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Journal articles on the topic 'CALP: Cognitive/Academic language proficiency'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Nazakat, Muhammad Imran, and Adil Khan. "Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners." Global Regional Review IV, no. II (2019): 514–20. http://dx.doi.org/10.31703/grr.2019(iv-ii).54.

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The role of language in education in Pakistan has been a source of contention among educationalists, researchers, and intellectuals. The educational policymakers were unable to decide the proper function of any language in education. As a result, English and Urdu medium of instruction policies in Pakistan have often been tossed out. The current research is the outcome of two sources of inspiration. The first source of inspiration was a federal policy enacted in 2003 regarding the medium of instruction, which mandated that science subjects in government schools be taught in English beginning in

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Kim Yoon Joo. "Structuring CALP(Cognitive Academic Language Proficiency) Units of Korean Language Textbook for Multicultural Student." Bilingual Research ll, no. 50 (2012): 25–46. http://dx.doi.org/10.17296/korbil.2012..50.25.

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Appel, René. "Mustafa op de Mavo." Nederlands als tweede taal 22 (January 1, 1985): 65–72. http://dx.doi.org/10.1075/ttwia.22.06app.

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In this article the results of an explorative study of the Dutch language proficiency of advanced second-language learners are presented. The proficiency in Dutch of a group of 17 students from non-indigeneous linguistic minority groups was compared with the Dutch proficiency of 17 native age-mates. In each group, 16 of the 17 students went to a 'MAV0', an intermediate level of secondary education. Their Dutch language skills were measured by analyzing spontaneous language samples and by administering some tests. In general, the second-language learners (the A-group) were shown to have a lower

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Chimpololo, Andrew. "ASSESSING PUPILS’ LANGUAGE PROFICIENCY IN A BILINGUAL EDUCATION PROGRAMME: INSIGHTS FROM TWO PRIMARY SCHOOLS IN MALAWI." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 1–10. http://dx.doi.org/10.5750/bjll.v3i0.20.

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Assessment in bilingual education is fundamental as far as cognitive academic language competence (CALP) is concerned. Teachers have to continuously evaluate the level of their pupils’ linguistic competence to accordingly tailor instruction towards the attainment of CALP (Cloud, Genesee and Hamayan 2000). This paper presents the findings of a study that investigated the assessment techniques used by teachers at two primary schools in Malawi’s transitional bilingual education programme. The results indicate a monotonous use of standardized assessment tools such as written exercises, oral assign

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Firpo, Elena. "Development of CALP through ICT and Lexical Approach in Second Generation Foreign Students." European Journal of Multidisciplinary Studies 5, no. 1 (2017): 112. http://dx.doi.org/10.26417/ejms.v5i1.p112-121.

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The public Italian School is a multicultural school: 51% of foreign students were born in Italy or arrived before starting primary school and their academic performance is lower than average, as verified by the Ministry of Education (MIUR 2015) and confirmed by a research group of Genoa University that assessed pupils’ prior knowledge in an elementary school. Consequently two research questions have been formulated:;1. A second generation foreign student has the same CALP (Cognitive Academic Language Proficiency, Cummins 1979) as an Italian student? 2. Can the development of CALP both in Itali

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Lorenzo, Francisco, and Leticia Rodríguez. "Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL." System 47 (December 2014): 64–72. http://dx.doi.org/10.1016/j.system.2014.09.016.

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Lorenzo, Francisco, and Fernando Trujillo. "Languages of schooling in European policymaking: present state and future outcomes." European Journal of Applied Linguistics 5, no. 2 (2017): 177–97. http://dx.doi.org/10.1515/eujal-2017-0007.

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AbstractEuropean language policies have unfolded under the umbrella of the Council of Europe and the European Commission over the last past decades. The major goal has been so far to handle autochthonous multilingualism and preserve language diversity. Major developments in this area has been followed by new political and educational targets. The first one is the spread of high levels of cognitive academic language proficiency (CALP) across all the student population. High CALP levels imply the acquisition of high order skills triggered by the practice of advanced language structures at school

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Roessingh, Hetty. "Variability in ESL Outcomes: The Influence of Age on Arrival and Length of Residence on Achievement in High School." TESL Canada Journal 26, no. 1 (2008): 87. http://dx.doi.org/10.18806/tesl.v26i1.392.

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This article integrates findings from earlier research (Roessingh and Kover, 2003; Roessingh, Kover, and Watt, 2005) linking distinct patterns of achievement for diverse age-on-arrival (AOA) cohorts of ESL learners on the grade 12 Alberta English language arts (ELA) examination to their vocabulary and reading comprehension scores on a standardized measure over time. Recasting the data and conducting simple statistical procedures can offer further insights into the features of cognitive academic language proficiency (CALP): the relationship between vocabulary development and academic performanc

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Ashcraft, Nikki. "Overcoming Language Barriers in Content-Area Instruction." Learning and Teaching in Higher Education: Gulf Perspectives 3, no. 1 (2006): 20–30. http://dx.doi.org/10.18538/lthe.v3.n1.03.

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As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners. Second language acquisition research has produced sev

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Nyoni, Erick. "A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design." Journal of African Education 2, no. 1 (2021): 149–77. http://dx.doi.org/10.31920/2633-2930/2021/v2n1a7.

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Sanfelici, Laura, and Elena Firpo. "De ELE al desarrollo de la CALP y de la metacompetencia bilingüe." Educatio Siglo XXI 33, no. 1 (2015): 295. http://dx.doi.org/10.6018/j/222611.

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El trabajo se propone ilustrar la investigación que ha llevado a la ideación, diseño y desarrollo del proyecto LI.LO (acrónimo de Lengua Italiana y Lengua de Origen), dirigido a estudiantes de ciudadanía no italiana nacidos en Italia, de entre 11 y 14 años, cuya lengua de origen sea el español. El proyecto tiene como objetivo el desarrollo, por parte de los estudiantes, de<br />la competencia que en literatura especializada se llama Cognitive Academic Language Proficiency, es decir, la habilidad de manipular la lengua y los conceptos más abstractos, en contextos de estudio. La metodologí

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Aukerman, Maren. "A Culpable CALP: Rethinking the Conversational/Academic Language Proficiency Distinction in Early Literacy Instruction." Reading Teacher 60, no. 7 (2007): 626–35. http://dx.doi.org/10.1598/rt.60.7.3.

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Roessingh, Hetty, Pat Kover, and David Watt. "Developing Cognitive Academic Language Proficiency: The Journey." TESL Canada Journal 23, no. 1 (2005): 1. http://dx.doi.org/10.18806/tesl.v23i1.75.

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This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and outcome measures appear similar on the surface for all 47 students, variability in the subscores of the outcomes measure provided the catalyst for taking a closer look at progress during the ESL program. The outcomes provide a refined understanding of the

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López Gómez, María José, Teresa Bajo Molina, Presentación Padilla Benítez, and Julio Santiago de Torres. "Predicting proficiency in signed language interpreting." Interpreting. International Journal of Research and Practice in Interpreting 9, no. 1 (2007): 71–93. http://dx.doi.org/10.1075/intp.9.1.05lop.

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An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found, a previous assessment of candidates’ potential for developing signed-language interpreting skills could be useful in identifying which students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic background were hypothesized as possible predictors of s

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Johnson, Janice, and Teresa Rosano. "Relation of cognitive style to metaphor interpretation and second language proficiency." Applied Psycholinguistics 14, no. 2 (1993): 159–75. http://dx.doi.org/10.1017/s014271640000953x.

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ABSTRACTThis study examined relationships among measures of language proficiency, cognitive style, and metaphor comprehension. Subjects were university students who were native English speakers or who were enrolled in a course on English as a second language (ESL). Consistent with predictions, native English speakers scored better than ESL students on academic measures of English proficiency, but there were no group differences on level of cognitive sophistication in English metaphor interpretation or on a measure of metaphor fluency (number of metaphor interpretations produced). For ESL stude

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Gómez, Conrado L., and Terri L. Kurz. "Using Bloom's Taxonomy with English Language Learners." Mathematics Teaching in the Middle School 16, no. 7 (2011): 388–91. http://dx.doi.org/10.5951/mtms.16.7.0388.

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English language learners (ELLs) at the preproduction phase, or initial phase, of language proficiency have limited oral English language skills; however, they do not lack cognitive abilities (de Jong and Harper 2005). On the contrary, most ELLs possess previous language and academic experiences. They can understand and articulate through nonverbal means (such as by drawing pictures) much more than they can demonstrate through speaking. Because many teachers may not fully understand the relationship between cognitive ability and language proficiency, they fail to challenge ELLs with higher-lev

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Hwang, Jin Kyoung, Jeannette Mancilla-Martinez, Janna Brown McClain, Min Hyun Oh, and Israel Flores. "Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary." Applied Psycholinguistics 41, no. 1 (2019): 1–24. http://dx.doi.org/10.1017/s0142716419000365.

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AbstractVocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are des

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O’Neill, Kate, and Peter Theuri. "A Correlation Analysis of English Language Proficiency and Content-Area Cognitive Skills: A Gulf Region Perspective." Learning and Teaching in Higher Education: Gulf Perspectives 4, no. 1 (2007): 17–31. http://dx.doi.org/10.18538/lthe.v4.n1.02.

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Literature is replete with studies indicating the need to develop students’ language skills; however, little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses. This study investigates whether a student’s English language proficiency can be associated with her performance in specific cognitive skills (knowledge, comprehension, application, and analysis) in an introductory accounting course. Data is summarized from students’ performance on their first financial accounting examination as well as from students’ acad

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Erfani, Shiva Seyed, and Hoda Mardan. "The Relationship between Big-Five Personality Traits, English Language Proficiency Scores on IELTS, and Academic Success of Iranian Foreign Students." Theory and Practice in Language Studies 7, no. 11 (2017): 1046. http://dx.doi.org/10.17507/tpls.0711.13.

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There is a potential to supply personality as a psychological factor in terms of the Big-Five Model including Extraversion, Agreeableness, Consciousness, Openness to Experience, and Neuroticism. This study was an attempt to examine the relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. The participants of the study included 202 Iranian students (126 males and 76 females) who studied at English speaking universities in different countries including Armenia, Austria, Australia, Canada, Cyprus, Germany,

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Dunbar, Stephen. "Developing Vocabulary by Integrating Language and Content." TESL Canada Journal 9, no. 2 (1992): 73. http://dx.doi.org/10.18806/tesl.v9i2.604.

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The following article outlines an approach to the teaching of vocabulary that encourages students to apply the cognitive skills that they use in their academic tasks to the learning of new vocabulary items. The approach is described as it was used with a class of secondary students who, although many are Canadian born, lack proficiency in the use of academic language. This approach reinforces higher cognitive thinking skills by having students classify new vocabulary items they have to learn, and then having them explain the principles behind the classification system they have chosen. By doin

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Laija-Rodríguez, Wilda, Salvador Hector Ochoa, and Richard Parker. "The Crosslinguistic Role of Cognitive Academic Language Proficiency on Reading Growth in Spanish and English." Bilingual Research Journal 30, no. 1 (2006): 87–106. http://dx.doi.org/10.1080/15235882.2006.10162867.

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Mahdi Mutar, Qusay. "Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students." Advances in Language and Literary Studies 9, no. 4 (2018): 59. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.59.

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To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the acade

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Al Muzzamil Fareen, Jabbar. "Achievement or proficiency? Just getting a pass is enough!" Global Journal of Foreign Language Teaching 6, no. 2 (2016): 72–84. http://dx.doi.org/10.18844/gjflt.v6i2.980.

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This paper discusses about the problems and limitations of the engineering students in gaining achievement and proficiency in language exams and realia. As the students aim at mere passing the subject, they are not able to develop proficiency to communicate in real situations. Due to the academic pressure in their disciplinary studies, engineering students pay little contribution for enhancing linguistic and communication skills. Qualitative ethnography research is conducted to understand the practical difficulties and learning experiences of the students. It is found that the motivation level

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UCCELLI, PAOLA, CHRISTOPHER D. BARR, CHRISTINA L. DOBBS, EMILY PHILLIPS GALLOWAY, ALEJANDRA MENESES, and EMILIO SÁNCHEZ. "Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners." Applied Psycholinguistics 36, no. 5 (2014): 1077–109. http://dx.doi.org/10.1017/s014271641400006x.

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ABSTRACTBeyond academic vocabulary, the constellation of skills that comprise academic language proficiency has remained imprecisely defined. This study proposes an expanded operationalization of this construct referred to as core academic language skills (CALS). CALS refers to the knowledge and deployment of a repertoire of language forms and functions that co-occur with school learning tasks across disciplines. Using an innovative instrument, we explored CALS in a cross-sectional sample of 235 students in Grades 4–8. The results revealed between- and within-grade variability in CALS. Psychom

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Roessingh, Hetty, and Pat Kover. "Variability of ESL Learners' Acquisition of Cognitive Academic Language Proficiency: What Can We Learn From Achievement Measures?" TESL Canada Journal 21, no. 1 (2003): 1. http://dx.doi.org/10.18806/tesl.v21i1.271.

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With the revamping of the Canada Immigration Act in 1985, the demographic profile of new arrivals to Canada took a marked shift to place a priority on better educated, business-class immigrants. Most of these immigrants are from the Pacific Rim, and they have high expectations for the academic achievement of their children in the Canadian school system. The purpose of this study was to look at age on arrival and first-language proficiency of these children, as these factors interact with instructed ESL support on achievement measures in grade 12. Analysis of the data reveals that although all

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Lorenzo, Francisco, Adrián Granados, and Inmaculada Ávila. "The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history." Journal of English for Academic Purposes 41 (September 2019): 100767. http://dx.doi.org/10.1016/j.jeap.2019.06.010.

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Shi, Hong. "English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning." Journal of International Students 8, no. 2 (2018): 724–41. http://dx.doi.org/10.32674/jis.v8i2.101.

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This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The s

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Yustitiasari, Hilda _. "THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY." Lingual: Journal of Language and Culture 8, no. 2 (2020): 39. http://dx.doi.org/10.24843/ljlc.2019.v08.i02.p07.

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Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency,

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Crosthwaite, Peter, Simon Boynton, and Sam Cole. "Validating an Academic Group Tutorial Discussion Speaking Test." International Journal of English Linguistics 6, no. 4 (2016): 12. http://dx.doi.org/10.5539/ijel.v6n4p12.

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<p>This study attempts to validate an academic group tutorial discussion speaking test for undergraduate freshmen students taking initial EAP training at a university in Hong Kong in terms of task, rater and criterion validity. Three quantitative measures (Cronbach’s Alpha, Intraclass Correlation Coefficient, and Exploratory Factor Analysis) are used to assess validity of rater scores for the test using a rubric with considerations for assessment of academic stance presentation, inter-candidate interaction, and individual language proficiency. These results are triangulated with post-hoc

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Jiang, Yih-Lin Belinda, and Li-Jen Kuo. "The development of vocabulary and morphological awareness: A longitudinal study with college EFL students." Applied Psycholinguistics 40, no. 4 (2019): 877–903. http://dx.doi.org/10.1017/s014271641900002x.

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AbstractWhile the relationship between vocabulary, morphological awareness, and reading comprehension has been examined extensively, research on this relationship among adult second language learners has only been explored recently. The present study addresses this gap by examining how adult English as a foreign language learners developed different types of English vocabulary and morphological awareness over the course of one academic year. Participants included 523 college freshmen in Taiwan with varying reading proficiency levels. Results from a series of mixed-measure analyses of variance

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Ezeifeka, Chinwe. "Genre-Based Approach to the Analysis of Introductions in Doctoral Seminars of the Department of English, Unizik, Awka." UJAH: Unizik Journal of Arts and Humanities 21, no. 2 (2021): 1–24. http://dx.doi.org/10.4314/ujah.v21i2.1.

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This paper analyses selected research article introductions of doctoral seminars in the Department of English Language and Literature, Nnamdi Azikiwe University, Awka, to determine how these academic writings follow specific formats characteristic of such genres. Specifically the work looks at the staged cognitive organisation of the selected samples in line with the requisite schematic or generic structure postulated in Bhatia (1993) and adopted by the University of Southern California (USC). Every genre is characterized by culture-bound unique structuring and communicative purposes that give

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Adi Badiozaman, Ida Fatimawati, Hugh John Leong, and Olivia Jikus. "Students’ perception and use of English in higher education institutions." Journal of Applied Research in Higher Education 11, no. 1 (2019): 36–49. http://dx.doi.org/10.1108/jarhe-07-2018-0113.

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PurposeThe purpose of this paper is to explore students’ perception and use of English in higher education (HE) institutions in Malaysia. In doing so, it aims to better understand the relationship between students’ perception of English and academic self-efficacy, particularly since English is used as a medium of instruction in HE institutions.Design/methodology/approachApproximately, 980 questionnaires were distributed to four HE institutions to explore relationships and patterns of students perceived English language proficiency and academic self-efficacy as potential variables shaping their

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Jaiswal, Preeti, and Abdulghani Al-Hattami. "Enhancing Learners’ Academic Performances Using Student Centered Approaches." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (2020): 4. http://dx.doi.org/10.3991/ijet.v15i16.14875.

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Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to e

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Suh, Young-Mee. "Strategy-Based Reading Instruction Utilizing the CALLA Model in an ESL/EFL Context." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 199–212. http://dx.doi.org/10.14434/ijlcle.v1i0.26834.

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This paper describes four English reading instruction approaches which are primarily used in ESL/EFL reading classes: ExperienceTextRelationship, the Reciprocal Teaching Approach, Transactional Strategy Instruction, and the Cognitive Academic Language Learning Approach. Each reading approach is based on reading strategy instruction, and students are considered active learners in these paradigms. The CALLA model in particular puts emphasis on both language and content development while teaching strategies explicitly. Considering that the CALLA model is based on promotion of language and content

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PRETORIUS, ELIZABETH J. "English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context." Applied Psycholinguistics 26, no. 4 (2005): 521–39. http://dx.doi.org/10.1017/s0142716405050289.

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To succeed at a university, students need to read expository texts effectively and meaningfully to access and understand information, and internalize it for study purposes. An important component of the comprehension process is the reader's ability to integrate current information with information mentioned earlier in a text. One aspect of this integration process involves anaphoric resolution. This paper reports on findings from a study that investigated anaphoric resolution by first-year English as a second language students during the reading of expository texts. The relationship between sk

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Judd, T., and O. Sanchez. "Developing Linguistic/Cultural Competence in Heritage Languages." Archives of Clinical Neuropsychology 34, no. 7 (2019): 1302. http://dx.doi.org/10.1093/arclin/acz029.69.

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Abstract The field of neuropsychology is diversifying its workforce, in part, to access linguistic/cultural resources that can aid in the provision of improved services to our research and clinical populations. Consequently, a growing number of people enter the field with knowledge of a heritage language learned at home. To exploit this resource optimally, the profession needs to incorporate training for clinical competence in the heritage language/culture. Many entering the field have Basic Interpersonal Communication Skills (BICS) in their heritage language, but not Cognitive Academic Langua

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Arredondo, Maria M., Melanie Rosado, and Teresa Satterfield. "Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children." Journal of Cognition and Culture 16, no. 3-4 (2016): 245–66. http://dx.doi.org/10.1163/15685373-12342179.

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Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorpo

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Haug, Laura. "Introducing integrated language skills assessment at the language department of a Czech university." Language Learning in Higher Education 11, no. 1 (2021): 253–62. http://dx.doi.org/10.1515/cercles-2021-2010.

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Abstract Integrated assessment evaluates language proficiency through tasks that require the test-taker to produce a written or spoken output based on listening or reading comprehension (reading or listening-into-writing or speaking). Since integrated assessment aims at reflecting the communicative and cognitive requirements of academic life and other professions, it is considered a means of assessment that is both authentic and valid. Examples of integrated tests can be found in high-stakes examinations at universities with English as the medium of instruction, and in the standardised high-st

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Ciocoi-Pop, Maria-Miruna. "Reading Comprehension for ESL Students. Processes of Perceiving Texts." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (2020): 278–82. http://dx.doi.org/10.2478/kbo-2020-0090.

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AbstractIn an ever-increasing competitive academic setting, university students are striving for proficiency in their skills of foreign languages. This paper aims to highlight the significance of reading comprehension for students of English as a second language. Reading comprehension is a cognitive process, in other words, reading a text means processing and decoding it. Reading proficiency is linked to numerous aspects, such as age, cognitive processes, abilities, knowledge of the foreign language, etc. It goes without saying that the experience of reading a text, be it literary or non-liter

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Yang, Bo. "Understanding Nonnative University EFL Teachers’ Professional Anxiety and Their Emotion Regulation Strategies." International Journal of English Linguistics 11, no. 3 (2021): 87. http://dx.doi.org/10.5539/ijel.v11n3p87.

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Based on an in-depth semi-structured interview method, this study explored sources of nonnative university English as a Foreign Language (EFL) teachers&rsquo; professional anxiety and relevant emotion regulation strategies in a Chinese context. Participants mostly suffered from academic promotion anxiety, followed by research anxiety, teaching anxiety, and anxiety about English language proficiency and knowledge. To overcome this negative emotion, participants adopted two families of emotion modifications: response-focused regulation strategies including coping, expressive suppression, and

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Roessingh, Hetty, and Pat Kover. "Working With Younger-Arriving ESL Learners in High School English: Never Too Late to Reclaim Potential." TESL Canada Journal 19, no. 2 (2002): 01. http://dx.doi.org/10.18806/tesl.v19i2.926.

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Younger-arriving ESL learners often come to high school ill prepared for the demands of English literature courses. Although they may have acquired the phonological and grammatical system of English with relative ease and developed a basic vocabulary, they lack the breadth and depth of vocabulary and the related concepts that are necessary to engage with the abstract nature and cultural embeddedness of literature study. In probing behind this linguistic facade, we have been able to help our students make gains in the development of cognitive academic language proficiency as reflected in standa

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Alotaibi, Hmoud S. "Quality Assessment of English Teaching at the Newly Established Universities in Saudi Arabia: Shaqra University as a Case Study." Theory and Practice in Language Studies 9, no. 4 (2019): 390. http://dx.doi.org/10.17507/tpls.0904.05.

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As the case world-wide, the English language is central in Saudi schools and universities. Despite its prominence, students’ level of English language proficiency is generally believed to be unsatisfactory. This study explores this issue by investigating the quality of teaching with reference to the extent to which professors do employ the course assessment methods of learning domains specified in the course specifications template, provided by the National Commission for Academic Accreditation and Assessment in Saudi Arabia, as one of the main factors for improving teaching processes. To this

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Et al., Dr Kampol Navun. "Non - Native Speakers Motivation in Learning English as Second Language." Psychology and Education Journal 58, no. 1 (2021): 1490–95. http://dx.doi.org/10.17762/pae.v58i1.934.

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The demand for a good communication is the basis for every language learning activity, regardless of the language being learned. Studies on language leaning have shown that motivation is a key role, which moves a learner towards attaining proficiency in the goal language. The target of studying may be communicative, linguistic, materialistic or academic. It could also take from the need to improve one’s linguistic skills already acquired, in order to be a more competent user of the language and to be better communicator. In this situation, as a cognitive factor motivation plays an important ro

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Zhang, Ning, and Ze Hua Wu. "Multi-Channel Data Acquisition System Analysis and Modeling." Applied Mechanics and Materials 644-650 (September 2014): 4192–96. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.4192.

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College English learning now has attracted a great deal of attention, but many non-English majors students have major problems in terms of English learning, and how to improve the non-English majors' autonomous learning efficiency is the problem that the majority of English educators can not ignore. Through a college non-English major students' English learning science test survey, usual English learning and English language proficiency scores for tracking and monitoring, and data for scientific analysis, and monitoring results, this article indicates that by increasing the non-English majors'

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Ivkina, Margarita, Lyudmila Merkulova, and Olga Martynova. "Foreign Language Learning at a Technical University in the Modern Period." International Journal of Engineering Pedagogy (iJEP) 10, no. 6 (2020): 139. http://dx.doi.org/10.3991/ijep.v10i6.13375.

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Abstract Introduction. The article is devoted to the problems of the foreign language learning at a technical university. The theoretical importance of the research is in the analysis of the existing language learning system at a technical university in light of a modern engineer’s professional activity model’s change. Grounding of certain corrections in the language learning system also provides the theoretical importance of the research. The practical importance of our research is in the modification of the existing language learning system based on the environmental and activity appro

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Abdolmohamadi, Karim, Ahmad Ashouri, Farhad Ghadiri Sourman Abadi, and Ali Mohammadzadeh. "Prediction of Executive Functions Based on Impairment in Motor and Linguistic Growth." Iranian Journal of Psychiatry and Clinical Psychology 26, no. 2 (2020): 188–99. http://dx.doi.org/10.32598/ijpcp.26.2.227.12.

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Objectives: Executive functions refer to the use of cognitive processes to control thoughts and emotions. The purpose of this study was to predict impairment in executive functions, based on impairment in motor and linguistic growth in children. Methods: The research method is descriptive correlational. The statistical population of this study was all students of elementary school studying in the academic year of 2018-2019 in Tabriz City, AMONG them 700 were selected in a multi-stage cluster. In the next step, their parents were asked to complete the Coolidge Neuropsychological and Personality

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Kovacevic, Ervin. "The Relationship between Language Learning Strategies and Lexical Complexity Measures." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 32 (April 18, 2021): 37–52. http://dx.doi.org/10.30827/portalin.v0i32.13679.

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This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the In

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Molina-Vicenty, Irma L., Isabel C. Borrás-Fernandez, Charlene Pope, et al. "Enhancing Language Access: A Pilot Study to Examine the Importance of Understanding the Language Preference and Acculturalization Level in the Provision of Healthcare for Hispanics Veterans With Traumatic Brain Injury." Military Medicine 186, Supplement_1 (2021): 572–78. http://dx.doi.org/10.1093/milmed/usaa256.

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ABSTRACT Introduction The purpose of this pilot study was to obtain preliminary data to culturally adapt the Veteran Health Administration Traumatic Brain Injury (TBI) assessment instruments for the Hispanic Veteran population. A qualitative analysis explored the cognitive processes used by Hispanic Veterans whose preferred language was Spanish to understand a specific set of screening questions within the Initial TBI Screening, the Comprehensive TBI Evaluation, the Neurobehavioral Symptom Inventory (NSI), and the La Trobe Communication Questionnaire (LTCQ). Materials and Methods A certified t

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Sadovets, Olesya. "Formation of foreign communicative competence of adult immigrants in the USA." Comparative Professional Pedagogy 4, no. 1 (2014): 38–44. http://dx.doi.org/10.2478/rpp-2014-0006.

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ABSTRACT The necessity of forming foreign communicative competence of adult immigrants has been substantiated. The topicality of this issue for Ukraine has been defined. The experience of Global Talent Bridge, an initiative of World Education Services that is dedicated to helping skilled immigrants fully utilize their talents and education in the United States, concerning formation of adult immigrants’ communicative competence has been analyzed. It has been defined that their research concerning organization and realization of contextualized education of adult immigrants aimed at the formation

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Huang, Gary Gang. "Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders." Applied Psycholinguistics 16, no. 3 (1995): 271–91. http://dx.doi.org/10.1017/s014271640000730x.

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ABSTRACTThe concept of proficient bilingualism or biliteracy (proficiency in reading and writing in both Spanish and English) has.been used in research on linguistic and academic processes among Mexican American children, but rarely has it been used to examine noncognitive outcomes in this population. Biliteracy – a quality that strengthens cultural identity and facilitates adaptation to the mainstream society – hypothetically contributes to the growth of self-esteem among Mexican Americans. Biliteracy is arguably more relevant to the development of self-concept among Mexican American children

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