% and the student satisfaction rate was 88.8%. From this indicator data, it can be concluded that digital-based learning in social science cluster subjects in Senior High Schools in Makassar City is 77.0% or is in the very high category.
 Keywords: digital learning, social sciences

Effects of Geometer’s Sketchpad on Algebraic Reasoning Competency amongst Students in Malaysia

This study investigates the impact of incorporating Geometer's Sketchpad into GSP-based instruction on the algebraic reasoning proficiency of students. The research outlines the application of GSP-based instruction, utilizing Geometer's Sketchpad in Mathematics education, with a specific focus on solving quadratic problems. A quasi-experimental design, involving non-equivalent pre-test and post-test assessments, was conducted on 60 second-grade students at a private secondary school in Kuala Lumpur. The experimental group, consisting of 30 students, utilized Geometer's Sketchpad in their learning, while the control group, comprising 30 students, received traditional instruction. Data analysis was performed using ANATES 4 and SPSS 25.0 software, incorporating inferential statistics such as paired t-tests and one-way ANCOVA for quantitative data analysis. Both groups underwent an initial pre-test assessment. The research findings reveal a significant disparity in algebraic reasoning proficiency between the two groups, indicating substantial improvement after the intervention. Consequently, the integration of Geometer's Sketchpad in GSP-based instruction contributed to the enhancement of students' algebraic reasoning skills, particularly in quadratic problem-solving. In conclusion, this study underscores the potential of Geometer's Sketchpad as an instructional intervention, urging mathematics educators to contemplate its incorporation as an alternative teaching tool.

AI in teaching English as a foreign language: Effectiveness and prospects in Kazakh higher education

The article analyses the implementation and efficacy of artificial intelligence in teaching English to first-year students at the Abai Kazakh National Pedagogical University. The present study examined the effects of AI chatbots on students' speaking abilities and overall experiences in the English as a Foreign Language (EFL) classroom. The participants were 11 EFL teachers and 51 Abai University students, who were randomly assigned into two groups: an experimental cohort and a control cohort. The experimental group, consisting of over 26 students, received instruction through AI-based educational programs, while the control group, comprising over 25 students, received instruction through traditional teaching methods. Employing a pre-and post-test research design, the present study undertook a comparative analysis of students' progress in English speaking skills, both within and between experimental and control groups. The findings of the conducted tests have indicated that both groups exhibited a significant improvement in their oral communicative abilities, as evidenced by their performance in the two speaking tasks, namely reading a text aloud and answering questions. As for the student's proficiency and fluency, it was observed that there was no significant difference between the two groups in terms of pronunciation. However, a discernible variation was detected in their intonation and stress patterns during the reading task. The results of this questionnaire offer an analysis of students' attitudes and opinions regarding integrating AI chatbots into language learning. This sheds light on the potential benefits and limitations of utilising such technology in the EFL context. Furthermore, the recent study explores the potential of AI chatbots as an effective tool to facilitate language learning and their future applications in the EFL setting. The implications of the research findings are thoroughly discussed, considering how AI chatbots can potentially enhance language learning and their potential usefulness in EFL education in the future.

Crisis-ready educational skills of life support in newborns and adults' scenarios: the impact of simulation-based training on student proficiency.

Aim: To assess the impact of multidisciplinary simulation training on the educational outcomes of medical students in the emergency care of adults and newborns and implement changes in the curriculum to master simulation scenarios more. Materials and Methods: To assess the differences in learning outcomes between medical students who study the same curriculum without simulation interventions and those who undergo multidisciplinary emergency care simulation training. A quasi-experimental approach was used to assign students to the Intervention Group or the Control Group. Results: According to individual criteria, the lowest scores in both groups were obtained for the stages that required the greatest accuracy and correct technique. After the appropriate cycle of initiation, the results in both groups improved significantly, but the results of students from the first group were significantly higher than those of students from the second group. Despite the absence of a significant difference in the average overall score for the skills, students in the first group significantly improved the accuracy and correctness of the criteria that assess the technical aspects of performance, while students in the second group mainly improved the quality of the descriptive and communicative parts of the practical skill. Conclusions: We believe that reallocating curricular time to additional hours dedicated to simulation scenarios will better prepare aspiring healthcare professionals for the demanding and dynamic nature of their career, as we continue to increase our understanding of the potential of simulation-based education.

Exploration of Strategies for Cultivating Practical Skills of Intermediate Art under the Perspective of "Core Literacy"

Within the domains of education and practice, the concept of "core literacy" has increasingly established its indispensable position. To delve deeply into the practical application and impact of this concept within the vocational art education realm, this paper revisits the definition of "core literacy" and its historical evolution in the educational sector. By analyzing the categorization of skills and the mutual interaction between "core literacy" and skills, this study draws upon genuine teaching cases to illustrate their inherent connections. Concerning the cultivation of practical operation skills, this paper systematically explores both theoretical construction and practical application strategies, highlighting their pivotal role in innovating vocational art instruction. By integrating literature review and case study methodologies, it is revealed that skill cultivation strategies guided by core literacy can notably enhance the proficiency and innovation capabilities of vocational art students. This provides a fresh and cutting-edge theoretical perspective and practical methodology for vocational art education.

ANALYZING LEXICAL FEATURES AND ACADEMIC VOCABULARY IN ACADEMIC WRITING

Introduction. Academic writing is considered to be an important means of sharing knowledge and academic experience. The article investigates lexical features of academic writing and academic vocabulary, correlation of academic vocabulary and writing proficiency. The main objective of teaching EAP is the development and further improvement of communicative skills of post-graduate students in professional and academic fields. There is a reasonable necessity to study and improve practical aspects of foreign language education of postgraduate students, contributing to the effective mastering of English for academic purposes (EAP), development of academic writing skills, mastering academic vocabulary. The purpose of the research is to analyze such lexical features as lexical diversity, lexical complexity, lexical density, word frequency and academic vocabulary usage of postgraduate students’ academic writing outcomes in the process of learning English for academic purposes. Theoretical and practical methods of research have been used in the article: theoretical analysis of scientific researches, methods of logical generalization, observation, analyses of EAP students’ academic writing outcomes. Results of the research. The article highlights specific peculiarities of academic writing like formal structure, specific rules, citation, traditional English grammar usage, punctuation, spelling etc. In the frame of the article we explored lexical features and academic vocabulary in English academic writing of EAP learners’ in the process of learning English for academic purposes. We studied the relation between academic vocabulary and writing abilities. The author investigated ways of word complexity, paying special attention to affixes and compound words. Different approaches to the analyses of lexical density and diversity are implemented. The most frequent academic words (nouns, verbs and adjectives) are analyzed. Conclusion. Our results showed a strong relation between academic vocabulary and writing proficiency of postgraduate students. Our empirical observation revealed correlation of lexical diversity and academic writing quality of EAP learners. Academic vocabulary demonstrates significant interrelationship with the quality of writing. Word frequency correlates with word difficulty. According to our findings advanced learners predominantly use less frequent words and have larger vocabulary size.

Lexical quality measures in the assessment of reading proficiency in Brazilian university students

RESUMO Objetivos: comparar o desempenho de alunos universitários brasileiros a partir de tarefas com habilidades de qualidade lexical e avaliar a influência do nível socioeconômico no desempenho da leitura e nos componentes que formam a qualidade lexical. Métodos: testes linguísticos on-line foram aplicados em 44 estudantes de duas universidades federais, sendo 19 da Universidade Federal do ABC e 25 da Universidade Federal do Ceará. Para análise foram utilizados os testes Mann-Whitney (Wilcoxon rank-sum test) de duas vias e a Correlação de Pearson com p<0,05. Resultados: foram obtidas correlações altas e médias entre os diferentes componentes da qualidade lexical, tais como vocabulário e reconhecimento ortográfico, além de terem sido encontradas diferenças significativas entre o desempenho dos alunos das duas universidades e de diferentes níveis socioeconômicos. Conclusão: menor tempo de leitura apresentou correlação com maior quantidade de acertos na leitura de palavras em voz alta, a quantidade de acertos no teste de homônimos correlacionou-se a quantidade de acertos no teste de leitura de palavras em voz alta e ambas correlacionaram-se com o tempo de resposta destes testes. Houve, também, influência do nível socioeconômico no desempenho da leitura e nos componentes que formam a qualidade lexical.

Investigating the Effectiveness of Online Interactive Modules on Enhancing Mathematical Proficiency in Grade VI Students of Phuentsholing Primary School

This study examined the effectiveness of online interactive modules in improving mathematical proficiency among Grade VI students in Phuentsholing Primary School, focusing on the concepts of ordering fractions and rotation. The mixed-methods approach was used where 27 students participated in three-week intervention involving online learning tools. Data were collected through pre-tests and post-tests, surveys, and observations. The results were analyzed using Statistical Package for Social Sciences (SPSS version 22) and it demonstrated significant improvement in students' understanding, with mean test scores increasing from 2.00 to 4.96 for ordering fractions, and from 0.63 to 4.63 for rotation. Surveys indicated a positive shift in students' perceptions towards using digital tools for learning, with increased engagement and enjoyment. Qualitative analysis was derived through thematic coding and it revealed that dynamic simulations and instant feedback were key elements in facilitating understanding. Despite overall gains, some students continued to find the rotation concept challenging, as reflected in the higher post-test score variability. The study highlighted the potential of online interactive modules to enhance mathematical learning, suggesting further exploration into differentiated support for complex topics. These findings have implications for integrating technology in educational practices in Bhutan.

A Strategic Study of Using Deep Learning to Improve the Effectiveness of English Education in Colleges and Universities

Abstract Traditional English education at the tertiary level has predominantly been characterized by rote memorization and recitation, which notably hampers the development of higher-order cognitive skills and the capacity to tackle real-world problems. This paper advocates for a transformative shift towards deep learning within higher English education, positing it as a pivotal metric of student learning efficacy. We introduce a learning architecture model that emphasizes engagement, spatial, and experiential learning dimensions. This model integrates data on learner interactions and deep learning activities to reconstruct the paradigm of English education at the collegiate level. Utilizing a six-dimensional learning process questionnaire scale as a metric for deep learning, we employed SPSS to analyze variations in the adoption of deep learning strategies by students pre-and post-intervention. Additionally, classroom observations and interviews were methodically conducted to document and analyze the learning dynamics, outcomes, and feedback within the deep learning-oriented English classroom. Post-implementation data revealed a significant enhancement in English composition scores, with an average increase of nearly 15 points, from 67.0678 to 81.7508. Correlation analysis further demonstrated a coefficient of 0.051 between deep learning practices and the English proficiency of college students, indicating a positive linear relationship. This study contributes to the existing literature on routine English instruction in higher education by providing a replicable model for enhancing English teaching methodologies and, consequently, elevating the standard of English education at the foundational level.

An Experiential Learning Approach for Enhancing Performance of First Year Engineering Students in Engineering Graphics Course

Abstract— Engineering Drawing is a crucial and mandatory course for first-year engineering students. This subject plays a vital role in enhancing students' ability to visualize, imagine, and effectively illustrate concepts. It aids them in expressing their ideas clearly and swiftly, comprehending drawings produced by others, and devising effective designs. The curriculum covers essential topics like projection, sectioning, and the development of solids such as prism, pyramid, cylinder, cone, cube, and tetrahedron. These topics help students develop the ability to conceptualize, visualize, and create drawings according to specific requirements. The achievement of learning outcomes related to these subjects is hindered by the challenges faced by first-year engineering students, including their lack of fundamental knowledge in technical drawing and limited abilities in imagination and visualization. As a result, their performance in these areas tends to be subpar. To address this issue, a practical "learning by doing" approach is introduced alongside traditional classroom instruction. This strategy aims to boost the visualization, imagination, and technical drawing proficiency of first-year engineering students. This article outlines the author's endeavors to enhance students' visualization, imagination, and drawing skills. The focus is on involving students actively in both classroom and extracurricular learning. By methodically incorporating a "learning by doing" approach, there has been a notable enhancement in student engagement, achievement of course objectives, and overall performance in the course assessments. The topic of development of solids was completely taught with this method. This activity resulted increase in the CO attainment, active participation and engagement of the students in the class room as well as outside of the classroom. Following the implementation of this activity, there was a substantial rise of 17.30% in the accomplishment of course outcome, coupled with a notable increase of 25.34% in the students' learning index. Keywords— Course Learning Outcome, Engineering Graphics, learning by doing

Inducing Imitation Technique as a skill to acquire English Language Proficiency of Engineering Students

Abstract——Engineering students are tomorrow’s problem solvers. They are going to provide technical and innovative solutions and services to solve societal problems and make life easier. This necessitates today’s engineering student to acquire numerous skills to prepare themselves for not only national work front but also international work front. The ever evolving and challenging role of today’s engineer makes today’s students work on building and updating themselves on the required core technical skills but they fail to work on their English language skills. For many engineering students it has been observed that they have anxieties associated with the English language which in turn hinders their performance. This study is a humble try to induce Imitation Technique as a skill to help engineering students acquire English language Proficiency. Lot of work has already happened on how to improve students English Language skills but this study has an edge over by providing a unique method to not only learn English language but acquire English language without juggling through the tough grammatical rules of the language. The study focuses to strengthen the twelfth Program Outcome of the Engineering Attribute that is “Life Long Learning.” The study was conducted on freshman engineering students of a technical University. The study used quantitative research approach. The study investigated what are the apprehensions and anxieties students have towards English language and how Imitation Technique helps them overcome their apprehensions. The Public Speaking Class Anxiety Scale (PSCAS) was used to find out the pre intervention status and post intervention results of the students. The post intervention status shows reduced English language anxiety level and how students have successfully been able to acquire English language through Imitation technique. Keywords—Engineering students; English language Anxiety; Imitation Technique.

Impact of ICT Training on Junior High School Teachers' Performance in Teaching Mathematics in Tamale Metropolis

This study employed a quasi-experimental research design to examine the influence of ICT training on the proficiency of mathematics educators after receiving instruction on incorporating Computer Aided Instruction (CAI) into their teaching and learning practices. The study also probed to determine if differences exist in the academic achievement of JHS students who were taught mathematics with CAI and those taught with Traditional Method of Instruction (TMI). Ten JHSs were randomly sampled where five schools served as experimental group and the remaining five as control group. Mathematics Achievement Test (MAT), Classroom Observation Schedules (COS), and questionnaires were employed to collect the data from teachers and students. Using SPSS version 20, the data was analyzed and presented in tables and graphs. The study's findings demonstrated a noteworthy enhancement in the proficiency of both teachers and students in mathematics subsequent to the ICT training. It was also discovered that ICT training had a statistically significant effect on the mathematics performance of both teachers and pupils, leading to a good conclusion. Lastly, teachers in the study area encountered obstacles such as a scarcity of ICT laboratories, the nonexistence of internet connectivity, and insufficient ICT resources. The study recommends the establishment of regional centers to train mathematics teachers on how to teach with ICT, supply laptops and computers to JHSs using the PPP model, and equip JHSs with digital content to support teaching and learning with technology.

Diagnosing Cognitive Proficiency of Students Using Dense Neural Networks for Adaptive Assistance

Diagnosing Cognitive Proficiency of Students Using Dense Neural Networks for Adaptive Assistance

Diversified and Innovative Practices of English Translation Teaching Combining Multi-Cluster Structural Modeling

Abstract This paper explores the diversified strategies of English translation teaching and the objectives of English translation teaching from various aspects and constructs a diversified teaching model of English translation. Then, it applies the structural equation modeling analysis method to deeply investigate the influence mechanism of diversified teaching of English translation on students’ English thinking, constructs a path model of the influence of diversified teaching of English translation on students’ overall and sub-competence of English thinking, and analyzes its influence effect. Finally, the moderating effect of diversified teaching of English translation on the English proficiency of students at different levels was investigated using the method of multi-cluster structural analysis. It is found that the total effect value of diversified teaching on critical thinking in English translation and problem-solving ability in English translation is 0.726 and 0.716, respectively, of which the indirect effect value accounts for 40.59% and 52.36% of the total effect value, respectively. This study verifies the feasibility, superiority, and universality of the teaching model proposed in this paper from several aspects.

Research on the Monitoring and Evaluation System for the Growth of Innovation and Entrepreneurship Ability of College Students Based on Markov Model

Abstract Human resources equipped with innovative entrepreneurial abilities are a vital catalyst in advancing enterprise development and the socio-economic landscape, as well as in transforming old and new kinetic energies. This study explores methods for fostering innovation and entrepreneurship among college students within the sphere of scientific and technological advancement. We developed an index system to measure these abilities and designed a questionnaire to assess the factors influencing student entrepreneurship. Our analysis, utilizing the Markov model and multiple regression, examines the skills of students from Universities A and B and identifies key factors that influence their entrepreneurial capabilities. The general proficiency of students at Universities A and B is moderate, with overall scores of 75.24 and 76.28, respectively. The data indicates that student capabilities increase alongside their academic progression. Influential factors contributing to innovation include curriculum teaching (0.054), campus atmosphere (0.041), and research conditions (0.047), with curriculum teaching playing a significant role. Higher education institutions must enhance students’ holistic abilities. By creating a diverse innovation-driven curriculum, these institutions can effectively boost the innovation and entrepreneurship skills of engineering students.

Developing a Clinical Learning Model to Improve Nursing Students' Learning Outcomes

The utilization rate of the clinical learning model in Indonesia comprises the following:conferences(54.5%),bedsideteaching(54.5%),clinic-tutorials(45.4%),journal percentage (45.4%), and case presentations (45.5%). As a result, this study aimed to improve nursing students' clinical learning outcomes in their ability to effectively address and resolve problems, make informed decisions pertaining to patient cases, and interact with patients and their families. Methods:This study employed an explanatory methodology with a quantitative approach as it elucidated the cause-and-effect relationship between variables. The study sample consisted of 45 nursing students who met the research criteria and conducted clinical practice at the Padang Pariaman Regional Hospital. The study employed total sampling as its sampling technique. Results:After the clinical learning model was implemented, the mean student clinical competency score increased from 24.51 to 26.33, according to the research findings. Similarly, the average student knowledge score also improved from 74.69 to 77.42 following the implementation of the clinical learning model. The study found a significant difference between the level of clinical proficiency students attained before and after the implementation of the clinical learning model (p= 0.001). Additionally, there was a substantial disparity in students' knowledge scores before and after the application of the clinical learning model (p= 0.000). Conclusion:The clinical learning models can improve student learning outcomes and the quality of education.

Enhancing Learning Experience: Engineering Students’ Views on Google Classroom and Academic Achievement

Aim/Purpose: This study aims to explore factors influencing engineering students’ acceptance of the Google Classroom platform in communication skills courses to ensure more active engagement and better performance. Background: In response to the underutilization and hesitancy in adopting educational technologies, this study investigates the factors influencing engineering students’ acceptance of Google Classroom in a Middle Eastern university. Despite the potential benefits of such technologies, their integration faces challenges due to cultural factors and resistance from educators and students alike. Methodology: The study utilized a Technology Acceptance Model-based questionnaire distributed via Google Forms to 140 engineering students to analyze the acceptance of Google Classroom. Data analysis was conducted using structural equation modeling with Smart PLS, focusing on critical constructs like ease of use and perceived usefulness. Limitations due to the sample size and single-institution scope are acknowledged, which may affect the generalizability of the findings. Contribution: This study outlines practical steps for educators to enhance learning by fostering a user-friendly environment and supporting student proficiency with technology. It highlights the importance of policies encouraging educational technology adoption and urges developers to focus on user-centered features. Additionally, the study calls for collaboration among educators, policymakers, and developers to create engaging and compelling learning experiences. Findings: Findings unveil the significant impact of user satisfaction on perceived ease of use and usefulness, subsequently influencing attitudes. Furthermore, the study identifies the substantial influence of subjective norms and attitudes on intentions and the consequential impact of intentions on self-perception of academic success. Recommendations for Practitioners: The study advocates for educators to cultivate a motivating environment that fosters active engagement with the Google Classroom platform by raising students’ satisfaction and positive attitudes. Recommendation for Researchers: The study encourages further investigation into the long-term effects of technology integration on students’ academic performance and learning outcomes and exploration of additional variables or moderators that may influence technology acceptance in educational settings. Impact on Society: By understanding the factors influencing engineering students’ acceptance of Google Classroom, educators can better integrate technology into communication skills courses, potentially improving student engagement and academic performance and preparing students for success in a technologically driven society. Future Research: Longitudinal studies tracking students’ technology adoption patterns over time would also contribute to understanding the sustained impact of technology integration on educational practices and outcomes.