Proficient Students Research Articles

Attitudes and Motivation as Predictors of Perception of English Language Proficiency: Structural Equation Modeling (SEM)

English is the most widely spoken and written language in the world, so many students have different perceptions of English language proficiency, so there is a need to investigate the predictors of English language learning. Therefore, the main objective of this study was to determine the relationship between attitudes towards learning English and motivation towards English learning under the SEM model as predictors of perception of English language proficiency in Peruvian university students. The sample consisted of 711 Peruvian students from a private university (442 females = 62.2% and 269 males = 37.8%). The questionnaire of attitudes towards learning English, motivation towards English, and socio-demographic questions were used, including the perception of English language proficiency. The proposed model obtained a satisfactory fit. Attitudes towards learning English explain 10% of the perception of English language proficiency, but with motivation towards English as the mediating variable. According to the established criteria, the goodness of fit of the model was confirmed (?2 = 383.78; df =3; p .000; RMSEA = 0.06; AGFI= 0.97; TLI = .97; CFI = .99), which confirms the fact that all the values obtained are acceptable. Received: 10 May 2024 / Accepted: xx October 2024 / Published: 05 November 2024

Problem-based learning analysis in strengthening college students’ interpersonal communication skill

This study seeks to analyse the incorporation of problem-based learning (PBL) in strengthening students' interpersonal communication skills, as well as the level of proficiency of students' interpersonal communication skills and the obstacles they face in acquiring them. This study was a crosssectional survey conducted in May 2023 with 315 college students enrolled in six English Study Programs at six universities in three Indonesian provinces. The questionnaires and interviews were used for recording data, which was then analysed using Jeffreys's amazing statistics program (JASP). Based on the data collected, it can be shown that the interpersonal communication profiles of 315 participants can be classified as falling within the medium category (average score=3.26). The primary challenge encountered by participants in developing their interpersonal communication skills is attributed to difficulties arising from the accent of their conversation partner, as indicated by a mean score of 4.6. The result mandates that educators provide an appropriate and effective learning method. PBL is an effective alternative as its principles, syntax, implementation stages, orientation, and benefits are capable of helping students overcome interpersonal communication challenges. PBL model is intended to provide students with the skills needed for problem-solving, increasing logical thinking, collaboration, and communication.

فاعلية استخدام روبوتات الدردشة التفاعلية (Chat Bot) عبر التلجرام في تنمية مهارات البرمجة بلغة بايثون لدى طالبات المرحلة المتوسطة

The study aimed to identify the effect of using chatbot in Telegram on developing Python programming skills for 7th graders in Jeddah. A quasi-experimental method was used by selecting a sample of (25) students as an experimental group. The study tools were pre and posttest for students’ knowledge of Python programming skills, and a rubric to observe students’ skills when practicing programming by Python. The study revealed that there were statistically significant differences at level (0.05) between the mean scores of experimental group in the pre and post-test. Also, there were statistically significant differences at the level (0.05) between the mean scores of experimental group in the observation rubric used to measure the students proficiency in using Python. Finally, this study had several recommendations and suggestions to use the interactive chatbot in programming skills and other education purposes.

A Correlational Study on Openness to Experience Trait, Attitude and SLA Proficiency of Chinese Undergraduate Students Based on Socio- educational Model: A Research Proposal

This study took a comprehensive approach to investigate the correlation between personality traits (openness to experience), attitudes towards second language acquisition (SLA), and SLA ability among Chinese undergraduate EFL students. The study utilized the Big-Five personality test, attitude questionnaire, and speaking interviews with 35 participants, ensuring a thorough exploration of the subject. Based on socio-educational model, the study found a strong correlation between

Mathematical structures in quantum physics education for high school students: Unveiling the power of Dirac notation for conceptual and problem-solving proficiency

[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] Teaching quantum physics (QP) to high school (HS) students is gaining momentum, necessitating the exploration of various effective methods. Specifically, the research on quantitative teaching methods is still in its early stages. Understanding the power of Dirac notation (DN) in teaching is crucial for grasping the complexities of QP, as it provides a concise and powerful symbolic framework that facilitates both conceptual and computational understanding. This study investigates the proficiency of HS students in interpreting, producing, and manipulating DN within QP. Utilizing qualitative content analysis of student responses to various tasks, quizzes, and final tests, the study aims to uncover the sensemaking opportunities DN provides and the difficulties students encounter. The findings indicate that DN facilitates both conceptual understanding and quantitative problem solving in QP by enabling students to interpret and produce representations of quantum states. The results highlight the importance of extensive practice and well-structured teaching sequences in developing DN proficiency, reinforcing the role of DN as an effective tool for teaching QP at the HS level. The study contributes to the ongoing discourse on integrating mathematical modeling in physics education, emphasizing the potential of DN in enhancing students’ grasp of QP concepts and their application in problem solving. Published by the American Physical Society 2024

The Role of ChatGPT in Teaching Speaking Skills for English Majored Students: A Research Perspective

With the rapid advancement of artificial intelligence and its integration into education, the potential for enhancing English-speaking instruction has grown significantly. Traditional methods of teaching speaking to English-majored students often face challenges such as time constraints, limited access to native speakers, and varying levels of student proficiency. This study explores the auxiliary role of ChatGPT, a large language model, in assisting the development of speaking skills among English majors. By leveraging its natural language processing capabilities, the study aims to innovate teaching methods and provide learners with personalized, real-time practice opportunities. The article first outlines the technical features of ChatGPT and its applications in speaking instruction, including customized conversation practice, real-time interaction, and intelligent feedback. It also examines the current challenges of traditional speaking instruction, such as limited classroom time and the need for individualized feedback. Furthermore, the study discusses how ChatGPT can support teachers in providing scalable, interactive learning experiences. Finally, the article evaluates the effectiveness and feasibility of ChatGPT in enhancing speaking proficiency and highlights the potential future applications of AI tools in English language education. This research offers valuable insights into how AI can be integrated into language learning to address existing challenges and improve the overall teaching of speaking skills.

An In-Depth Evaluation of Educational Burst Games in Relation to Learner Proficiency

Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game’s design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes.

Enhancing Proficiency: Evaluating Criminology Students' Competency in Security Services NC II for Certification

Security services are crucial in protecting individuals, properties, and communities. The field has evolved significantly, with an increase in private security personnel and opportunities for criminology professionals. This study aims to evaluate the confidence and proficiency of criminology students in achieving the Security Services NC II certification. The study employs a quantitative-descriptive design; a self-made questionnaire was used to gather data from 128 respondents. The survey includes self-perceived confidence, knowledge, and skills proficiency regarding security services competencies. Findings revealed that most respondents are confident and rate their proficiency as excellent or good in all competency areas. However, there are indications of needing more proficiency, particularly in marksmanship, report writing, and communication skills. In conclusion, while overall confidence and proficiency are positive, gaps have been identified to address and enhance proficiency in security services.

A mixed-methods investigation into complex components of multilingual international students' self-regulated learning in English as a foreign language context: A social cognitive perspective

Self-regulated learning serves as a fundamental framework for understanding the cognitive, motivational, and emotional dimensions of learning. Recently, a growing body of studies on such cognitive processes appears in multilingual populations. Applying a mixed-methods approach, this study examined the key components of the self-regulated learning process among 233 multilingual international students in China, specifically within the context of English as a Foreign Language learning. Qualitative data was analyzed through Pearson's correlation analysis, structural equation modeling, and path analysis, while semi-structured interviews were conducted to further confirm the results of the qualitative data analysis. 15 students were purposefully selected through purposive sampling to participate in follow-up interviews. Within the framework of social cognitive theory, the findings revealed that metacognition, motivation, self-efficacy, and feedback loops are the primary components of self-regulated learning. Additionally, path analysis confirmed that the four factors are positive predictors of self-regulated learning proficiency of multilingual international students in China. The interview outcomes further validated the integral role of these primary components in the self-regulated learning process within the context of multilingual study. This study underscores the significance of incorporating translanguaging backgrounds into teaching strategies and language policy. Findings may offer some insights for multilingual international students, language teachers, and language policymakers in the field of Chinese language instruction.

Peningkatan Hasil Belajar Peserta Didik Kelas VII SMP Negeri 2 Tarutung Melalui Model Pembelajaran Problem Based Learning pada Pembelajaran Pak

This Classroom Action Research aims to improve the learning outcomes of class VII students in the Catholic Religious Education subject at SMP Negeri 2 Tarutung. There were 1 female and 7 male students who were research subjects in an effort to implement a problem-based learning model (Problem Based Learning). The research results showed that there was a significant increase in student learning outcomes after implementing the PBL learning model. In cycle I, the average student score was 71.25 with an achievement category of 2 adequate students and 6 proficient students. This indicates that there are still some students who have not achieved the expected competency. By implementing PBL more intensively and providing more targeted guidance, student learning outcomes have increased quite significantly. In cycle II, the average student score increased to 87.50 with the achievement category being 2 proficient students and 6 proficient students. This increase in learning outcomes shows that the PBL learning model is effective in increasing students' understanding of the Catholic Religious Education material I Have the Capabilities.

Meningkatkan Motivasi Belajar Melalui Model Pembelajaran Problem Based Learning (PBL) dengan Media Canva Bagi Siswa Fase F SMA Negeri 1 Prambanan Tahun Pelajaran 2024/2025

This study aims to determine whether the use of the PBL learning model with Canva media can increase student learning motivation, which is indicated by increased interest, active participation, and enthusiasm of students in participating in learning activities through the PBL model in students at SMA Negeri 1 Prambanan. This type of research is classroom action research with research steps, namely planning, implementation, observation, and reflection in each cycle. This study consists of two cycles. The research location is at SMA Negeri 1 Prambanan Sleman in Phase F students. Data collection techniques are observation, questionnaires and interviews. The results of the study in cycle 1 can be concluded that student motivation gets the criteria "good". This can be used as one of the benchmarks that learning activities with Problem Based Learning are good but need to be improved in asking questions to analyze critically, courage in conveying information, cooperation in groups, courage in expressing opinions and explaining reasons that support their thoughts. The results of the study in cycle II can be concluded that student activities get the criteria "very good". This can be used as one of the benchmarks that Problem Based Learning learning activities with Canva media are good and have increased compared to the first cycle. Based on the data obtained from the tests given to students in cycle 1, it was found that 66.6% of students were proficient and 33.3% of students were competent through the Problem Based Learning method. The desired achievement from this learning model in the second cycle is proficient 40%, proficient 50%, decent 10% and not yet developed 0%. The percentage of proficient students increased with the tests conducted in the second cycle, there was an increase in the percentage of proficient students. In cycle 1, the learning achievement was proficient 16.6% and proficient 83.3%. While in the second cycle, students who were proficient were 66.6% and proficient 33.3%. Looking at the learning outcomes in cycles 1 and 2, it can be seen that problem based learning was successful in improving student learning outcomes.

Investigation of Chinese College Students’ Perceptions, Needs, and Self-Assessment of Spoken English Competency

Spoken English Competency (SEC) remains a critical weakness in English Proficiency (EP) of Chinese college students, particularly when compared with their English competency in writing and reading. Despite years of English learning since elementary school, Chinese college students often struggle to master SEC. Although previous studies have explored Chinese students’ SEC from various perspectives, there is still a significant knowledge gap, especially from students’ perspectives. This study aims to analyze students’ Perceptions and Needs of Spoken English (PNSE) and their Self-Assessment of Spoken English Competency (SA-SEC) with the language output evaluation indicators (including three dimensions: complexity, accuracy, and fluency [CAF]). The study analyzed 2,677 (male = 1,340, female = 1,337) online questionnaires from college students across four English proficiency distinct groups. There are four identified aspects of PNSE (i.e., oral importance, difficulty, purpose, and improvement willingness). Similarly, SA-SEC was analyzed with three dimensions of CAF, namely complexity, accuracy, fluency, and nominal variables like pause type. The findings revealed that gender and EP significantly influenced PNSE and SA-SEC, and correlations were observed between paired variables of PNSE and dimensions of CAF in the SA-SEC section. Notably, complexity was identified as the weakest dimension of CAF for most students. Future studies are imperative to further explore the intricate relationship between PNSE and SA-SEC, and how factors such as pause type influence students’ spoken English performance.

ELECTRONIC ASSESSMENT ANXIETY SCALE: DEVELOPMENT, VALIDITY AND RELIABILITY

The widespread availability of internet access in daily life has resulted in a greater acceptance of online assessment methods. E-assessment platforms offer various features such as randomizing questions and answers, utilizing extensive question banks, setting time limits, and managing access during online exams. Electronic assessment enables real-time monitoring, customization, and scalability of feedback, benefiting students, academic staff, and administrative personnel. However, students encounter specific challenges in the electronic assessment environments. These challenges include limited control over test settings and the isolated nature of taking exams without peers. Furthermore, the technological proficiency of both instructors and students, along with resource constraints (computers, mobile devices, internet), can impede the effective utilization of these assessment tools. Technical issues like slow internet connection or disconnections can have significant consequences, especially in online exams, posing difficulties for corrections. The main goal of this study is to develop a Likert-type scale capable of measuring anxiety related to technical issues, social isolation, and the test interface experienced in e-assessment contexts. The study consists of two separate groups: the first group comprising 359 participants and the second group consisting of 356 participants. Both groups include undergraduate and pedagogical formation certificate program students from a university in the Eastern Anatolia Region of Turkiye. Construct validity was assessed through exploratory and confirmatory factor analyses. Item parameters were examined using item analysis based on classical test theory. As a result of the study, a two-factor scale structure comprising 21 items measuring social and technical anxiety was developed. These two dimensions account for 59.89% of the total variance. The Cronbach’s alpha coefficient for the entire scale was 0.93, the McDonald’s omega coefficient was 0.93, and the construct reliability was 0.99.

Study The Impact of Bologna Process on The Learning Proficiency of Students at ImamJa`afarAlsadiq University

The current research aims to study if the Bologna processincreasing the learning proficiency according to the openionsof students of the Technical College at Imam Ja’farAlsadiq University (Ijsu) - Baghdad - Iraq, the research sample consisted of (109) male and female students from the Department of Communications Technology Engineering, and a questionnaire was prepared for that consisted of onequestion, and the indicators of their validity and stability were verified, then the data were processed statistically using the statistical SPSS computer program, and the results indicated that the application of the Bologna processincreases the students` learning proficiency

Nutrition Education Effect in Increasing Knowledge and Ability to Interpret Nutrition Facts in Adolescents

Objective: To evaluate the effectiveness of nutrition education on the understanding and proficiency in interpreting nutrition labels among adolescents aged 16-18 years..Methods: This quantitative study adopted quasi-experimental and control group designs with a pre-test and post-test approach. The sample size included 60 participants, divided into 2 equal groups, receiving education through lecture method and leaflets, respectively. The intertervention was conducted one day in group 1 and group 2, respectively. Sample selection was conducted using a simple random sampling method. Data were collected through a knowledge questionnaire and details on reading ability were obtained using an interpreting ability checklist through pre-tests and post-tests conducted at the same day. The retrieved data were analyzed using the Wilcoxon Signed Rank Test and the Mann-Whitney U Test (α=0.05).Results: Nutrition education is shown to enhance the understanding (p-value=0,026) and proficiency of students in interpreting nutrition facts (p-value=0,064).Conclusion: Nutrition education had a positive impact on the understanding and skill of adolescents in reading nutrition facts. Thus, developing educational materials that can be readily applied in daily life will help consumers in making more nutritionally informed choices when selecting packaged foods.

Development and Validation of a Comprehensive English Test for Sophomore Students in Liaoning, China

The English proficiency of Chinese college students varies in different regions and majors. For college students, it’s of great importance to know their strengths and weaknesses in the process of language learning and to have targeted practice . For language teachers, it is quite significant to identify the problems and needs of students in English learning, to adjust the teaching methods and contents and to improve the teaching effect. At the same time, the feedback of the test results can also promote the school’s attention to and investment i n English teaching and promote the in depth reform of English teaching. In this procedure, a comprehensive English test is an effective way. This study describes developing and validating a comprehensive English test for sophomore students at Shenyang Univ ersity of Chemistry and Technology in Liaoning, China. The test is designed to assess students' English proficiency upon completing the "New Century College English Reading" course. The research employed a mixed methods approach, combining qualitative meth ods for test development and expert review with quantitative methods for statistical validation. The test development process included content analysis of course materials, creation of test specifications aligned with course objectives, and item writi ng. T he test covers four key language domains: listening, reading, translation, and writing. Validation is conducted through expert r eview using a content, construct, and face validity checklist. Five experienced English language teaching and assessment experts evaluated the test using a 15 item checklist with a 5 point Likert scale. Results showed high overall validity, with mean scores above 4.0 for content validity, construct validity, and face validity, indicating strong agreement among experts on the test' s validation. While the study provides strong evidence for the test's validity, limitations include the sample size and geographic scope. Future research directions include longitudinal studies to assess predictive validity and cross regional validation to evaluate the test's applicability across China's educational contexts. This study contributes to English language assessment in Chines e higher education in Liaoning province. It provides a validated tool that aligns closely with curriculum objectives and a ddresses the need for comprehensive language proficiency evaluation.

Lecturers’ perspectives on enhancing student proficiency through academic integrity in logic and writing strategies

Developing critical thinking and effective communication skills through argumentative essays is crucial to the success of university students. This study aims to identify the most engaging strategies used in teaching writing argumentative essays for university students. In spite of this, identifying the most engaging strategies to teach this skill remains a challenge. To this end, three focus group discussions were conducted with 30 English-language lecturers and professors in Amman, Jordan. Additionally, an online survey was distributed among 30 English-language lecturers and professors in Amman, Jordan, and 50 students to rank the identified strategies. Semi-structured interviews were also conducted with English language professors and students. The rankings’ mean scores and frequency counts were calculated for each strategy. The findings of this study indicate similarities and differences between the two groups’ preferences for prewriting and post-writing strategies. Both groups agreed on the importance of prewriting and post-writing strategies in writing instruction. Nevertheless, lecturers favored brainstorming and outlining as a prewriting strategy and teacher feedback as a post-writing strategy. At the same time, students preferred the read-write model as a prewriting strategy and peer review as a post-writing strategy. These findings have significant implications for both educators and students. Using the read-write model and peer review as part of the curriculum can enhance engagement and learning outcomes by incorporating students’ preferences into teaching methods. Exposure to various strategies helps students identify the most effective approaches for themselves, fostering adaptability and proficiency in writing argumentative essays.

Analysis of Problem-Solving Abilities Based on Student Proficiency Levels in D Phase

Analysis of Problem-Solving Abilities Based on Student Proficiency Levels in D Phase

How differentiated can a new tablet-based reading screening measure the reading proficiency of students with intellectual disabilities? Comparing the impact of disability, disability type and grade level on reading skills.

All people have the right to learn reading. Understanding the factors influencing reading proficiency among students with intellectual disabilities is important for developing effective instructions. To accurately assess reading, suitable assessments that can effectively differentiate between low performance levels are necessary. We analyse results of 400 students (43 students with intellectual disabilities) in a digital reading screening and investigate the influence of disability severity, grade level and special educational needs status on the reading abilities of students with intellectual disabilities. The results indicate that the screening is suitable for assessing students with intellectual disabilities. A newly developed digital screening test for flash reading measures reliably. All presumed factors significantly impact the reading proficiency. However, substantial overlap exists between students with intellectual disabilities and those with other special needs. The necessity for structured reading interventions, irrespective of the disability label, and the importance of appropriate assessments for all students are discussed.

Perspectives of ELT Teachers in Enhancing Writing Skills through Immediate Feedback

Immediate feedback is crucial for enhancing students’ writing skills as it provides timely guidance, allowing them to identify and rectify errors promptly, thereby fostering continuous improvement and proficiency in writing. This paper investigates the perspectives of secondary level English teachers on immediate feedback and the techniques they use while giving immediate feedback. The study was conducted on sixty English language teachers who have been teaching English at secondary level institutional schools of Nepalgunj Sub-metropolitan city of Banke district. The researcher used simple random sampling method to select the sample. The instrument used for data collection was a questionnaire. The obtained data were analyzed descriptively and interpreted using simple statistical tools. The majority of teachers (i.e. 86.66%) viewed that immediate feedback plays the role of scaffolding in their writing, while only a minority of teachers (i.e. 13.33%) viewed it negatively. The study revealed that almost all the teachers showed a positive reaction towards the role of immediate feedback to enhance writing proficiency. It was also found that most of the teachers used correction codes to correct student’s mistakes and errors. Thus, the English language teachers are recommended to use immediate feedback as a scaffolding tool to enhance writing students’ proficiency of secondary level students.