English Scores Research Articles

A PICTURE WORD INDUCTIVE MODEL TO ENHANCING VOCABULARY ACQUISITION AT THE PRIMARY LEVEL

The current research investigates the effect of using the Picture Word Inductive Model (PWIM) Strategy on Vocabulary Acquisition at the Primary Level. The research's null hypotheses have been formulated to be tested in light of the aim. The design of two equivalent groups, namely the experimental and control groups with pre and post-tests, has been adopted. The research sample included 60 female pupils from two primary schools intentionally selected from the center of Nineveh Governorate. They were divided into two groups: the experimental group included 30 female pupils taught according to the PWIM strategy at Al Talai Primary School. The control group included (30) female pupils taught according to the Subscribed method at Al Shaqa'ik Primary School. Both groups were equalized according to a set of variables: pupil's date of birth, pupil's general average of the preceding academic year, pupil's scores in English of the preceding academic year, and parents'. Moreover, the main requirements of this research were prepared, such as determining the teaching materials and preparing the teaching plans as well as; the researcher had prepared an instrument to collect the data based on the dependent variables of this research, namely the vocabulary Acquisition test of a passage followed by five questions. The result reveals a statistically significant difference (0.05) between the experimental and control groups in the Post-Test of Vocabulary Acquisition in favor of The Experimental group. Finally, recommendations and suggestions for further research are presented concerning the necessity of applying the (PWIM) in teaching the English language.

A Study on the Relationship between English Learning Motivation and Learning Effect

In order to explore the relationship between college students’ English learning motivation and learning effect, this paper uses a questionnaire survey to investigate and analyze the English classroom learning motivation of first-year non-English majors. Based on the final English score, the paper analyzes the correlation between English learning motivation and learning effect.

A Study on the Integration of Hainan Culture into College English Teaching Strategies

This study aims to explore the teaching strategies for integrating Hainan culture into college English courses and their impact on students’ learning outcomes. Drawing on relevant statements on cultural confidence, the research employs multiple methods, including questionnaires, in-depth interviews, classroom observations, and performance analysis, to systematically analyze the application effects of Hainan cultural elements in English teaching and student feedback. A survey of 200 students from a university in Hainan revealed that 90% of the students support the integration of Hainan culture into English teaching, 85% believe that this teaching method enhances their learning interest, and 80% think it helps improve cultural awareness. In-depth interview results show that both students and teachers agree that integrating culture into teaching not only improves English proficiency but also enhances cultural pride. Classroom observations indicate that students in the experimental class have significantly higher participation and interaction frequencies compared to the control class. Performance analysis shows that the English scores of students in the experimental class increased by 15%, significantly higher than the 5% increase in the control class. Comprehensive analysis results demonstrate the effectiveness of integrating Hainan culture into college English teaching. It is suggested that future teaching further enrich cultural content, innovate teaching methods, strengthen teacher training, improve evaluation mechanisms, promote interdisciplinary cooperation, and utilize external cultural resources to enhance students’ cross-cultural communication skills and overall competence.

The Effect Round House strategy on pupils Writing skill

The present study aims at finding out the effect of Round House strategy on developing EFL Intermediate pupils’ Writing skill. To achieve the aim of this study , a hypotheses is assumed to be established. there is no statistically significant difference between the experimental group in the pre –post writing test . A sample consists of (60) pupils in first grade at Al-Hammiya Intermediate School for Boys distributed into two groups. Group (A) represents experimental group that includes (30) pupils are taught according to Round House strategy. Group (B) represents control group who also includes (30) pupils who are taught according to the prescribed method. Both groups have been equalized in such variables educational level of parents. English scores achievement in preceding year, and the pre-test of both groups. The dependability coefficient has been validated using the Alpha-Cronbach method. A statistical study of the items has been done to determine the discrimination power and level of difficulty for each item. As a result, the post-test has been administered to the full sample. The formula for "the T-test of two independent and paired samples' has been employed to statistically analyze the data acquired from the post-test results. There is a statistically significant difference between the mean scores of the experimental group" when using Round House strategy. Appropriate recommendations and suggestion for future research are made in light of the study's results and conclusions

A Comparative Study on the Relationship Between Learned Helplessness and Academic Performance in English Classes in Urban and Rural Junior High Schools

This study selected a total of 441 second-grade students from urban and rural schools in the same city in Guangdong Province as research subjects to explore the relationship between learned helplessness and academic performance in junior middle school English classes and compare the research results of the two schools. The results of the study found that the level of learned helplessness among rural junior high school students was significantly higher than that among urban junior high school students(The average level of learned helplessness among rural students is 3.87/5, while that among urban students is 3.54/5.). The average English score of rural junior high school students was significantly lower than that of urban junior high school students, with an average score difference of 9.35 points. Regardless of whether junior high school students were from urban or rural schools, learned helplessness in English classes had a significant negative impact on English test scores. Additionally, there was a causal relationship between the two, meaning that the level of learned helplessness would affect students' test scores.

Using a translanguaging framework to examine language production in a trilingual person with aphasia

ABSTRACT When language abilities in aphasia are assessed in clinical and research settings, the standard practice is to examine each language of a multilingual person separately. But many multilingual individuals, with and without aphasia, mix their languages regularly when they communicate with other speakers who share their languages. We applied a novel approach to scoring language production of a multilingual person with aphasia. Our aim was to discover whether the assessment outcome would differ meaningfully when we count accurate responses in only the target language of the assessment session versus when we apply a translanguaging framework, that is, count all accurate responses, regardless of the language in which they were produced. The participant is a Farsi-German-English speaking woman with chronic moderate aphasia. We examined the participant’s performance on two picture-naming tasks, an answering wh-question task, and an elicited narrative task. The results demonstrated that scores in English, the participant’s third-learned and least-impaired language did not differ between the two scoring methods. Performance in German, the participant’s moderately impaired second language benefited from translanguaging-based scoring across the board. In Farsi, her weakest language post-CVA, the participant’s scores were higher under the translanguaging-based scoring approach in some but not all of the tasks. Our findings suggest that whether a translanguaging-based scoring makes a difference in the results obtained depends on relative language abilities and on pragmatic constraints, with additional influence of the linguistic distances between the languages in question.

Effects of grading rubrics on EFL learners’ writing in an EMI setting

Despite considerable evidence that supports the use of grading rubrics (GRs) as tools for written corrective feedback, there is a paucity of research that investigates which of the different types of GRs best develops learners' International English Language Testing System (IELTS) writing scores in English as a medium of instruction (EMI)-contested settings. This study attempted to explore which rubric types (i.e., holistic, ESL composition profile, correction code, and IELTS) best assist English as a Foreign Language (EFL) learners in writing proficiency and which type leads to improving IELTS scores when such practice is embedded in EMI-disputed settings. Therefore, 351 male and female Saudi EFL learners were recruited to participate voluntarily. These participants were distributed equally among four groups corresponding to rubric type. For almost four months, the participants were exposed to a process-genre approach in which they were required to draft topics based on the comments received from their peer colleagues and teacher. The comments provided depended on the rubrics specified for their group type. The participants' pretest, midterm, and posttest scores were analyzed using one-way analysis of variance, t-tests, and paired samples t-tests. The results revealed that the ESL composition profile developed gradually, followed by the correction code group. However, the holistic groups did not improve. The tests were also assessed by specialists using the IELTS rubric. The findings revealed that the IELTS groups outperformed the other groups in all tests, followed by the female group in the ESL composition profile in the posttest. Meanwhile, other groups failed to improve. We discussed the results, considering the importance of GRs for improving EFL learners’ scores. Finally, we outlined the pedagogical implications for writing teachers in EMI settings. This study aimed to contribute to the growing research on EMI in relation to GRs, especially in the context of tertiary education in Saudi Arabia.

More is worse: the impact of private supplementary tutoring on middle school students’ academic achievement

ABSTRACT The literature on the effect of private supplementary tutoring has not yet reached a unanimous conclusion. In the context of the marketization of educational resources in China, this paper uses data from the Chinese Education Panel Survey (CEPS) and employs the two-stage least squares method (TSLS) to investigate the causal impact of private supplementary tutoring participation on junior middle school students’ academic achievement. After addressing the endogeneity issue of private supplementary tutoring participation, the results show that private supplementary tutoring significantly reduced the overall standardized scores of junior high school students, as well as their standardized scores in Chinese, mathematics, and English. Heterogeneity analysis shows that students attending lower-ranked schools are more adversely affected by private supplementary tutoring. Further analysis shows that the more academic pressure students face, the greater the negative impact of private supplementary tutoring on their academic achievement. Therefore, for students with heavy homework, blindly participating in private supplementary tutoring could exacerbate the academic achievement gap among students, which is detrimental to the balanced development of education.

Improving Reading Comprehension of the First Year Students Through Directed Reading Activity (DRA) Strategy in Narrative Text

This study examined whether Directed Reading Activity (DRA) strategy could improve students' reading comprehension in narrative text and to know the factors that influence reading comprehension in class X students of SMAN 10 Pekanbaru. This research used classroom action research design with quantitative and qualitative approach. The way to select the sample was by asking the teacher which class had the lowest English score and the total sample was 35 students. Data collected using pre-test, cycle I, and cycle II. The results revealed that the average mean in the pre-test was 47 (poor), in cycle I was 70 (good), and cycle II was 85 (excellent). Based on the study’s results, it can be concluded that by using Directed Reading Activity (DRA) strategy, students' comprehension in narrative text has improved.

Can the teaching style reduce inequality in the classroom? Evidence from a quasi‐experiment

AbstractWe investigate the effects of ‘lecture‐based’ (LBT)—i.e. individual work and rote learning—vs. ‘discussion‐based’ (DBT)—i.e. participative and focused on student‐centred learning—teaching styles on the test scores and socio‐economic inequality of middle‐school students randomly assigned to classes using data from the China Education Panel Survey—a large‐scale nationally representative survey. Estimates from unconditional quantile regressions and decompositions based on the recentred influence function suggest that LBT raises scores in mathematics, but the effect is non‐linear, as students in the bottom and top quintiles are more likely to benefit from it. In contrast, LBT lowers scores in Chinese and English. Lecture‐based teaching also has greater influence on socio‐economically advantaged students, resulting in larger inequality within classrooms, especially between top and median students. These effects arise under various robustness checks, implying that (i) teaching styles affect scores and classroom inequality and (ii) they appear to be subject‐specific. These results suggest that teaching styles can be used as a tool to influence students’ academic performance as well as the socio‐economic heterogeneity that they bring to their classrooms.

Teachers and Parents Working Together is Essential for Pupils to Build a Healthy Mindset Based on Values and to Prepare Them for Life's Challenges in High School

The aim of jthis study was to investigate the potential relationship between parental participation and academic success in middle school. Investigations were also conducted on the ethnic inequalities in the ;relationship between parental engagement and student accomplishment. The research compared parental engagement and academic success between groups in an ethnically and racially diverse school. In order to participate in the research, 41 teenagers and their parents had to answer questions on parental communication with the school and engagement in their kids' education. We examined the students' final science and English grades, as well as their MAP English scores, in addition to their survey replies. According to the study's findings, White parents were the most active in their kids' education and White children scored better academically than their Southeast Asian and South Asian counterparts. The Pearson correlation test is used to determine the positive association between parental involvement and student progress. Parental engagement takes the form of signing weekly grade reports, phoning the school (r =.586, p =.01), or receiving a call from the school (r =.479, p =.01). The Pearson correlation between academic performance and grades (r =.054 for signing weekly grade reports and reading school notes, emails, and texts) did not show a significant relationship between parental participation and academic success.

Implementasi Aplikasi Duolingo Dalam Meningkatkan Kosakata Bahasa Inggris Pada Siswa SMPN 19 Mataram

The objective of this research is to enhance English language proficiency, with a particular emphasis on vocabulary, through the utilization of the Duolingo application. This application is a gamification application, which means that users can learn English using visual and auditory methods, much like playing a game. This quantitative research method employs a pre-experimental design, which includes a pre-test and post-test for a single group. The objective is to determine the effect of the application of Duolingo applications as a means of enhancing the vocabulary knowledge of students in class VII at SMPN 19 Mataram. The investigation included a total of 150 students in classes VII A to E, with each class consisting of students. The sample was class A, which was composed of 30 students who were randomly selected through randomization. The research data is collected by administering a pre-test and post-test to assess the learning results of vocabulary subjects. Normality tests, descriptive statistics, and T tests are employed in data analysis. The study's findings indicated that the average post-test score (70, 18) was higher than the pre-test average score. (30,78). The standard level of significance of 0.05 is used to determine whether the zero hypothesis can be rejected by contrasting the p-value. The p-value is less than 0.05, with a value of 0.000. This implies that the zero hypothesis is unfeasible, and it is inferred that the Duolingo Application is effective in enhancing student vocabulary knowledge. This is attributed to the presence of supportive elements, such as the analysis of initial skills, the attraction of student attention or motivation, and the improvement of English scores.

Exploring the Influence of Students' Anxiety on English Language Learning in Online Integrated Instruction

This research explores the influence of online integrated learning on students’ anxiety within the English Language Education Program at Muhammadiyah University of East Kalimantan (UMKT). The study investigates the impact of online integrated learning in the English General Course on students' anxiety levels. It examines significant differences in anxiety levels between students actively using online platforms and those who do not. The sample consisted of 117 freshmen, with data collected via questionnaires assessing comfort with technology, perceptions of its effectiveness, and its impact on anxiety levels. Statistical analyses, including descriptive statistics, the One-Sample Kolmogorov-Smirnov Test, ANOVA, and Bonferroni multiple comparisons, were employed to provide a comprehensive understanding of the findings. Key results indicate a mean anxiety score of 41.55 and a mean achievement score of 78.21, reflecting moderate anxiety and relatively high academic performance. The One-Sample Kolmogorov-Smirnov Test confirmed the normal distribution of the data (p > 0.05), justifying the use of parametric methods. ANOVA results showed significant differences in anxiety levels and English scores based on online integrated learning (F = 166.159, p < 0.001). Bonferroni multiple comparisons revealed that lower anxiety was associated with higher English scores, with significant mean differences observed between low, medium, and high anxiety groups (p < 0.001). These findings suggest that online integrated learning significantly impacts students' anxiety levels, which in turn affects their academic performance. The study provides valuable insights for educators and policymakers on the importance of creating supportive and anxiety-reducing learning environments in technology-enhanced settings

Immersive e-learning application in intelligent teaching of English composition based on neural network algorithm

Technical solutions for evaluating traditional English teaching composition and other problems, such as excessive subjectivity, waste of time, slow feedback, short scoring time, heavy tasks and so on. This paper first analyzes the theoretical basis of neural network algorithm, and completes the preprocessing of the composition text submitted by students from three aspects: text segmentation, text representation and text fragment retrieval. Then, an intelligent evaluation system of English composition is established, and the scoring standard of English composition is determined. On this basis, the design of English scoring module is improved, and an anti cheating module for common plagiarism problems in English composition is added. Finally, the English composition intelligent evaluation system is tested. It can effectively complete the target task, evaluate and correct the composition, and has a higher recognition success rate and accuracy rate. By studying the algorithm and applying it to the construction of English composition intelligent evaluation system, this paper successfully designs a kind of English composition intelligent evaluation system, which promotes the development of teaching work.

The Correlation Between Students’ Higher Order Thinking Skills and Their English Achievement at Seventh Grade

The background of this research was that there were several problems regarding students' English achievement and their higher order thinking skills. Theory said that higher order thinking skills can be a tool that can help improve student learning achievement. Researchers found there was a difference between theory and facts in the field. Teachers have implemented HOTS in the learning process, but English scores are still low. Therefore, researchers want to know the relationship between students' HOTS and their English achievement. The design of this research is correlational research. Researchers used test instrument to collect students' HOTS scores, and documentation was used to collect students' English scores in their second semester report cards. The population of this research was all seventh grade students, which consist two classes. The sample of this research was class VII A, totaling 24 students. The sampling for this research was cluster sampling. Researchers used Bivariate Pearson Correlation to determine the correlation between the two variables. The results of this research showed that the correlation coefficient between the two variables is 0.471. Then the magnitude of the correlation is sufficient, around 0.40-0.60. Thus, there is a positive correlation between students' higher order thinking skills (HOTS) and their English achievement in the seventh grade of SMPN 3 Koto Besar.

Relationship Between Indonesian EFL Learners’ Vocabulary Knowledge and English Competencies

English vocabulary mastery is considered important in Indonesian education, but the actual vocabulary mastery of high school students is still below the target. It becomes a concern whether the low vocabulary knowledge is correlated with English skills. Thus, this study investigated the relationship between Indonesian students’ English vocabulary knowledge and English competencies. A total of 108 high school students completed a productive vocabulary test (Lex 30). The students’ scores from their English class served as the data for English competence. The Lex30 result and the English scores were then tested using Pearson correlation. The findings showed that the students’ vocabulary knowledge and English competencies had positive correlation. Despite no specific measurement of the vocabulary size from the lex30 score, it was relevant to measure students’ vocabulary knowledge required for their performance in general English skills (reading, writing, listening, and speaking). Thus, the positive correlation indicated that students with good vocabulary knowledge might also had good English scores. This study's specific contextual focus may restrict the applicability of the findings to other contexts. Therefore, future research should diversify the sample, incorporate a wider range of assessment tools, and explore the impact of different teaching methods on language skills in various settings.

Lingua franca proficiency and cross-border mergers and acquisitions: Language matters

The study explores the effect of lingua franca proficiency on cross-border mergers and acquisitions. Based on data from 2000 to 2019 in Zephyr database, we find that lingua franca proficiency measured by combined English score can promote cross-border M&As from deal value, deal number and success rate dimensions. Language output ability (writing and speaking skills) is more important that input ability (listening and reading). Also, its effect is more evident for countries with higher education level and unlisted firms. In addition, two main channels through which lingua franca proficiency functions are national openness extent and innovation capacity.

Language Dissemination Paths and Modes Aided by Computer Technology

The expansion of technology and computer science, as well as advancements in language instruction and learning methodologies, has enabled computer-assisted language learning technologies to tackle this challenge. In the field of Chinese learning, a few language learning computerized systems in the country and abroad concentrate mainly on language, grammar acquisition only have one or two assessment indicators as basis of evaluation, that definite functional flaws provide a general assessment to learners' pronunciation. In this manuscript, Language Dissemination Paths and Modes Aided by Computer Technology (LDPM-QICCNN-KOA) are proposed. The input data are collected from Chinese Corpus dataset. Then the data is given into unscented trainable kalman filter for preprocessing the input data. Then the preprocessed data are provided to QICCNN for Language Dissemination. In general, the based Quantum-inspired Complex Convolutional Neural Network doesn’t express adapting optimization approaches to determine optimal parameters to ensure exact identification. Hence, KOA utilized to enhance Quantum-inspired Complex Convolutional Neural Network, which accurately done the Language Dissemination Paths and Modes. The proposed LDPM-QICCNN-KOA method is executed on python. Then performance of proposed technique is analyzed with other existing methods. The proposed technique attains 26.36%, 20.69% and 35.29% higher accuracy; 19.23%, 23.56%, and 33.96% higher F1-Score; 26.28%, 31.26%, and 19.66% higher precision when comparing with the existing methods such as research on network oral English teaching system depend on machine learning (LDPM-DBN), nonlinear network speech recognition structure in deep learning algorithm (LDPM-DNN), research on open oral English scoring system depend on neural network (LDPM-BPNN).

Examining One-Way Dual Language Elementary Latinx Bilingual Learners’ Trajectory on a State Standardized Reading Assessment

ABSTRACT The U.S. population has become more racially and ethnically diverse over time. The Latinx population growth makes Spanish the most common language encountered in non-native English-speaking populations such as Texas. The research objective of this study was to examine if implementing a One-Way Dual Language Education (DLE) Program could result in positive outcomes on the reported reading performance of Latinx bilinguals as indicated by the State of Texas Assessment of Academic Readiness (STAAR) standardized assessment. This study aimed to investigate the possible impact the one-way dual language program may have on bilingual learners’ (BLs) reading assessment scores compared to other second language learners in Texas. The study analyzed the standardized state assessment reading scores in both English and Spanish of over 1100 BLs in a one-way DLE program and found that the BLs in the dataset demonstrated a positive trajectory in the mean scale scores as they progressed through elementary grades. The results provide a significant contribution to the research that supports the effectiveness of DLE programs, especially for Latinx BLs.

Metacognitive strategy use in foreign language learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve

This study examined the different patterns of metacognitive strategy use, their variations across time, and the relation of this variation to English as a foreign language (L2) development. This study involved 2126 7th graders from 16 schools in Hong Kong. Metacognitive strategy questionnaire data and English test scores were collected three times at one-year intervals. Data were analyzed using latent profile analysis (LPA) and latent transition analysis (LTA). The results showed: (a) there were three strategy use groups across each wave: low, medium, and high frequency groups; (b) the medium group remained the most stable, and the other two groups transited to the middle; (c) the medium group obtained significantly higher mean English scores than the low group, but the mean score of the high group was non-significantly higher than the medium group. The evidence confirmed the emerging theory of the Island Ridge Curve and suggested that students can automatically adapt their metacognitive strategies to optimize their L2 learning.