Dissertations / Theses: 'Certificate of Proficiency in English'

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Seto, Tin-ki Tinky. "The impact of the English language school-based assessment in the Hong Kong certificate of education examination on the teaching and assessment practices of teachers of secondary four lower-proficiency learners a case study /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241165.

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Wu, Tsui-ping Cindy. "English proficiency in Hong Kong." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3136505X.

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Wu, Tsui-ping Cindy, and 胡翠萍. "English proficiency in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35757772.

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Beauprez, Nathalie. "Extramural English and English Proficiency : A Teacher’s Perspective on the Influence of Extramural English on the English proficiency of their Students." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37804.

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The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.

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Jorgensen, Mark R. "Teaching the limited English proficiency student." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.

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Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.

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Norton, Julie Elizabeth. "The English oral proficiency of Japanese learners." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624461.

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Roberts, Alison Divett. "Perceptions of English Proficiency Levels: The Unspoken Expectations of Native English Speakers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3683.

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This study investigates the relationship between nonnative English speaker (NNES) proficiency level and native English speaker (NES) level of comfort interacting with NNES. The purpose of this study was to discover at what proficiency level NESs feel comfortable interacting with NNES. This study also looked at how communicative task and NES demographic variables affected the proficiency expectations NNESs have for NESs. Participants included 120 NESs and 7 NNESs. The NESs listened to sound clips from the 7 NNESs and rated how comfortable they would feel (on a scale of 0-10, 10 indicating very comfortable) interacting with the speaker in a variety of communication tasks. Listeners rated intermediate and advanced level speakers significantly higher than the novice speakers. Additionally, there was not a significant difference between mean ratings for the intermediate and advanced speakers. Communication task was revealed as having a significant main effect on task. Listeners rated that they would feel least comfortable communicating with the speakers over the phone while discussing a customer service issue. They also indicated that they would feel least comfortable interacting with the speakers if they were their boss. Listener demographic variables did not have a significant main effect on overall ratings, but were significant for some tasks when task was analyzed individually. Specifically, age and frequency of interaction with NNES had an effect on some tasks; however the reliability of this result is affected by sample size. These results suggest a threshold relationship between NES comfort ratings and speaker proficiency level. Additionally, the data suggests that task may be more important than proficiency level in some interactions. A larger sample is needed to better understand the role NES demographic variables may play in level of comfort during NES and NNES interaction.

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Corrigan, Michael. "Construct representation of First Certificate in English (FCE) reading." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/576442.

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The current study investigates the construct representation of the reading component of a B2 level general English test: First Certificate in English (FCE). Construct representation is the relationship between cognitive processes elicited by the test and item difficulty. To facilitate this research, a model of the cognitive process involved in responding to reading test items was defined, drawing together aspects of different models (Embretson & Wetzel, 1987; Khalifa & Weir, 2009; Rouet, 2012). The resulting composite contained four components: the formation of an understanding of item requirements (OP), the location of relevant text in the reading passage (SEARCH), the retrieval of meaning from the relevant text (READ) and the selection of an option for the response (RD). Following this, contextual features predicted by theory to influence the cognitive processes, and hence the difficulty of items, were determined. Over 50 such variables were identified and mapped to each of the cognitive processes in the model. Examples are word frequency in the item stem and options for OP; word frequency in the reading passage for READ; semantic match between stem/option and relevant text in the passage for SEARCH; and dispersal of relevant information in the reading passage for RD. Response data from approximately 10,000 live test candidates were modelled using the Linear Logistic Test Model (LLTM) within a Generalised Linear Mixed Model framework (De Boeck & Wilson, 2004b). The LLTM is based on the Rasch model, for which the probability of success on an item is a function of item difficulty and candidate ability. The holds for LLTM except that item difficulty is decomposed so that the contribution of each source of difficulty (the contextual features mentioned above) is estimated. The main findings of the study included the identification of 26 contextual features which either increased or decreased item difficulty. Of these features, 20 were retained in a final model which explained 75.79% of the variance accounted for by a Rasch model. Among the components specified by the composite model, OP and READ were found to have the most influence, with RD exhibiting a moderate influence and SEARCH a low influence. Implications for developers of FCE include the need to consider and balance test method effects, and for other developers the additional need to determine whether their tests test features found to be criterial to the target level (such as non-standard word order at B2 level). Researchers wishing to use Khalifa and Weir’s (2009) model of reading should modify the stage termed named inferencing and consider adding further stages which define the way in which the goal setter and monitor work and the way in which item responses are selected. Finally, for those researchers interested in adopting a similar approach to that of the current study, careful consideration should be given to the way in which attributes are selected. The aims and scope of the study are of prime importance here.

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Blair, Leslie Alison. "Arabic/English bilingual proficiency in language minority students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49558.pdf.

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Benrabah, Nadia. "Algerian intonational proficiency in English : an empirical study." Thesis, University College London (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.565977.

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Medina-Kinnart, Diana. "Effect of a cognitive intervention on middle school English learners' English proficiency." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3573282.

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This quantitative study examined the role that metacognition and self-efficacy, through goal-setting practices, play in increasing English proficiency of middle school English learners.

The problem addressed was middle school English learners' lack of awareness of the need to be English proficient before entering high school if they want to be qualified for the A-G college-bound coursework.

A 20-question online survey was used. Students at both schools were given a preintervention survey. This was followed by an intervention at one school, which concluded with a postintervention survey at both schools. Analysis of data gathered from surveys, along with standardized assessment, culminated the study.

A McNemar test was completed to compare each variable between the pre-survey and the post-survey to test the statistical hypotheses of this study. Additionally, percentage comparisons were performed to examine relationships between pre- and post-survey responses with both Likert-scale and time options.

Findings of this study indicate that, for the experimental group, there were substantial percentage increases between pre- and post-surveys, statistically significant findings in more than one area, and a larger percentage increase in English proficiency.

Findings indicate that, for the control group middle school English learner students who did not participate in the cognitive learning intervention, there was little or no difference between the pre- and post-survey results. These findings demonstrate the critical need for metacognive and self-efficacious experiences for Latino middle school English learner students.

The overall positive trends and the statistically significant findings for the experimental group can have a direct implication for strategies used in the education of middle school English learner students. In an age-appropriate manner, cognitive learning interventions, to include increased awareness and goal setting, can be implemented for all Latino middle school English learners.

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Tavizón, Jessica Maribel. "The Spanish Language Proficiency of Sequential Bilingual Children and the Spanish-English Language Proficiency Scale." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4222.

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The challenge facing children learning language bilingually has led to efforts to improve the assessment and treatment of language learning difficulties. One of these efforts is the development and validation of the Spanish-English Language Proficiency Scale (SELPS). Previous research has been performed to validate the scale for English language proficiency but not for Spanish language proficiency. Twenty-four sequential bilingual children produced spontaneous narrative language samples that were rated using the SELPS and coded for language sample variables using the Systemic Analysis of Language Transcripts software. Several language sample variables, most notably the Subordination Index, the number of omitted bound morphemes, and the number of code-switched words, were correlated with the SELPS subscale scores and total score. Findings have implications for screening the Spanish language proficiency of Spanish-English bilingual children who are between four and eight years of age.

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Gamaroff, Raphael. "English proficiency testing and the prediction of academic achievement." Doctoral thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17870.

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Includes bibliographical references.
The study investigates the ability of English proficiency tests (1) to measure levels of English proficiency among learners who have English as the medium of teaching and learning, and (2) to predict long-term academic achievement (Grade 7 to Grade 12). The tests are "discrete-point" tests, namely, error recognition and grammar tests (both multiple-choice tests), and "integrative" tests, namely, cloze tests, essay tests and dictation tests. The sample of subjects consists of two groups: (1) those taking English as a First Language subject and those taking English as a Second Language subject. These groups are given the familiar labels of Ll and L2. The main interest lies in the L2 group. The main educational context is a high school in the North West Province of South Africa.

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Christiansen, Yvonne. "Pragmatic ability and proficiency in Japanese learners of English." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79753.

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This study investigated the relationship between pragmatic ability and proficiency in 16 Japanese learners of English. Two measures of pragmatic ability were developed: a multiple-choice questionnaire designed to probe pragmatic awareness of various speech acts and a set of oral role-plays designed to elicit two requests, two apologies and one refusal. These measures were also administered to eight native speakers in order to establish a scoring system for the pragmatic awareness test and target norms for the role-plays. A background questionnaire was given to all participants while a proficiency test, Combined English Language Skills Assessment in a Reading Context, or CELSA was administered only to the Japanese participants.
The findings in this study demonstrated that there was not a strong relationship between proficiency and pragmatic ability, nor was there one between pragmatic awareness and production. The measures were moderately correlated but they also exhibited a great deal of variation from learner to learner.
Certain linguistic abilities were observed to be valuable regarding pragmatic ability, such as being able to make conventionally indirect requests. Learners were more direct in their speech acts than native speakers. They also used fewer and less varied strategies and lexical modification, with the exception of the politeness marker, please, which they over-used.
There was evidence both in terms of the pragmatic awareness measure and in the analysis of the production that over-directness decreased with increasing proficiency. The two assessment instruments produced different kinds of errors at different levels of proficiency, pointing to the possibility that they were tapping the abilities associated with pragmatic awareness and production at different stages of development.
This research has implications for both testing and teaching pragmatic ability.

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Dunworth, Catherine M. "Tertiary entry level English language proficiency: a case study." Curtin University of Technology, Faculty of Education, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13191.

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This study was initiated as a result of the appearance of a number of articles and commentaries in the academic press which intimate that the English language levels of many overseas students studying in Australia are not sufficient to meet the demands of their academic programs. A preliminary investigation into the standards set by one university revealed that there was no statement, policy or, public document describing an appropriate level of language use; and that the university concerned defined language proficiency entirely in terms of bands, scores or grades provided by external testing organisations.Commencing with the assumption that there is an entry level of English language competence, below which students have little chance of success in their studies (at least, within the accepted timeframe), this qualitative case study into one tertiary institution utilises a number of data collection strategies in order to develop a description or definition of a 'gatekeeper' level of English competence. It then compares the findings with the criteria for assessment and grading used by the two most widely available English language tests, TOEFL and IELTS.The first chapter introduces the background to the study. The second chapter outlines the underlying philosophical, social and linguistic framework within which the study was devised, in the context of the literature which informed it. The following chapter presents a justification for the selected research methods and data collection strategies. In the fourth and fifth chapters, the results demonstrate that interpretations of tertiary entry-level language proficiency vary, leading to confusion and an absence of strategic direction; it is further suggested that an appropriate level of language proficiency for tertiary entry cannot be defined without taking into account the prevailing social, political and educational ++
environment. Recommendations are put forward for the development of an institutional-level framework in which it might be possible to make judgements about the desired levels of language proficiency and improve on existing procedures for their evaluation.This study aims to bring together a number of different strands of research into language and tertiary education such as definitions of language proficiency, language testing and literacy issues, and demonstrate their interconnectivity. As a result, it presents a broad overview (within the overarching discipline) rather than focusing on a single area in depth. Although as a site case study this research does not claim generalisability, it is hoped that- its findings might be useful for other institutions as a basis for their own research.

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Dunworth, Catherine Mary. "Tertiary entry level English language proficiency : a case study /." Full text available, 2001. http://adt.curtin.edu.au/theses/available/adt-WCU20030804.113909.

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Tatman, James J. "Culturally Responsive Leadership: Critical Pedagogy for English Language Proficiency." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1616614308056987.

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Hinrich, Sally Wellenbrock. "A contextualized grammar proficiency test using informal spoken English." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3816.

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Intensive college-level ESL programs typically focus on building students' academic skills in English. Yet many ESL students leave the intensive programs only to find that they cannot sufficiently comprehend conversations with native English-speaking classmates or understand freshman-level lectures. While the students frequently perceive the problem as relating to the rapid speech tempo used by native speakers, an integral part of the comprehension problem is the pervasive use of modified forms of English, commonly called reductions, contractions, and assimilations. The present research investigates whether comprehension of certain modified forms of spoken informal English can be used to measure students' level of proficiency. The research, based on an integrative approach to learning, hypothesizes that successful identification of informal forms may be as reliable and valid as standardized tests currently used to measure students' proficiency in grammar and listening comprehension. The instrument for conducting the research is a contextualized taped dialogue presented as a cloze exercise which depends on redundancy features of English in addition to knowledge of grammatical structures to help the subject reconstruct missing grammatical elements of the dialogue. Research data were not statistically significant to support the original hypothesis because of small sample size, but some general conclusions can be drawn. Conclusions and recommendations are discussed with attention to current trends toward content-based classes.

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Irving, Patricia M. "Business English proficiency and its related strategies in the Quebec context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43887.pdf.

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Retzak, Amanda. "Teacher allocation of turns to limited English proficiency students the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003retzaka.pdf.

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Cundick, Denisa Krizanova. "The Relationship Between Reported Out-of-Class English Use and Proficiency Gains in English." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2125.pdf.

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Lindo, Myriam. "Differences in English Language Proficiency Growth: A Possible Indicator of Giftedness for English Learners." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7330.

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The disproportionality of culturally and linguistically diverse learners in exceptional education is an ongoing issue (Bernal, 2002; Ford, 2012). One of these special populations is that of English learners (ELs), who are overrepresented in special education programs and underrepresented in gifted and talented programs (Ford, 2012).The extant literature suggests that a rapid rate of growth in English language proficiency (ELP) may be one of the characteristics used to indicate giftedness in English learners (Brulles, Castellano, & Laing, 2011; Harris, Plucker, Rapp, & Martinez, 2009). However, no studies have analyzed English Language proficiency (ELP) growth trajectories of gifted ELs. This study explored the growth in English language proficiency of 4,558 ELs, of which 118 were identified as gifted. Scores from the Comprehensive English Language Learning Assessment (CELLA), were used to determine their typical English language proficiency growth trajectories of ELs. This was done using latent growth curve modeling. The growth trajectories were then analyzed to determine if differences existed in the trajectories of ELs identified as gifted. The findings were that differences did exist in the English language proficiency growth of ELs identified as gifted, particularly in the areas of listening/speaking and writing, where gifted ELs seem to grow at a more rapid rate than their non-identified peers.

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Kuti, Laura. "Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2541.

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The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.

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Youngquist, Sandra A. "The impact of electronic writing proficiency on student writing performance /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7771.

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Islam, S. M. Ariful. "L1 Influence on the Spoken English Proficiency of Bengali Speakers." Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-883.

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Lopes, Christopher John. "Bilingual school psychologists' practices with students with limited English proficiency /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188066.

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Ruffin, Tiece M. "Limited English proficiency, immigrants, refugees, and disability : a Somali perspective /." View abstract, 2004. http://wwwlib.umi.com/dissertations/fullcit/3191717.

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Garrett, Pamela Clinical School South Western Sydney Faculty of Medicine UNSW. "The hospital experience of elderly patients with limited English proficiency." Publisher:University of New South Wales. Clinical School - South Western Sydney, 2009. http://handle.unsw.edu.au/1959.4/43753.

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Purpose Over half a million Australians (561,413) speak limited English, with 29 per cent of those being aged over 65 years (ABS 2006). Little research has been conducted into the acute hospital experience of elderly patients with limited English proficiency. This thesis examines, in an acute hospital setting, the subjective experience of a consecutive convenience sample of 258 elderly acute or emergency patients from nine language groups, who prefer to speak a language other than English. Method Trained bilingual staff investigated communication methods used by hospital staff with participants in a multilingual telephone survey (MTS). Information for validation was obtained from a medical records audit (MRA). Hospital statistical information was linked with MTS and MRA data. The agreement between the MTS and the MRA was analysed using descriptive and inferential statistics. A score, the 'Communication Complexity Score' (CCS), was developed to reflect patient clinical complexity, and the association between this score and interpreter usage was assessed. Seven language-specific focus groups were conducted to identify factors associated with a positive, a negative, or a very negative experience. Constructivist grounded theory was used to analyse the discourse in the focus groups. Results Thirty-one per cent of patients reported using professional interpreters. Concordance was present between the MTS and MRA. A positive association was found between clinical complexity and interpreter usage. The CCS had good psychometric properties. Many patients reported positive experiences; however, a theme of powerlessness was identified. Language barriers, poor patient and family involvement, staff shortages or incompetence, and inattention to cultural mores were all factors associated with negative experiences. Some patients discounted their negative experiences and were reluctant to assert their healthcare rights. An explanatory construct for this phenomenon, the 'Happy Migrant Effect,' was developed. Contributing factors for this effect include: powerlessness; positive assessment of Australian healthcare compared with the patient's country of origin; patriotism; cultural norms proscribing acceptance; politeness; desire for social acceptability; self-denigration for not learning English; and fear of reprisals following complaint. Conclusion This research has important implications for healthcare policy and service delivery associated with the quality of care and safety of patients with limited English.

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Karlin, Omar. "Assessing English Environment Personality and its role in oral proficiency." Thesis, Temple University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745833.

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The general areas of research for this study are personality and second language acquisition. The three goals of this study are to (a) develop a personality instrument (the Questionnaire of English Environment Personality [QuEEP]) that accounts for second language influences on personality, and more effectively captures personality than an established personality instrument (the International Personality Item Pool Big Five Factor Markers [IPIP BFFM]), (b) determine if personality changes after studying abroad for a month, and (c) determine if certain personality types are likely to improve oral proficiency when studying abroad.

In relation to the study’s first goal, 262-items, using a five-point Likert scale, were created and administered to 287 Japanese university students to measure five personality factors based on the extraversion, emotional stability, openness, agreeableness, and conscientiousness factors of the Big Five model of personality (McCrae & Costa, 1987). These items were then culled to 50 items by examining their suitability through factor analysis and Rasch analysis. Two 50-item versions of the QuEEP were drawn from the same 262-items, one based on three factor analyses, and the other based on Rasch analysis. Both versions of the QuEEP included 10 items for each of the five personality factors in the Big Five. Both versions of the QuEEP outperformed the IPIP BFFM on four measures of validity, including content validity, structural validity, external validity, and generalizability, while the IPIP BFFM outperformed both versions of the QuEEP on the substantive aspect of construct validity. As a result, it was concluded that the QuEEP, specifically the version derived from the Rasch analysis, was more effective at capturing personality that was influenced by a second language than the IPIP BFFM.

In relation to the study’s second goal, the personality for 38 study-abroad students was assessed, through a pre-departure and post-return administration of the QuEEP and IPIP BFFM, to determine if the participants’ personality changed after one month abroad. The results indicated that the personality measures of extraversion and emotional stability increased significantly after one month abroad, as measured by the QuEEP. The IPIP BFFM did not indicate any significant personality changes.

In relation to the study’s third goal, the 38 study-abroad students also completed a pre-departure and post-return interview test to determine if certain personality types benefitted more from studying abroad in terms of oral proficiency, which included eight measures of fluency, complexity, and accuracy. The results indicated that when the participants were divided into high and low groups for each personality dimension (e.g., a high extraversion and a low extraversion group), the only significant differences between the groups in measures of oral proficiency involved the pauses fluency variable (low QuEEP emotional stability group), the words per second fluency variable (high IPIP BFFM extraversion group), the pauses fluency variable (high IPIP BFFM extraversion group), and the accuracy variable (low IPIP BFFM openness group). After Bonferroni adjustments were conducted, these findings were rendered not significant. However, when analyzed cross-sectionally rather than longitudinally, there were several significant correlations involving the QuEEP pretest and pre-interview test data, most notably between oral proficiency and extraversion and emotional stability. The IPIP BFFM posttest also indicated significant correlations between oral proficiency and agreeableness and openness. The QuEEP posttest and post-interview test data, and the IPIP BFFM pretest and pre-interview test data indicated fewer significant correlations with oral proficiency.

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Marcum, Jared. "Language Proficiency and Cultural Intelligence in Distance English-Language Learning." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.

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The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.

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Channing, O. Ernestien. "English written proficiency as a contributing factor to academic performance." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65481.

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Internationally English is increasingly being used as a language of instruction in education. This is also true within the South African context, a country with eleven official languages. Many non-native English speaking (NNES) students, for whom English might be their second, third or even fourth language, are studying through the medium of English. Previous studies on this topic acknowledge that the level of English proficiency which NNES students have, affects their academic performance. The problem under investigation in this case study was the relationship between students’ academic performance in particular modules and how their written responses in examinations contributed to them failing a module. The purpose was to establish to which extent limited English proficiency contributed to the poor academic performance of NNES preservice teachers studying through distance education. This study is underpinned by Cummins’ theory of Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency (1984). It is supported by related literature which emphasises the challenges NNES students experience in understanding academic content and responding to written assessment tasks in a language other than their home language. A quantitative approach was used which focused on the written responses to examination papers of thirty undergraduate B Ed students who had failed a particular module, at a private higher education institution. The contribution of inadequate or incoherent English, as the reason why marks were not allocated to answers, was calculated and analysed. Results indicated that students’ English grammatical proficiency does have an influence on their academic performance, though it is not the main contributing factor to students failing their modules. For this case study it was determined that the pre-service teachers’ inadequate English written proficiency contributed almost a third (25,6%) of the reasons for their poor academic performance. This finding suggests the need to develop new teaching strategies to accommodate and offer language support to NNES students in higher education institutions that offer qualifications using English as the medium of instruction.
Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted

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Mojica, Tammy Christina. "An Examination of English Language Proficiency and Achievement Test Outcomes." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/244005.

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Educational Leadership
Ed.D.
The purpose of the study was to compare the relationship between grade eight English language proficiency as measured by the ACCESS for ELL's assessment (Assessing Comprehension and Communication in English State to State for English Language Learners) and achievement test outcomes on the Pennsylvania System of School Assessment, a state mandated test. The ACCESS for ELLs is an annual, large-scale English language proficiency assessment given to kindergarten through grade twelve students who have been identified as English language learners. The ACCESS assessment is administered in English. Data from the Nation's Report Card (US. Department of National Center for Education Statistics, 2007 a & 2007 b) show that ELL students lag behind their English proficient peers on standardized tests of reading. The inclusion of English language learners in state assessments has prompted issues regarding the validity and equity of assessment practices (Abedi, 2004). The data for the study were gathered from an analyses of 8th grade ELL students' scores on the 2011 PSSA standardized assessment test administered in the Philadelphia, Pennsylvania public school district. Data were also gathered from the analysis of 8th grade ELL assessments for the 2010-2011 school year. The study also assessed the predictive values of the criterion variables and the moderating effects of categorical variables by school: Ethnicity (Black, White, Hispanic), ELL status (English Language Learner), Students with Disabilities status (SWD), Socioeconomic status (SES), which contribute to Pennsylvania's Adequate Yearly Progress (AYP) status. The study showed strong evidence that there is a significant relationship between the PSSA and language background as measured by the ACCESS assessment. Assessment. The implications of these data for the testing and assessment of ELL learners was discussed.
Temple University--Theses

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Kanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.

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Language Arts
Ed.D.
This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
Temple University--Theses

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Karlin, Omar Christopher. "Assessing English Environment Personality and its Role in Oral Proficiency." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/356362.

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Language Arts
Ed.D.
The general areas of research for this study are personality and second language acquisition. The three goals of this study are to (a) develop a personality instrument (the Questionnaire of English Environment Personality [QuEEP]) that accounts for second language influences on personality, and more effectively captures personality than an established personality instrument (the International Personality Item Pool Big Five Factor Markers [IPIP BFFM]), (b) determine if personality changes after studying abroad for a month, and (c) determine if certain personality types are likely to improve oral proficiency when studying abroad. In relation to the study’s first goal, 262-items, using a five-point Likert scale, were created and administered to 287 Japanese university students to measure five personality factors based on the extraversion, emotional stability, openness, agreeableness, and conscientiousness factors of the Big Five model of personality (McCrae & Costa, 1987). These items were then culled to 50 items by examining their suitability through factor analysis and Rasch analysis. Two 50-item versions of the QuEEP were drawn from the same 262-items, one based on three factor analyses, and the other based on Rasch analysis. Both versions of the QuEEP included 10 items for each of the five personality factors in the Big Five. Both versions of the QuEEP outperformed the IPIP BFFM on four measures of validity, including content validity, structural validity, external validity, and generalizability, while the IPIP BFFM outperformed both versions of the QuEEP on the substantive aspect of construct validity. As a result, it was concluded that the QuEEP, specifically the version derived from the Rasch analysis, was more effective at capturing personality that was influenced by a second language than the IPIP BFFM. In relation to the study’s second goal, the personality for 38 study-abroad students was assessed, through a pre-departure and post-return administration of the QuEEP and IPIP BFFM, to determine if the participants’ personality changed after one month abroad. The results indicated that the personality measures of extraversion and emotional stability increased significantly after one month abroad, as measured by the QuEEP. The IPIP BFFM did not indicate any significant personality changes. In relation to the study’s third goal, the 38 study-abroad students also completed a pre-departure and post-return interview test to determine if certain personality types benefited more from studying abroad in terms of oral proficiency, which included eight measures of fluency, complexity, and accuracy. The results indicated that when the participants were divided into high and low groups for each personality dimension (e.g., a high extraversion and a low extraversion group), the only significant differences between the groups in measures of oral proficiency involved the pauses fluency variable (low QuEEP emotional stability group), the words per second fluency variable (high IPIP BFFM extraversion group), the pauses fluency variable (high IPIP BFFM extraversion group), and the accuracy variable (low IPIP BFFM openness group). After Bonferroni adjustments were conducted, these findings were rendered not significant. However, when analyzed cross-sectionally rather than longitudinally, there were several significant correlations involving the QuEEP pretest and pre-interview test data, most notably between oral proficiency and extraversion and emotional stability. The IPIP BFFM posttest also indicated significant correlations between oral proficiency and agreeableness and openness. The QuEEP posttest and post-interview test data, and the IPIP BFFM pretest and pre-interview test data indicated fewer significant correlations with oral proficiency.
Temple University--Theses

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Resare, Sandberg Magdalena. "Extramural Gaming and English Proficiency : A Literature Study on Digital Games and the Effect onVocabulary and Oral Proficiency among Young L2 Learners." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25522.

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Today we live in a global world, where English has become easily accessible through the internet. Pupils encounter English in an out-of-school context and playing digital games is a common activity. This literature study aims to examine if there are effects on pupils ’ vocabulary and oral proficiency due to playing digital games. Through compiling prior research, findings suggest that motivation, interaction and repetition over time are positive factors for enhancing vocabulary and oral proficiency. Research also illuminates that there are gender differences among young L2 learners. Frequent gamers are mostly boys and there is also a difference in game preferences. Normally girls tend to outshine boys within most subjects, however, in English the difference is less distinct and boys are somewhat stronger in English proficiency. Research about young L2 learners is scarce and there is definitely a need for further research about the effect of digital gaming on vocabulary and oral proficiency as well as regarding gender differences.

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Fullilove, John Pope III. "Examining oral English proficiency: some factors affecting rater reliability in the use of English oralexamination." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B4389334X.

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Chen, Selma Shu-Mei. "The effects of L1 word order and English proficiency on non-English speakers' sentence processing." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720150.

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This study is a partial replication of Davison & Lutz's (1984) experiment. It was designed to test if L1 word order and English proficiency are involved in non-native speakers' sentence processing. This study concentrates on the roles of syntax and pragmatics/semantics in sentence processing. By comparing two corresponding syntactic structures with similar meanings but different forms in context, we can detect the different degrees of the salient property of a certain NP. The perception of the salient NP is related to the definition of the sentence topic, which functions as the link between the sentence and the discourse. The salient NP can be identified by applying our linguistic knowledge, syntactic rules, and our real world knowledge, pragmatic principles,. The choice of syntactic structure is conditioned heavily by pragmatic principles. It is believed that response times correspond to the degrees of salience.Sixty international students participated in the experiment. Stimulus sentences were presented with a computer program and response times were recorded in seconds by the computer automatically. A cloze test was given for the measuring of English proficiency.The data collected were analyzed with SPSS-X. The MANOVA was carried out to compare the differences between VO/OV language types, target sentences (transformed and untransformed ones), five types of syntactic constructions, and the interactions ofword order by target sentences, target sentences by syntactic constructions, and L1 word order by target sentences by syntactic constructions. The response times for English proficiency were used as a post hoc variable. Significance was set at .05.The results revealed that there was a significant difference across five syntactic constructions (p < .05). The other tests were not significant. Two important limitations on this study are problems arising out of randomization parameters in the experiment, and the lack of lower level English proficiency subjects.
Department of English

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Crew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.

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Mattsson, Kershaw Anneli. "Academic English in CLIL-programs : Classroom practices that promote or hinder proficiency inacademic English vocabulary." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27458.

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English CLIL-instruction in Sweden is supposed to be beneficial to students who want to improve their academic English vocabulary proficiency in preparation for studies or employment abroad. However, recent research shows that there is no difference in academic English proficiency between students in upper secondary school CLIL-programs and students in regular upper secondary schools in Sweden. Furthermore, educational researchers question if CLIL-programs in Sweden qualify to be defined as CLIL-instruction since Swedish translanguaging is extensively used which does not make the programs 100% Englishmedium instruction. Through teacher observations and questionnaires, this study investigates the classroom practices at a CLIL-program in Sweden in addition to ask the CLIL-teachers about their teaching strategies in regards to promoting students’ acquisition, development, and use of academic English. The findings include that the classroom practices are in accordance with practices considered beneficial to students’ proficiency in academi c English by numerous previous studies. In addition, all the teachers questioned in this study purposely work to support and develop students’ academic language proficiency in their respective subject areas and across the curriculum. The study also found four possible factors that perhaps can undermine the acquisition, development and use of academic English vocabulary and those include the following: First, the teachers believe that the students are already sufficiently fluent in academic English, and thus concentrate more on content than on language in their instruction. Secondly, extensive translanguaging in the classroom is common in addition to the students’ habit of speaking Swedish to each other in stude nt-tostudent communication. Thirdly, the students do not receive the corresponding level of education in their native language of Swedish as they do in English, which can have detrimental effects on their abilities to develop their English past their Swedish language abilities. Finally, classroom practices that are not inclusive of all students can work to undermine the acquisition and use of academic English vocabulary.

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Peyper, T. J. (Tamrynne Jean). "A study of perceived classroom language proficiency of pre-service teachers." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/43222.

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In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction they will use once they start their careers. This may be a reason why currently there is no mandatory testing of teachers‟ language proficiency. Due to social, economic and historical factors, English has become the medium of instruction at most educational institutions in South Africa, yet less than 10% of the population speak English as a home language. Consequently, an overwhelming number of learners are being taught in a language other than their home language and often by teachers not adequately prepared to teach through the medium of English. In the absence of mandatory testing and with the complex language situation in South African classrooms, this case study aimed to determine the perceptions held by pre-service teachers and their mentors regarding their English proficiency at entry to the teaching profession. This was done by answering the following research question: What is the perceived Classroom English proficiency of final year pre-service teachers prior to graduating? The conceptual framework was grounded in Uys‟s (2006) model of Classroom English proficiency and the methodology employed was quantitative in nature. Instruments used to collect data included an observation schedule completed by mentor teachers observing pre-service teachers presenting the fifth lesson of their first internship period, and a questionnaire completed by the pre-service teacher directly after the observed lesson. Both instruments were adapted from Elder‟s Classroom Language Assessment Schedule (1993, 2001), and each included 42 items related to various language proficiency variables rated on a four-point Likert scale. Data were analysed using various statistical measures comparing groups and subgroups within the sample. Key findings included a significant statistical difference between how English Home Language (EHL) pre-service teachers perceived their language proficiency and those who are English Additional Language (EAL) preservice teachers. EHL pre-service teachers perceived their Classroom English proficiency better than EAL pre-service teachers. The same trend was evident among the perceptions of mentor teachers. Pedagogical language and voice skills emerged as areas in which additional support was required by EAL pre-service teachers. Further research avenues to explore relate to the feasibility of administering refined instruments among teachers to determine not only what the perceptions would be on a national level but also to assess their Classroom English proficiency, followed by possible interventions.
Dissertation (MEd)--University of Pretoria, 2014.
lk2014
Social Studies Education
MEd
Unrestricted

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Kwon, Jihyun. "Pragmatic transfer and proficiency in refusals of Korean EFL learners." Thesis, Boston University, 2003. https://hdl.handle.net/2144/34587.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study investigated the occurrence of pragmatic transfer in the refusals of Korean EFL learners at three proficiency levels due to the cross-cultural differences in refusal patterns in Korean and English. Forty native speakers of Korean, 37 native speakers of English, 22 beginning, 43 intermediate, and 46 advanced Korean EFL learners participated in this study. Data were collected using a written discourse completion test taken from Takahashi and Beebe (1987) and Beebe et al. (1990), which elicited refusals of requests, invitations, offers, and suggestions :from interlocutors of different status (i.e., higher, equal, and lower status). The data were also categorized according to the refusal taxonomy of Takahashi and Beebe (1987) and Beebe et al. (1990), and were analyzed in terms ofthe :frequency and content of the semantic formulas used by the subjects. The learners' refusals were compared to those of native speakers ofKorean and English in order to examine the extent of pragmatic transfer from Korean to English. Evidence of pragmatic transfer was found in the refusals of learners at all three proficiency levels. Further, pragmatic transfer increased as learners' proficiency increased, supporting Takahashi and Beebe (1987)'s positive correlation hypothesis. Beginning level learners' refusals, due to a lack of target language knowledge, tended to be short and abrupt, deviating from both native and target language speakers' refusals. Intermediate level learners were able to express Korean norms of politeness in their target language refusals to a greater degree than were beginning level learners. Advanced level learners' refusals, however, resembled those of native speakers ofKorean to the greatest degree. They had sufficient linguistic means to transfer the forms as well as the tentative, figurative, and philosophical tone of their native language to the target language. In addition, advanced learners were at times more verbose than native speakers of Korean or English since they elaborated and mitigated their refusals by using the preferred semantic formulas of both their native and target languages. The implications of the findings for teaching and learning pragmatics in the EFL classroom were provided.
2031-01-01

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Wille, Jessica R. "Measuring the academic achievement and English language proficiency of students at the secondary level." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006willej.pdf.

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Smith, Cara. "Protecting the Rights of Limited English Proficiency Patients During Hospital Discharge." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/491897.

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Urban Bioethics
M.A.
Discharge instructions were originally created to alleviate the burden of transitioning from inpatient hospitalization to outpatient care. The US healthcare model's evolution throughout the 20th and 21st centuries has firmly distinguished inpatient providers from outpatient providers, with little continuity between them. As a patient leaves inpatient care there is an increasing need for clear discharge instructions to help navigate complex diseases and care regimens. However, comprehension of discharge instructions, both oral and written, is a major obstacle for many populations, with certain demographics especially affected. Populations with limited English proficiency (LEP), for example, are commonly provided discharge instructions in English, preventing them from fully engaging in their care and from understanding information that is paramount to a smooth transition to outpatient settings. Many factors contribute to the failure to provide this and other care in LEP patients' primary languages. Factors include but are not limited to: misinformation regarding price of interpreter services and time necessary to use these services, biases against LEP populations, and ignorance regarding the effect this has on the LEP population. This paper discusses the background of discharge instructions, reasons for development, the price LEP patients pay when we fail to provide care in their primary language, and possible reasons why we fail to provide that care.
Temple University--Theses

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Perea-Hernandez, Jose Luis. "Teacher Evaluation of Item Formats for an English Language Proficiency Assessment." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/436.

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An abstract of the thesis of José Luis Perea-Hernández for the Master of Arts in Teaching English to Speakers of Other Languages presented February 11, 2010. Title: Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Language testing plays a significant role in the collection of systematic information about English Language Learners' ability and progress in K-12 public schools in Oregon. Therefore, the following thesis reports on a process of the development of this assessment as I was at some point one of the members in the test development team and then drew upon teachers' opinions and judgments to compensate for a gap in this process. For instance, despite the fact that Oregon item-writers produced test items in summer 2004, they identified some deficiencies as they followed the process. Therefore, the need of more examples of item formats in order to develop better items, a proper identification of materials for reading and listening and mainly the lack of detailed item test specifications was imminent. Unfortunately, item writers did not posses a guiding document that would allow them to generate items. The item writing process was not `spec-driven'. Hence, these drawbacks in this test (larger project), provide the basis and rationale for this thesis. Thus, the aim of the present study was to identify what item formats worked best based on professional teacher judgment. Then, once identified these were used to detect what items could potentially be reverse-engineered into specifications for future studies or developmental stages of this assessment. Therefore, the purpose of this thesis was to analyze through professional teacher-judgment the suitability of item formats, test items and the construct in a way that would be helpful for future item-writing sessions, but most importantly to the better understanding of teachers devising items for this test. Teachers determined what items and item formats were more suitable in a testing situation for the diverse English language learners according to their relationship to the construct of the test, practicality, cognitive level, appropriateness, and similar tasks as used in classroom instruction. Finally, the outcomes based on teacher feedback allowed the required data to establish a process to reverse-engineer test items and item formats into item test specifications. Thus, based on this feedback a more systematic process was illustrated to demonstrate how item formats can be the basis to reverse-engineer item test specifications.

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Newman-Brown, Niki Tiara. "Increasing Black Student Literacy Proficiency Using English Language Learner Instructional Strategies." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2037.

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Historically, identifying solutions to the achievement gap between Black and White students has plagued education. Twenty-first century challenges have emerged to include an achievement gap between Black and Hispanic students in literacy as early as 4th grade. Limited research exists on the use of English language learner (ELL) instructional strategies with Black standard English learners (SELs). This project study narrows the gap in previous research. The goal was to use a collective case study approach to investigate the professional development needs of the Northeast School District through the perspective of 5 Title I, ELL, kindergarten through sixth-grade elementary school principals. Social constructivism guided the theoretical framework. The research questions focused on principals' perceptions of the effect of ELL strategies on Hispanic ELL literacy rates and the benefits of systemic professional development on using ELL strategies for Black SELs. Data were collected from the principals through a focus group discussion and 5 semi-structured interviews. The data were then transcribed and coded to establish themes, based on the participants' perceptions. The major themes centered on the need for teachers to understand and incorporate their student culture in lessons through cultural proficiency; the instructional benefits for Black SELs in ELL classrooms; and the importance of consistent, applicable, systemic professional development. School districts may use these findings results to make decisions on systemic professional development for elementary school administrators and teachers, with positive results for Black SEL proficiency in literacy.

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Ysquierdo, Rachelle. "The Effects of Computer-Assisted Language Learning on English Language Proficiency." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6157.

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The Every Student Succeeds Act of 2015 requires high standards, but academic achievement among English Language Learners (ELL) falls below that of their peers in Texas. These students' lower academic achievement may lead to their dropping out of high school, not going to college, or being underemployed, a problem that led to this study. The purpose of this study was to evaluate whether computer-assisted language learning (CALL) helps ELLs improve their English language proficiency compared to traditional learning approaches. Levy's theoretical framework on the implementation of CALL guided this study. A nonequivalent, pretest-and-posttest design was used to examine mean differences in the increase in proficiency level from the beginning to the end of the year on the Texas English Language Proficiency Assessment System (TELPAS) of ELLS in Grades 3-5 who participated in CALL and of those who did not participate. The sample consisted of 106 English language learners in Grades 3-5: 57 students in the treatment group and 49 in the comparison group. A one-way analysis of variance was conducted to compare language proficiency between the treatment and comparison groups. Results revealed no significant difference in the mean increase in proficiency levels of English language learners between the treatment and comparison groups. Additional analyses of TELPAS subdomains (reading, speaking, listening, and writing) indicated CALL was effective on reading only. Based on the findings, a project study on professional development was designed to focus on instructional strategies to support CALL. This project may lead to social change among administrators and teachers in the methods and strategies they use in the classroom to support CALL and as they work collaboratively to improve language proficiency among English language learners.

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Kellerman, Jessica. "The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65436.

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Language is central to all teaching and learning. The ability to communicate effectively, and more specifically during instruction is one of the key competencies beginner teachers should develop. While English is the home language of ±10% of South Africans, the majority of learners are taught in English from Grade 4 onwards, many of their teachers being non-native English speakers themselves. The English proficiency level of most South African teachers has been identified as problematically low by a number of researchers. This study aimed to investigate the nature of Classroom English and the underlying oral English proficiency of native isiZulu-speaking pre-service teachers as a first step toward being able to better support Classroom English proficiency development of non-native pre-service teachers. Within my conceptual framework for the study oral English proficiency is viewed as part of and foundational to Classroom English proficiency. A mixed methods approach was used. Data were gathered through questionnaires which gauged perceptions of the pre-service teachers’ English proficiency in the classroom as well as voice recordings of lessons they presented during their practice teaching period in rural KwaZulu-Natal schools. Voice recordings of this case study were analysed with the support of existing oral English proficiency rubrics and a self-designed Classroom English proficiency rubric. In a broad sense findings correspond with previous studies in similar fields, pointing to the nature of Classroom English of this case study at a level not considered ideal for effectively facilitating teaching and learning. These isiZulu-speaking preservice teachers require more support to develop better Classroom English proficiency. An approach that specifically addresses development of language proficiencies required in the classroom, with vocabulary and grammar embedded therein, is suggested.
Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted

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Fullilove, John Pope III. "Examining oral English proficiency some factors affecting rater reliability in the use of English oral examination /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B4389334X.

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Parel, Rolande. "Lexical inferencing strategies of low proficiency second language learners." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322816.

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Dissertations / Theses on the topic 'Certificate of Proficiency in English'

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