Search Results

1 - 8 of 8 items :

  • "language achievement" x
Clear All
The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

Abstract

This study examined the mediating effect of perfectionism on the relationship between language learning and foreign language achievement of high school EFL learners. To this end, 400 eleventh grade high school students were recruited through cluster random sampling. They were selected from eight high schools in four cities of Iran (i.e., Tehran, Ahvaz, Semnan, and Kerman). Afterwards, two questionnaires were administered to the participants. The first questionnaire was the shortened form of Gardner’s Attitude/Motivation Test Battery (AMTB) for EFL learners, and the second one was Almost Perfect Scale-Revised (APS-R) measuring the level of perfectionism among respondents. Moreover, the participants’ scores on the English final exam held by Iran’s Ministry of Education was considered as the indicator of foreign language achievement. The obtained data were analyzed through Pearson correlations and bootstrap resampling statistical method. The results indicated a positive correlation between all variables. Furthermore, it was revealed that language achievement and language learning motivation were partially mediated by perfectionism.

Open access
Chinese TESOL Students’ Perception of Their Speaking Anxiety in Workshops

Abstract

Foreign language anxiety (FLA) is perceived as a negative factor influencing learners’ language achievement. Targeting Chinese overseas students, this paper investigates whether communicative confidence, fear of negative evaluation, attitude towards using English in workshops and trait anxiety are related to Chinese students’ speaking anxiety. The present study also aims to examine how students perceive their speaking anxiety and coping strategies both from teachers and students. The questionnaire and the semi-structured interview were adopted for data collection. 80 TESOL students at the University of Edinburgh were invited to complete the questionnaires, with 6 students participating in the interviews to get deeper insights into Chinese students’ perception of their speaking anxiety. Research findings revealed that communicative confidence, fear of negative evaluation, attitude towards using English in workshops and traits anxiety were strongly related to Chinese students’ speaking anxiety. In the interviews, 6 respondents commented that instructors’ characteristics, such as patience and humor, and their preparation before class can alleviate their speaking anxiety in workshops. It is hoped that the current study can contribute to a deeper understanding of Chinese students’ speaking anxiety in UK universities.

Open access
Verbal working memory in ADHD children

-24. Cohen, N. J., Vallance, D. D., Barwick, M., Im, N., Menna, R., Horodezky, N. B., & Isaacson, L. (2000). The interface between ADHD and language impairment: An examination of language, achievement and cognitive processing. Journal of Child Psychology and Psychiatry , 41, 353-362. Domańska, Ł. (2004). Więźniowie podzielonej przestrzeni. Zaburzenia uwagi w pomijaniu stronnym (The hostages of divided space. Attention deficits in unilateral neglect). Lublin: Wyd. UMCS. Jodzio, K. (2008). Neuropsychologia

Open access
English language proficiency and academic performance of Nursing Students speaking English as a second language

://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-25962013000100001&lng=en&tlng=en . 30. Niehaus K, Rudasill K, Adelson J. Self-efficacy, intrinsic motivation, and academic outcomes among Latino middle school students participating in an after-school program. Hispanic Journal of Behavioral Sciences. 2012;34(1):118–136. doi: 10.1177/0739986311424275 31. Khodadad M, Kaur J. Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement. The Southeast Asian Journal of English Language Studies. 2016;22(3):111–125. doi: 10.17576/3l-2016-2203-08 32

Open access
Anxiety in Spanish EFL University Lessons: Causes, Responsibility Attribution and Coping

learner factors to influence language achievement: A theoretical model. Language Learning 58(1). 151-183. Young, Dolly J. 1990. An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals 23(6). 539-553. Young, Dolly J. 1991. Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal 75(4). 426-437. Zhang, Lawrence J. 2001. Exploring variability in language anxiety: Two groups of prc students learning ESL in Singapore. RELC Journal

Open access
Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran

academic adjustment and lessons learned. Journal of School Psychology , 43 (2), 137–152. Namaghi, F. R. (2016). The influence of stroke on “Willingness to Attend Classes” (WTAC) and foreign language achievement: A case of Iranian EFL learners (Unpublished master’s thesis). Ferdowsi University of Mashhad, Iran. O’Connor, K. E. (2008). You choose to care: Teachers, emotions and professional identity. Teaching and Teacher Education , 24 (1), 117–126. Parker, K. R. (2013). Student-teacher relationships and impacts of goal orientation, personality, socio

Open access
Citation practices in Slovak and English linguistic research papers

English during French service encounters: Relationships with L2 French speakers’ willingness to communicate and motivation. In: TESL Canada Journal, 2015, roč. 33, s. 22 – 40. SHIN, Ji Hye – ALBERS, Peggy: An analysis of the effect of a cyber home learning system on Korean secondary school students’ English language achievement and attitude. In: TESL Canada Journal, 2015, roč. 32, s. 45 – 66. WILLIAMS, Julia – CONDON, Frankie: Translingualism in composition studies and second language writing: An uneasy alliance. In: TESL Canada Journal, 2016, roč. 33, s. 1

Open access
From Sign Language to Spoken Language? A New Discourse of Language Development in Deaf Children

[ Psychology of child language. Achievements and new prospects ] (pp. 9–32). Gdańsk: Gdańskie Wydawnictwo Psychologiczne. Boyes Braem, P. & Rathmann, Ch. (2010). Transmission of sign languages in Northern Europe. W: D. Brentari (Ed.), Sign Languages: Cambridge Language Survey (pp. 19–45). Cambridge, UK: Cambridge University Press. Brentari, D. (Ed.). (2010). Sign Languages . Cambridge, UK: Cambridge University Press. Chamberlain, C., Morford, J. P., & Mayberry, R. I. (Eds.). (2000). Language Acquisition by Eye . Mahwah, NJ: Lawrence Erlbaum Associates

Open access