Senior High School English Research Articles

The Application of Meta-cognitive Strategies in English Reading Teaching in Senior High School

“Under the requirements of the new curriculum standard for the cultivation of senior high school students' reading ability, this paper mainly discusses the application of meta-cognitive strategies in English reading teaching in senior high school. The author will take the reading class, ‘A Day in the Cloud’ in Reading and Thinking part of Wildlife Protection in the second unit of New PEP Senior High School English Compulsory II as an example. Combining meta-cognitive strategies with reading teaching process can improve students’ autonomous learning ability and master the reading strategies; on the other hand, it can provide corresponding measures for senior high school English teachers and improve their ability of using meta-cognitive strategies in English teaching.”

Principles and Strategies for Improving Intercultural Communication Competence of Senior High School English Students Under the Guidance of Core Competence

Cultivating students’ intercultural communication competence conforms to the requirement of cultivating their core competence in terms of the New English curriculum standard for senior high school.This paper aims to analyze the principles and propose some effective strategies for improving the intercultural communication competence of students in senior high school on the basis of status quo analysis.The study renders that there are several principles that English teachers can follow in order to cultivate students intercultural communication competence: practical principle, authentic principle, progressive principle, ideological principle and principle of equality. And the study also probes into the strategies in macro and micro perspectives with the hope of improving students’ intercultural communication competence, the strategies containing updating teaching methods; designing teaching plans effectively directed to core competence; encouraging deep learning; comparing different language characteristics; learning about the thinking patterns of other cultural groups and so on.

The Cultivation of Critical Thinking in Senior High School English Reading Class

The Cultivation of Critical Thinking in Senior High School English Reading Class

A Study on the Integration of Teaching, Learning and Evaluation in Senior High School English Classroom Based on the Core Competence of English Subject

A Study on the Integration of Teaching, Learning and Evaluation in Senior High School English Classroom Based on the Core Competence of English Subject

Research on the Design of Senior High School English Transfer and Innovation Activities Based on Project-Based Learning

Research on the Design of Senior High School English Transfer and Innovation Activities Based on Project-Based Learning

On culture teaching practice in senior high school English Class from the perspective of intercultural Third Space

While recent research on the cultivation of EFL learners’ cultural awareness in senior high school has highlighted the pedagogical coping strategies based on culture teaching phenomena, theory-driven culture teaching practice has been under-explored. Informed by the theory of intercultural Third Space, this paper reports how to guide senior high school students to construct intercultural Third Space, so as to enhance their cultural awareness and intercultural critical thinking competence from the three-dimensional perspective of attitude, cognition, and behaviour, through a teaching case in the four stages of attitude cultivation, knowledge construction, simulated communication, and critical reflection. The study indicates that the concept of intercultural Third Space can theoretically make up for the deficiency of culture teaching in Chinese senior high school English class and practically provide teaching design support for classroom instruction.

An Investigation of the Current Situation of Senior High School English Writing Strategies Application from the Perspective of Thinking Capacity

An Investigation of the Current Situation of Senior High School English Writing Strategies Application from the Perspective of Thinking Capacity

Teachers' Perspectives on Translanguaging as a Pedagogical Resource in Senior High School English Classes

Translanguaging has been documented in previous research as a pedagogical resource in language classrooms. However, the monolinguistic culture prevents the leveraging of this resource in language learning. In addition, despite the extensive research on translanguaging, its use as a pedagogical resource is limited, particularly in the Philippine context. This study explores teachers’ perspectives on translanguaging in Senior High School subjects where English is the medium of instruction. Findings from focus group discussions reveal that the participants leverage translanguaging as a resource to help students in knowledge construction, meaning-making, and problem-solving. This study concludes with implications for policymakers and language teachers who believe only English will help language learning.

Writing Assessment Methods Utilized by Senior High School English Teacher in Jember

Writing Assessment Methods Utilized by Senior High School English Teacher in Jember

English learning burnout: Scale validation in the Chinese context.

While there has been considerable research on learning burnout in educational psychology, it has received little attention in language education. To fill this gap, the present study aims at exploring the construct of English learning burnout (ELB) and examining the levels of this complex construct in a large sample of 1,213 Chinese senior high school students utilizing a 15-item Senior High School English Learning Burnout Scale. A two-dimensional structure of ELB comprising exhaustion and demotivation was extracted by exploratory factor analysis and validated by confirmatory factor analysis. A descriptive analysis showed low levels of global ELB and exhaustion and a moderate level of demotivation. The findings suggest that teachers should be mindful of fostering students' self-regulated strategies to alleviate their ELB.

An Analysis of Senior High School English Textbooks’ Core Competencies Using China’s English Curriculum Standard Framework

The study aimed to identify the features of linguistic competence, cultural awareness, thinking capacity and learning ability found in the English textbooks used in senior high school in China. This study used a qualitative approach and content analysis of the three PEP senior high school English textbooks. China’s English Curriculum Standards (CECS), established by the Ministry of Education in 2017, were used to identify the features of English Core Competencies (ECCs). The three English Compulsory textbooks were the subjects for this study. They were used as learning materials in a high school where the study was held. One research question was asked as part of the underpinning: What features of linguistic competence, cultural awareness, thinking capacity, and learning ability components were found in the English textbooks used in senior high school in China? The findings showed that linguistic competence had the highest frequency of 29%, and vocabulary ranked second at 22%. Whereas cultural awareness, Chinese culture had the highest frequency of 41%, foreign culture ranked second with 34%. Thinking capacity had the highest frequency of 48%, and critical thinking ranked second at 27%. The learning ability inquiry learning had the highest frequency of 45%, and cooperative learning ranked second at 27%. Each component has its features, but they are interrelated and integrated into each other to make up a system.

Are these texts readable? An Analysis on the Readability Level of English Textbooks for Indonesian High Schools

Reading texts or passages from textbooks are commonly used as learning materials in the Indonesian EFL context. This leads to the emergence of readability or reading level analyses for EFL reading materials using conventional formulas which, unfortunately, were originally developed for either English as L1 or L2 context. Moreover, there are alternative readability formulas for EFL materials that are relatively newer yet still underused in the field. Hence, this current descriptive study aimed to address this gap by attempting to analyze the reading texts in three Senior High School English textbook series published by the Ministry of Education and Culture, using formulas measuring the readability level without grade-levelling and using simplified EFL reading materials. In this study, the two specific formulas employed to conduct the readability level analysis were Miyazaki EFL Readability Index and McAlpine EFLAW formula. The results showed that the overall Miyazaki EFL readability score of all reading texts in the 10th, 11th, 12th grade English textbooks was 50, categorized as having a “standard” difficulty. Meanwhile, based on the analysis using McAlpine EFLAW readability formula, the overall readability score was 20.86, which was considered as “very easy to understand”. Eventually, it could be concluded that the two formulas could be conveniently used to analyze the readability level of all the reading texts in the textbook series. Moreover, the texts could be deemed as of “suitable and understandable” level for the intended EFL students in Indonesia.
 
 
 Keywords:Readability; Texts; Textbooks; Miyazaki EFL formula; McAlpine EFLAW formula

Teaching Strategies of Senior High School English Writing Based on Promoting Writing with Reading

With the continuous advancement of the new curriculum standard reform of senior high school English, English teaching based on the core quality of English teaching has become one of the important goals of senior high school English teaching. Based on the current situation and practice of senior high school English writing teaching, this paper analyzes a series of problems existing in senior high school English teaching and their causes, and holds that the teaching method of reading and writing is an effective means to improve the English writing ability of senior high school students. One can read and write with the help of combination of expansion of high school students in the English language knowledge, which can cultivates English thinking ability. Through the reading of English discourse structure or paragraph mode, it can effectively improve students in English sentence structure and word collocation organization ability and writing ability.

Senior High School English Textbooks and Religious Aspects

Senior High School English Textbooks and Religious Aspects

A myth in language teacher learning: Lesson observation.

This study explores the learning process of 32 Chinese senior high school English as a foreign language (EFL) teachers via three demonstration lessons. It was demonstrated via a data analysis of oral reports and interviews that the cognitive activity of "question," which was considered a significant contributor to collaborative discussion, was seldom involved in the participating teachers' learning process, and that the absence of this cognitive activity reduced their learning to individual study of the observed practical skills. The study further reveals four factors that prevented the participating teachers from collaboratively constructing language teaching knowledge based on what was observed: These were (1) their perceived purpose of the modeled lessons, (2) their manner of making meaning, (3) their understanding of observer-observed relationship, and (4) their perception of professional learning. The analysis presented provides important insights for teacher educators to better facilitate in-service teachers of foreign languages learning through observation.

The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners.

For several decades, there has been an increase in studies on second language motivation, one of the most salient topics in individual difference research in second language acquisition, guided by theories and methods from related fields. Self-determination theory (SDT) is one of the most influential theories to provide a comprehensive framework for investigating language learning motivation. To date, numerous SDT-related studies have been performed to explore ways to develop more self-determined types of motivation. However, research on the relationship between self-determined types of motivation and other psychological variables has been limited. To address this gap, the present study investigated the complex relationships between autonomous motivation, buoyancy, boredom, and engagement in a sample of 561 Chinese senior high school English as a foreign language (EFL) learners. Data were collected through a composite questionnaire measuring students' autonomous motivation, buoyancy, boredom, and engagement in EFL learning. Chain mediation analysis was used to test the complex relationships among these variables. The results show that autonomous motivation directly affected student engagement in EFL learning and autonomous motivation also indirectly affected student engagement in EFL learning through the separate mediation of buoyancy and boredom in EFL learning as well as the chain mediation of both mediators. The results support SDT and offer some pedagogical implications for teachers and educators.

HIGHER-ORDER THINKING SKILLS ON TEACHERS-MADE TESTS BY ENGLISH TEACHERS OF A SENIOR HIGH SCHOOL IN BENGKULU CITY

The objectives of this study are to investigate the composition of Higher Order Thinking Skills (HOTS) on the English teacher-made test based on the revised Bloom’s taxonomy and investigating the quality of the teacher-made tests viewed from the composition of HOTS. This study was a content analysis that used a triangulation design: data transformation model mixed method approach. The data of this study were teacher-made test sets that consisted of 136 questions. The data were analyzed by understanding the operational verbs used in each item of the teacher-made test based on the cognitive domain of revised Bloom’s taxonomy. Then, data were put in a checklist table based in each cognitive domain category. After that, the data were calculated quantitatively and interpreted qualitatively. The results show that the composition of HOTS was lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher-made tests. The most frequent cognitive domain of the Bloom’s taxonomy found on the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply), C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the teacher-made tests viewed from the composition of HOTS was in a less proportional criterion. In conclusion, the findings indicate constructing a test based on the principles of HOTS seem still problematic for Senior High School English teachers.

The Application of Production-oriented Approach Assessment in Senior High School English Reading Teaching

The Application of Production-oriented Approach Assessment in Senior High School English Reading Teaching

The Holistic Teaching Design of Senior High School English Unit based on the Concept of English Learning Activities——Exploring English of FLTRP as An Example

The Holistic Teaching Design of Senior High School English Unit based on the Concept of English Learning Activities——Exploring English of FLTRP as An Example

Content analysis of junior and senior high school English national textbooks in terms of health literacy

Content analysis of junior and senior high school English national textbooks in terms of health literacy