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Journal articles on the topic 'English language Grading and marking (Students)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Kucelman, Ewa. "Cohesion — Between Instruction and Execution." Anglica Wratislaviensia 56 (November 22, 2018): 273–94. http://dx.doi.org/10.19195/0301-7966.56.17.

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The paper seeks to present a practical use of reference chains analysis in the grading process of EFL university students’ final practical English examination. The process of grading writing is always perceived as both tedious and subjective not only by the students but also by the examiners. The criteria listed by Cambridge English Language Assessment Department are very general, which makes examiners often adopt an impressionistic perspective while marking the content of the written assignment. At the same time, students often feel dissatisfied with the teacher’s comments on their performanc

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Alshakhi, Abdullah. "The Practice of Cross-Grading in Assessing Writing: The Case of EFL Teachers and Students in a Saudi Arabian Context." International Journal of English Linguistics 11, no. 1 (2021): 266. http://dx.doi.org/10.5539/ijel.v11n1p266.

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This qualitatively based research study utilized a combination of multiple methods, which aimed at investigating the efficacy and reliability of employing cross-grading when assessing English as a Foreign Language (EFL) tertiary level learners&rsquo; writing. It further explored the perceptions of the EFL teachers and learners regarding the cross-grading practices to provide a clearer understanding of this relatively unexplored line of research enquiry. It was set to answer the following research question: In what ways does cross-grading practice contribute to assessing EFL writing? The pa

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Hendricks, Alison Eisel, and Suzanne M. Adlof. "Production of Morphosyntax Within and Across Different Dialects of American English." Journal of Speech, Language, and Hearing Research 63, no. 7 (2020): 2322–33. http://dx.doi.org/10.1044/2020_jslhr-19-00244.

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Purpose This study examined the production of morphosyntactic markers by school-age children with and without developmental language disorder. Comparisons were made between students who speak mainstream American English (MAE) dialects and nonmainstream American English (NMAE) dialects. Method First- and second-grade students ( N = 82) completed assessments of dialect use and language ability, which are designed for students who speak NMAE dialects. Students also completed an experimental production task targeting three morphosyntactic features: past tense – ed marking, third-person singular –

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Gold, Elaine, and Mireille Tremblay. "Eh? and Hein?: Discourse Particles or National Icons?" Canadian Journal of Linguistics/Revue canadienne de linguistique 51, no. 2-3 (2006): 247–63. http://dx.doi.org/10.1017/s0008413100004096.

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AbstractWe compare the use and function of two discourse particles that show many similarities: Canadian English eh and Canadian French hein. Surveys of anglophone students at the University of Toronto and francophone students at Université Laval reveal that these particles have similar discourse functions and that there are many parallels in their patterns of use. However, francophone students report a higher use of hein than do anglophone students of eh. Moreover, francophones have more positive attitudes towards constructions with hein than do their anglophone counterparts with respect to e

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Peng, Liu, Chunrong Wu, and Fang Xie. "The Exploring Practice of Grading Model in College English Teaching." Theory and Practice in Language Studies 7, no. 7 (2017): 546. http://dx.doi.org/10.17507/tpls.0707.07.

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This article tries to explore the grading model in college English classrooms in a western university in China. As we know, teaching is an essential service for the society, and it is a regular but challenging task. Faced with new generation of students every year, educational institutions should get prepared and think out better strategies to meet every challenge ahead. The grading model is proved to be a better way out but not a best one. The wiser is to practice, revise, and practice. All done is to promote China college English teaching.

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Kesen Mutlu, Aynur. "Interrater Scoring of Public Speaking Performances in English Language Teacher Education Program." International Education Studies 11, no. 9 (2018): 12. http://dx.doi.org/10.5539/ies.v11n9p12.

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Based on the constructivist learning principles, self-assessment has been a targeted topic for many studies in the field of teacher education. Its importance and its leading to learner empowerment have been discussed for long. This current study in this line tries to move one step further by adding a correlative comparison between instructors’ and students teachers’ grading as well as searching into students’ views on self-assessment in Oral Communication Skills Course at English Language Teaching Department of a private university in Turkey. Interrater consistency was examined throughout the

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Iman, Topan Rahmatul. "THE INTERFERENCE OF INDONESIAN ON ENGLISH SECOND LANGUAGE WRITING." Journal of Languages and Language Teaching 8, no. 2 (2020): 170. http://dx.doi.org/10.33394/jollt.v8i2.2466.

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Language transfer means the application of knowledge and understanding of a source language on a target language. Dissimilarities between the source language and the target language could result in a negative transfer. This essay aims to investigate the interference of Indonesian language on English second language writing regarding the order of noun phrase constituents, number marking, and verb tenses. The results presented in this essay were based on three elicitation tasks that were answered by 20 Indonesian students who studied English at a senior high school in Sumbawa Regency, Indonesia.

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Lewis, Stephen D., Linda G. McGrew, and C. Nathan Adams. "Assessing Business Communication Assignments of English-as-Second-Language Students." Business Communication Quarterly 65, no. 2 (2002): 30–42. http://dx.doi.org/10.1177/108056990206500203.

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As the US population becomes more diverse, the enrollment of English-as-Second- Language (ESL) students in colleges and universities continues to expand. This diversity may sometimes lead to problems for business communication teachers who must assess the written communication skills of students who may not be fluent in English. To address these problems, we conducted a nationwide survey of business communication teachers, soliciting input on how ESL students' written communication skills were assessed. Respondents were asked to identify areas where their assessments of ESL students might diff

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Elshawa, Niveen R. M., Ain Nadzimah Abdullah, and Sabariah Md Rashid. "Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms." International Journal of Education and Literacy Studies 5, no. 2 (2017): 29. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.29.

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Language assessment can be a valuable tool for providing information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. Understanding the assessment beliefs of ESL instructors, especially at the tertiary level, is important since it can help improve the quality of assessment practices as well. Therefore, this study investigated English language instructors’ assessment beliefs in the Malaysian context. This study adopted a cross-sectional resear

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GREENMAN, CAROLINE. "Coaching Academic English through voice and text production models." ReCALL 16, no. 1 (2004): 51–70. http://dx.doi.org/10.1017/s0958344004000515.

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We report on how technological developments have enabled us to change our concepts and practices regarding voice and text coaching and how this in turn has raised the level of literary competence among non-native doctoral students seeking publication in English in scientific journals. We describe models for marking, peer reviewing and coaching spoken delivery and written text. Our models spring from our dedicated physical CALL environment and take into account learner expectations and further develop tangible learner strategies. As our models are applied in an open learning platform they are a

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Delfino, Jennifer B. "Talking “like a race”: Gender, authority, and articulate speech in African American students’ marking speech acts." International Journal of the Sociology of Language 2020, no. 265 (2020): 57–79. http://dx.doi.org/10.1515/ijsl-2020-2103.

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AbstractThis study examines how 9- to 13-year old African American students in a Washington, D.C. after-school program use an African American discourse practice called marking to voice adults performing acts of discipline. Using audio-recorded data collected during nine months of ethnographic fieldwork, it shows how students used marking to resemiotize the prestige value of African American Language (AAL) relative to so-called “standard” American English, which is imagined in relation to whiteness as an objectively correct set of linguistic practices. As part of an intersectional raciolinguis

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Suda, Koji, and Shigenori Wakabayashi. "The acquisition of pronominal case-marking by Japanese learners of English." Second Language Research 23, no. 2 (2007): 179–214. http://dx.doi.org/10.1177/0267658307076545.

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Eighty-one seventh- and eighth-grade students (age 12—14) learning English in Japanese classrooms were tested on their knowledge of English case-marked pronouns in sentences like He likes her, * He likes she and * Him likes her. The aim of the study was to evaluate the predictions of three theories of second language (L2) development against the results obtained. Given the case-marking properties of Japanese, the Full Transfer/Full Access model of Schwartz (1998) and Schwartz and Sprouse (1994; 1996; 2000), the Minimal Trees model of Vainikka and Young-Scholten (1994; 1996a; 1996b; 1998) and t

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Didenko, Iryna, and Nataliia Zhukova. "Challenges of Grading in an ESP Course." European Journal of Language and Literature 4, no. 4 (2018): 28. http://dx.doi.org/10.26417/ejls.v4i4.p28-30.

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This paper deals with the drawbacks of the existent grading system in the English for Specific Purposes course and the suggested solution to this problem. The main difficulty concerns the fact that in Ukraine the CEFR level is not mentioned in the transcript of the university diploma containing the list of the courses and their grades. This is the reason of impossibility to split students into groups according to their initial level of English language competency and give them an opportunity to develop at an appropriate pace and rate. Thus, we can not completely meet the needs of our students,

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Peng, Liu, Chunrong Wu, and Xianjun Tan. "An Analysis Report of College English Classroom Teaching in the Grading Model." Journal of Language Teaching and Research 8, no. 4 (2017): 768. http://dx.doi.org/10.17507/jltr.0804.17.

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Based on data collected from Grade 2015 and Grade 2016, the present article mainly analyzes current situations of the grading model being implemented in a west provincial university. As frontline teachers, we cannot participate in the decision of which model to use, but can try our best to conduct frequent reflection and make necessary changes in classroom teaching for the good of college students’ achievements in English course. Due mostly to the limitations of one teacher’s first-hand experience, the research seems hard to hold water, and more are expected to participate in this topic. Only

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Alshakhi, Abdullah. "Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions." English Language Teaching 12, no. 1 (2018): 176. http://dx.doi.org/10.5539/elt.v12n1p176.

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Over the past several decades, writing assessment has evolved in an ever-growing attempt to provide contextual fairness to a student while maintaining standards across a larger community. This study analyzed writing assessment at a Saudi English Language Institute (ELI) by first discussing teaching and learning in an EFL context before examining the shortcomings of current Saudi methods in assessment. A universal rubric created by the Saudi ELI allows for consistency across the program and cross-grading between teachers ensures honesty in assessment, but this rigidity leads to a lack of trust

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Lin, Yen-Liang. "Discourse marking in spoken intercultural communication between British and Taiwanese adolescent learners." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 2 (2016): 221–45. http://dx.doi.org/10.1075/prag.26.2.03lin.

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This study investigates and compares the use of discourse markers (DMs) by native speakers and learners of English based on a corpus of adolescent intercultural exchange students. Thestudy employs a discourse analytical approach, in whichFung and Carter’s (2007)multi-category framework is appliedwith a view to examiningDMs used bya group of Taiwanese and British adolescentsin an intercultural setting.The analytical frameworkcontains four main functional categories: Interpersonal, referential, structural and cognitive DMs. Each DM was analysed qualitatively and quantitatively in order to identi

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Wan Mohd Yunus, Wan Noor Miza. "Written corrective feedback in English compositions: Teachers’ practices and students’ expectations." English Language Teaching Educational Journal 3, no. 2 (2020): 95. http://dx.doi.org/10.12928/eltej.v3i2.2255.

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Written corrective feedback (WCF) has been the subject of many studies in the field of second language (L2) writing. This study sought to investigate: (1) teacher’s practices in marking students’ English language compositions, (2) students’ expectations of teacher’s WCF, and (3) compare whether students’ expectations correspond to teachers’ practices of WCF. Sixty-four students and three teachers of an upper secondary school in Malacca, Malaysia participated in this study. Teachers’ WCF practices and students’ preferences were elicited from two different sets of questionnaires. Findings reveal

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Lubis, Herlianisyah. "The Effect of Playing Online Vocabulary Games and Motivation on Student’s Vocabulary Mastery in Insan Utama Junior High School Pekanbaru." TANJAK: Journal of Education and Teaching 1, no. 2 (2020): 87–109. http://dx.doi.org/10.35961/tanjak.v1i2.122.

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The importance of vocabulary mastery given communicate well between students and teacher in the classroom and learning active. Without vocabulary impossible use English language as communication Burton, and vocabulary total number of the word making up the language, master the fundamental grammatical pattern of language Hornby. In relation to the theoretical ideas, vocabulary is the key factor to ensure that production (receptive vocabulary and productive vocabulary) to get vocabulary as the key factor need a motivation in proces learning. With playing online game it is hoped students have a m

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Obaid, Rana. "Assessment Practices of Preparatory Year English Program (PYEP): Investigating Student Advancement through Third and Fourth Levels." English Language Teaching 9, no. 7 (2016): 48. http://dx.doi.org/10.5539/elt.v9n7p48.

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<p>This small-scale mixed method research focuses on investigating the way Preparatory Year English Program (PYEP) female students in a Saudi tertiary level institution context are assessed and how they are advanced from level three (Pre-intermediate) and level four (Intermediate). A four-point agreement scale survey was conducted with fifteen English as a Foreign Language (EFL) teachers in the PYEP to critically investigate the issue from their own perspective. Furthermore, semi-structured interviews were conducted with eight EFL students studying in PYEP in the third and fourth levels.

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Yamaguchi, Yumiko, and Hiroko Usami. "Plural Marking in Spoken and Written Narratives: A Corpus-based Study of Japanese Learners of English." International Journal of Applied Linguistics and English Literature 6, no. 5 (2017): 224. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.224.

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This paper aims to present the results of a learner corpus study on spoken and written narratives by Japanese learners of English using Processability Theory (PT) (Pienemann, 1998). PT assumes that there is a universal hierarchy of second language (L2) development and many studies (e.g., Di Biase, Kawaguchi, & Yamaguchi, 2015; Pienemann, 1998) have shown support for PT stages for English L2. However, few PT studies have addressed the issues of whether learners use linguistic structures in the same way in spoken and written tasks. The current study focuses on learners’ use of plural marking

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Muhammed, Areen Ahmed. "AUDITORY VS VISUAL STRATEGIES AMONG KURDISH LEARNERS OF ENGLISH LANGUAGE." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 1 (2020): 63–74. http://dx.doi.org/10.30743/ll.v4i1.2526.

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When it comes to the case of Kurdish universities regarding teaching styles and methodologies plenty of obstacles and barriers anyone can face not only due to the low level of the majority of the students; but also other factors like religion, interest, grading system, and most importantly low number of references on the subjects area can be the core cause of the issue. One of those points which drove the researcher to write on the common issue was due to the reason that the researcher could not find enough and adequate sources on the subject area; hence, the researcher tried to enrich the ref

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Al-Adawi, Sharifa S. A., and Aaisha A. K. Al-Balushi. "Investigating Content and Face Validity of English Language Placement Test Designed by Colleges of Applied Sciences." English Language Teaching 9, no. 1 (2015): 107. http://dx.doi.org/10.5539/elt.v9n1p107.

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<p>An English placement test (PT) is an essential component of any foundation program. It helps place students into their suitable language proficiency level so that they do not spend time learning materials below or above their levels. It also helps teachers to prepare teaching materials to students of similar levels (Brown, 2004; Illinois, 2012). This paper aims to investigate the extent to which the PT used at Colleges of Applied Sciences (CAS) is achieving this goal by exploring teachers’ and students’ perceptions of the current exam via questionnaires and interviews. Furthermore, it

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Taman, Purwanti. "THE VALIDITY AND REALIBILITY OF IELTS SPEAKING RUBRIC FOR INLINGUA INTERNATIONAL TEACHERS." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (2019): 50. http://dx.doi.org/10.32493/ljlal.v1i1.2483.

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AbstractThe field of English for specific purposes (ESP) has developed rapidly to become a major force in English language teaching. IELTS (International English Language Testing System), as one of the ESP branch, is one of the biggest ESL tests needed world-wide.This study was conducted to find validity and reliability of IELTS speaking rubric between three teachers who assess speaking ability for the same students in the same class. This would enable IELTS teachers to measure the students’ speaking ability likely in the same band area. The participants of this quantitative study were 21 Indo

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Silviyanti, Tgk Maya, Sofyan A. Gani, and Dara Junita. "The native English teachers' expectations in teaching EFL students." Studies in English Language and Education 8, no. 1 (2021): 212–26. http://dx.doi.org/10.24815/siele.v8i1.17271.

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Research into students’ expectations towards native English speakers or teachers has been commonly investigated for years, yet the significant exploration of native teachers’ perceptions towards their foreign students are rarely examined. This study tries to find out the Native English Speaker Teachers’ (NESTs) expectations in teaching English as a foreign language (EFL) students. The data were compared with Gani et al.’s (2015) previous study of EFL learners’ expectations toward their native teachers. The participants in this study were two native English teachers who are currently working at

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Wang, Julan. "A Comparative Study on Teacher Talk of Australian and Chinese English Teachers in an Academic English Writing Course in Chinese EFL Classrooms." Journal of Language Teaching and Research 10, no. 4 (2019): 776. http://dx.doi.org/10.17507/jltr.1004.12.

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Research on teacher talk has shown that many different teaching behaviors between native English speaking teachers and non-native English speaking teachers may result form their different English proficiency. This paper aims to examine the differences between Australian English teachers (AETs) and Chinese English teachers (CETs) in an Academic English Writing course in ELF classrooms in China in terms of language use, linguistic complexity, and linguistic variety. Two university teachers (one AET and one CET) were recorded and observed for two weeks in October of 2017 in SHU-UTS Business Schoo

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Peng, Liu, Xianjie Deng, and Fang Xie. "Practical Research on Classroom Strategies in the Grading Teaching Model." Theory and Practice in Language Studies 7, no. 8 (2017): 617. http://dx.doi.org/10.17507/tpls.0708.03.

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In response to newly-implemented grading model of teaching in our university, frontline teachers like me are supposed to try out new strategies in classroom teaching. Inspired by previous research on language learning strategies and second language classroom acquisition, the present article shares a teacher’s first-hand teaching experience in actual classroom activity in the expectation to throw out a brick to get gem. Ideally students at different levels of English are placed in different classes for greater efficiency in teaching and learning. But the truth is not that simple in reality. Goo

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Speyer, Augustin, and Anita Fetzer. "“Well would you believe it, I have failed the exam again”." Anglo-German Discourse Crossings and Contrasts 9, no. 1 (2018): 26–51. http://dx.doi.org/10.1075/ps.16024.spe.

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Abstract This paper compares the linguistic realization of coordinating and subordinating discourse relations in English and German short personal narratives, paying particular attention to the context-dependence of (1) their overt marking with discourse connectives, and (2) their adjacent and non-adjacent positioning. The analysis is based on 20 written texts collected from university students. The use of discourse connectives with adjacently and non-adjacently positioned discourse relations is more frequent in the English data. Considering the sentence as the unit of investigation, the coord

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Elyildirim, Selma. "Influence of native language and general English proficiency on the use of articles in English." Global Journal of Foreign Language Teaching 9, no. 2 (2019): 110–21. http://dx.doi.org/10.18844/gjflt.v9i2.4100.

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Second language learners face a great difficulty in the use of English articles since their native language does not have an article system which is similar to the target language they learn. Turkish is one of the languages which have an article system marking the semantic features ‘definiteness’ or ‘specificity’ in different ways. It encodes these features by using case morphology, word order, stress and tense-aspect modality. Being aware of the fact that this difference and lack of an article system similar to English may cause problems to learners, this study investigates the acquisition of

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Shyamala K.C, Saddam H. M. Issa,. "Improvement of cognitive ability of English language learners through writing skills." Psychology and Education Journal 58, no. 1 (2021): 5457–72. http://dx.doi.org/10.17762/pae.v58i1.1859.

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This paper explores the interrelation between the cognitive linguistic skills that are necessary for children to write on both words and texts. Three types of cognitive-linguistic abilities, which were considered to be more specifically interested in the text writing research, were transcriptional skills, ideation and syntax. The first two emerged out of a simplistic writing view (Berninger, 2010) while the predicted value of syntactic skills was based on an "extended triangle model" (Bishop & Snowling, 2011). The transcription skills in the present research have been operationalized to ge

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ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE, and CORINNE HAIGH. "Predicting risk for oral and written language learning difficulties in students educated in a second language." Applied Psycholinguistics 35, no. 2 (2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.

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ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Fu

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Özüdoğru, Fatma, and Oktay Cem Adıgüzel. "Development of a listening and speaking achievement test for primary school 2nd grade English course." Pegem Eğitim ve Öğretim Dergisi 5, no. 4 (2015): 375–96. http://dx.doi.org/10.14527/pegegog.2015.021.

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In this research, it is aimed to develop an achievement test focusing on listening and speaking skills in order to reveal the realization of the objectives set forth for students studying primary school 2nd grade English teaching curriculum. For validity purposes of the draft achievement test, three foreign language field experts and three 2nd grade English teachers were consulted and the number of items in the achievement test was determined and then item discrimination and item difficulty analyses were carried out. The listening part of the achievement test was applied to 202 students and th

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Hamad, Mona M., Alrafeea S. Dafaallah, and Abdulbasit A. Alhaj. "The Challenges of Online English Language Teaching From EFL Instructors’ Point of View in KKU, Tehama Campus During COVID 19 Period." Journal of Language Teaching and Research 12, no. 4 (2021): 543–56. http://dx.doi.org/10.17507/jltr.1204.04.

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Spreading of COVID 19 in the whole world affected all fields of life in general and education in specific; this study aims at finding out the challenges of online teaching from EFL instructors' point of view at KKU/ Tehama campus during the COVID 19 period in the field of 1- Quality of teaching.2 Students' interaction. 3- Results of Authentic learning outcome. 4- Instructors’ planning and correction load 5- Macro and Micro skills. A questionnaire is used to collect the data from instructors who work in Tehama. The researchers used the descriptive-analytical approach. Data were analyzed using S

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Li, Ming, and Brett D. Jones. "Transforming Traditional Teaching: A Professional Development Program for the College EFL Teachers." Theory and Practice in Language Studies 9, no. 12 (2019): 1494. http://dx.doi.org/10.17507/tpls.0912.05.

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Researchers have demonstrated the value of teacher professional development programs (PDPs) as an effective strategy to improve teaching. The purpose of our study was to design and test an intervention that could be used as part of a PDP with three English as a Foreign Language (EFL) teachers at a Chinese university. The primary aim of our intervention was to help the teachers implement teaching strategies that would motivate students to engage in learning, with the ultimate goal of improving student motivation and achievement. The strategies implemented in the classroom intervention included

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K. Morton, Jason, Maria Northcote, Peter Kilgour, and Wendy A. Jackson. "Sharing the construction of assessment rubrics with students: A Model for collaborative rubric construction." Journal of University Teaching and Learning Practice 18, no. 4 (2021): 98–111. http://dx.doi.org/10.53761/1.18.4.9.

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Traditionally, rubrics were used simply as grading tools to provide marking frameworks that were transparent to students. More recently, rubrics have been promoted as educational tools to inform students of good practice with the assumption that they engage with these rubrics to guide their learning. However, some tensions arise from this approach, including the assumption that students actually engage with assessment rubrics and, most notably, whether students understand the purpose of rubrics and the language used within. In response, this paper promotes the practice of teachers involving th

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Pramadya, Hendri. "The Analisis Kesalahan Gramatika dalam Presentasi Bisnis Berbahasa Inggris (Studi Kasus Mahasiswa ASMTB 2016-2017)." Journal of Secretary and Business Administration 2, no. 1 (2018): 84. http://dx.doi.org/10.31104/jsab.v2i1.39.

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This research aims to identify the types of grammatical errors made by ASMTB students (2016-2017) who are studying English business presentation. This research uses descriptive method by counting the number of grammatical errors related to business deals/sales of goods and services. The results of this study show that in the oral presentation (without reading the text) several students had difficulty pronouncing English sentences based on grammatical rules. This research has successfully revealed that in a business presentation simulation, some secretarial program students make grammatical mis

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Krenca, Klaudia, Kathleen Hipfner-Boucher, and Xi Chen. "Grammatical gender-marking ability of multilingual children in French immersion." International Journal of Bilingualism 24, no. 5-6 (2020): 968–83. http://dx.doi.org/10.1177/1367006920912011.

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Aims and objectives/purpose/research questions: We explored the advantage of bilingualism and the effect of linguistic proximity on the acquisition of determiner-noun agreement, an aspect of inflectional morphology, in a French immersion setting. To our knowledge, third language acquisition literature has yet to provide evidence of a bilingual advantage in learning a particular feature of morphology in an additional language among young children. Design/methodology/approach: We compared accuracy in determiner-noun agreement on a narrative task in three groups of grade 1 and 2 students ( n = 15

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Bateson, Gordon. "Developing an Online Test to Measure Writing and Speaking Skills Automatically." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 4 (2021): 69–78. http://dx.doi.org/10.4018/ijcallt.2021100105.

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As a result of the Japanese Ministry of Education's recent edict that students' written and spoken English should be assessed in university entrance exams, there is an urgent need for tools to help teachers and students prepare for these exams. Although some commercial tools already exist, they are generally expensive and inflexible. To address these shortcomings, a new open-source, online test for assessing English ability was developed. The test features the automatic grading not only of reading and listening, but also of speaking and writing. Thus, the general English ability of large numbe

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Rixha, Annafi’in Nur, Idrus Alhamid, Siti Rokhmah, and Syamsir Bin Ukka. "SURFACE STRATEGY TAXONOMY: GRAMMATICAL ERRORS ANALYSIS IN THE THIRD-SEMESTER STUDENTS’ DESCRIPTIVE ESSAY." KARIWARI SMART : Journal of Education Based on Local Wisdom 1, no. 2 (2021): 36–48. http://dx.doi.org/10.53491/kariwarismart.v1i2.39.

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English and Indonesian are grammatically different. The difference proves that the rules and the application of grammar are the difficult problems in writing English. Based on previous preliminary research, many Third-Semester students of English Education Study Program had problems using grammar. This is supported by the results of unstructured interviews by researcher against students. Then students made mistakes they cannot correct called errors. As English Education students, they must have good competence in all language skills to become a good English teacher. In the future, students wil

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Alico, Jerryk Comawas, Usamah D. Maraorao, and Rovelyn D. Maraorao. "Personal Variables and Anxiety in English and Mathematics: Correlational and Comparative Investigation among Pre-University Students." International Journal for Innovation Education and Research 5, no. 11 (2017): 48–61. http://dx.doi.org/10.31686/ijier.vol5.iss11.852.

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Literatures on the role of students’ emotion in learning have brought to light some realizations as to how teaching should transpire. This comparative and correlational research attempts to enrich further such realizations by providing more information about language and mathematics anxieties—two of the most investigated forms of anxiety. This study also correlated some profile variables such as age, sex, ethnic affiliation, and type of high school attended to the two anxieties. Involved in the investigation were 98 pre-university students who were part of the last batch of students in the Pre

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Zahawi, Qismat M. "Peer Assessment in EFL Writing Classes: Investigating Kurdish Students’ Attitudes." Twejer 4, no. 1 (2021): 1255–87. http://dx.doi.org/10.31918/twejer.2141.29.

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Peer assessment refers to students assessing their peers' work and providing grades and/or feedback. This study investigates Kurdish EFL students' attitudes toward peer assessment. To this end, the peer assessment technique will be utilised in teaching academic writing to second-year students in the English Department, College of Basic Education. Participants will be trained on how to assess their peers' writing by using Jacobs et al 's (1981) writing scale as a descriptor grading model. This scale provides five subscales for evaluating a written paragraph, namely: content, organization, vocab

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Wallis, Taryn, and Martin Birt. "A Comparison of Native and Non-Native English-Speaking Groups' Understanding of the Vocabulary Contained within the 16PF (SA92)." South African Journal of Psychology 33, no. 3 (2003): 182–90. http://dx.doi.org/10.1177/008124630303300307.

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Part of the qualitative phase of Abrahams and Mauer's (1999b) study was replicated at the University of Cape Town with both native English-speaking and non-native English-speaking students. Participants were required to provide synonyms for 135 words contained within the 16PF (SA92) in order to ascertain the extent of problems with the language in the test. When following Abrahams and Mauer's original methodology strictly, results seemed to indicate that both groups struggled with the language contained in the 16PF (SA92). However, less rigid marking, taking into account everyday usage of the

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Abbasi, Abdul Malik, Mansoor Ahmed Channa, Innayatullah Kakepoto, Rida Ali, and Misbeh Mehmood. "A Perceptual Study of Phonological Variations in Pakistani English." International Journal of English Linguistics 8, no. 2 (2017): 92. http://dx.doi.org/10.5539/ijel.v8n2p92.

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The present study examines the perceptual judgments of English lexical items and English lexical stress by Urdu ESL (Note 1) (English as Second Language) learners. The analysis discusses the different sound systems of both languages and their syllabification system coupled with the stress patterns. The stimuli of 50 high frequency English words were designed as data collection tool for counting the number of syllables and for marking lexical stress as follows: 9 monosyllabic, 11 disyllabic, 10 tri-syllabic, 10 four-syllabic and 10 five-syllabic words. All participating subjects were 40 under g

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Espin, Christine, Teri Wallace, Heather Campbell, Erica S. Lembke, Jeffrey D. Long, and Renata Ticha. "Curriculum-Based Measurement in Writing: Predicting the Success of High-School Students on State Standards Tests." Exceptional Children 74, no. 2 (2008): 174–93. http://dx.doi.org/10.1177/001440290807400203.

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We examined the technical adequacy of writing progress measures as indicators of success on state standards tests. Tenth-grade students wrote for 10 min, marking their samples at 3, 5, and 7 min. Samples were scored for words written, words spelled correctly, and correct and correct minus incorrect word sequences. The number of correct minus incorrect word sequences written in 7 and 10 min yielded the highest reliability and validity coefficients. Tables of Probable Success were created to illustrate the relation between scores on the progress measures and the state tests. Exploratory analyses

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Smith, Glenn Gordon, Robert Haworth, and Slavko Žitnik. "Computer Science Meets Education: Natural Language Processing for Automatic Grading of Open-Ended Questions in eBooks." Journal of Educational Computing Research 58, no. 7 (2020): 1227–55. http://dx.doi.org/10.1177/0735633120927486.

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We investigated how Natural Language Processing (NLP) algorithms could automatically grade answers to open-ended inference questions in web-based eBooks. This is a component of research on making reading more motivating to children and to increasing their comprehension. We obtained and graded a set of answers to open-ended questions embedded in a fiction novel written in English. Computer science students used a subset of the graded answers to develop algorithms designed to grade new answers to the questions. The algorithms utilized the story text, existing graded answers for a given question

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Darwanto, Bambang Agus, Pratomo Widodo, and Hesthi Heru Satoto. "Morphological Marking Irregularity of Bahasa Indonesia and the Acquisition of English Words." Celt: A Journal of Culture, English Language Teaching & Literature 20, no. 2 (2020): 259. http://dx.doi.org/10.24167/celt.v21i1.2743.

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Abstract: All languages share the same lexical categories such as verb, noun, adjective, and adverb. Unlike English, however, Bahasa Indonesia carries fewer consistent patterns of morphological markers for word categories. A verb, for instance, is marked with the prefix {me-} as in me-nginjak (to step on); however, other verbs do not carry this marker as in makan (eat), tidur (sleep), and tergantung (depend). As for English, the suffix {-ing} or {-ed/-en}, for instance, indicates that the root is a verb regardless of the verb transitivity. This research investigated if the irregularity in the

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Barman, Binoy, and J. Karthikeyan. "Facilitating ELT through Moodle and Google Classroom." Restaurant Business 118, no. 10 (2019): 506–18. http://dx.doi.org/10.26643/rb.v118i10.9570.

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Now-a-days many English language teachers are resorting to what is called “blended teaching/learning” in an endeavor to incorporate information technology into their pedagogical practices. They often use virtual platforms like Moodle and Google Classroom to supportand supplement their physical classroom teaching, which transcends the routine constraints of traditional educational system. In their capacity, teachers and students may engage in necessary interactions “anytime anywhere”, adding extra momentum to the teaching-learning process. English language teaching (ELT) may be specially facili

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Tan, Xiaoping. "Research on College English Writing Teaching under the Background of Big Data: Taking Leshan Normal University as an Example." Theory and Practice in Language Studies 9, no. 1 (2019): 60. http://dx.doi.org/10.17507/tpls.0901.09.

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In recent years, online education has been in the ascendant in China’s education market. Among many competitors in this market, the Pigai system, an intelligent online English essay marking system based on big data analysis, is standing out from the crowd. More and more universities, colleges, even middle schools are taking advantage of it. This paper mainly introduces the reform of writing teaching model by utilizing this system in Leshan Normal University. The experiment of the teaching reform has shown that Pigai can shorten the working hours for teachers, develop students’ habit of autonom

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Schachter, Rachel E., and Holly K. Craig. "Students' Production of Narrative and AAE Features During an Emergent Literacy Task." Language, Speech, and Hearing Services in Schools 44, no. 3 (2013): 227–38. http://dx.doi.org/10.1044/0161-1461(2013/12-0034).

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Purpose This study examined child production of narrative features and of African American English (AAE) during a wordless storybook oral narrative task. Method Participants were 30 AAE-speaking African American kindergarten and 1st grade students from low- and mid-socioeconomic status homes. Story grammar (SG), story literary technique (SLT), and AAE features were examined. Results Young AAE-speaking students used a variety of SG narrative features to develop the plot in their oral stories. Students also used multiple SLT elaborative features, though some techniques were used more frequently

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Nir, Bracha. "Clause combining across grammars." Reflections on Constructions across Grammars 6, no. 2 (2014): 232–65. http://dx.doi.org/10.1075/cf.6.2.05nir.

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The goal of the present study is to examine whether clause-combining rhetorical preferences that differentiate between Hebrew and English are maintained across grammars, specifically, in the context of text production in a non-native language. It examines the usage of various bi-clausal constructions marking different levels of event integration in texts written by advanced speakers of English, all native monolingual Hebrew speakers. The data analyzed consist of personal experience narratives that were collected from high-school and university-level students. These texts are compared to narrat

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Hidayat, Didin Nuruddin, Nur Fitriyani, Alek Alek, Yudi Septiawan, and Ismalianing Eviyuliawati. "An Investigation into The Grammatical Errors of Students’ Writing." EDUVELOP 4, no. 1 (2020): 9–16. http://dx.doi.org/10.31605/eduvelop.v4i1.806.

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Writing serves as a tool for students to extend their grammatical composition, enrich their lexicon, and increase other language abilities, such as reading, listening, and speaking. This study intends to examine written features and analyze frequent errors of students' grammar in writing. Employing a qualitative descriptive research method, the samples were chosen based on convenience samples. The participants were high schoolers studying at their Year 10, whose English language competence is at an average grade. The students practiced descriptive writing and grammar rules. Four students submi

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