Log in

Relevant bibliographies by topics / English language High school students High school students English language

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'English language High school students High school students English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English language High school students High school students English language.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "English language High school students High school students English language"

1

Racca, Robelle Millie Ann B., and Ronald Candy S. Lasaten. "English Language Proficiency and Academic Performance of Philippine Science High School Students." International Journal of Languages, Literature and Linguistics 2, no. 2 (June 2016): 44–49. http://dx.doi.org/10.18178/ijlll.2016.2.2.65.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ginsberg, Daniel, Maya Honda, and Wayne O'Neil. "Looking beyond English: Linguistic inquiry for English Language Learners." LSA Annual Meeting Extended Abstracts 1 (May 2, 2010): 28. http://dx.doi.org/10.3765/exabs.v0i0.507.

Full text

Abstract:

Is there a role for linguistic inquiry in a class of high school English Language Learners? Based on a year-long pilot project initiated by a Greater Boston high school teacher, we present evidence: (1) that examining the spoken and written languages represented in the classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and about their beliefs about language; (2) that the analysis of students’ home languages validates these languages in the school context, defining them as a rich resource worthy of study, rather than as a hindrance to education.

APA, Harvard, Vancouver, ISO, and other styles

3

Sansaluna, Saima, Lydia Bawa, Amour Camua, and Leonel Untong. "Senior High School Students’ Anxiety and Performance in Learning English." Advances in Social Sciences Research Journal 8, no. 4 (May 6, 2021): 605–12. http://dx.doi.org/10.14738/assrj.84.10018.

Full text

Abstract:

This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.

APA, Harvard, Vancouver, ISO, and other styles

4

Naumenko, Liudmyla, and Yana Bilyk. "TEACHING ENGLISH GRAMMAR TO HIGH SCHOOL STUDENTS: COGNITIVE APPROACH." АRS LINGUODIDACTICAE, no. 3 (2019): 21–30. http://dx.doi.org/10.17721/2663-0303.2019.3.03.

Full text

Abstract:

Background: Cognitive approach to teaching foreign languages at high school proves rather effective given the level of intellectual development and interests of learners in their early youth. The approach, based on conscious learning, currently finds support in the documents on school reform being conducted in Ukraine. Purpose: The purpose of the article is to discuss provisions of cognitive approach to teaching a foreign language at high school and establish correlation between logical operations of thinking and types of syntactic exercises in the process of learning grammar. Discussion: Teaching grammar is a challenging task, especially if combined with the basic vocabulary taught parallelly. However, cognitively and thematically oriented exercises facilitate the learning process, making it more sensible and smoother. Cognitive grammar exercises also meet the learners’ expectations and develop their intellectual abilities, deepen memory, train attention and logical thinking. Besides developing their grammatical and lexical skills, the students acquire cognitive abilities to make a choice, find out necessary answers, solve problems, etc., which can be exceptionally useful in everyday life and professional setting. The proposed grammar exercises which are classified according to their types into multiple choice, transformation, comparing, grouping, logical thinking, formulation of definitions and language games can be further completed with different variations which will add additional quest to the learners. Results: The latest achievements of cognitive linguistics and cognitive psychology have a powerful impact on the development of new methods and approaches to language teaching. Cognitive approach to teaching foreign languages proves to be one of the most effective instruments of teaching-learning process, especially based on the knowledge of psycho-physiological development of the object of study.

APA, Harvard, Vancouver, ISO, and other styles

5

Rustamovna, Razzakova Gulchekhra. "Teaching English As A Foreign Language To Students With Learning Disabilities." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 385–88. http://dx.doi.org/10.37547/tajssei/volume03issue04-59.

Full text

Abstract:

Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.

APA, Harvard, Vancouver, ISO, and other styles

6

Alyousif, Raneem, and Zainab Alsuhaibani. "English Language Learning Demotivating Factors for Saudi High School EFL Students." English Language Teaching 14, no. 8 (July 26, 2021): 29. http://dx.doi.org/10.5539/elt.v14n8p29.

Full text

Abstract:

Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 

APA, Harvard, Vancouver, ISO, and other styles

7

Giaschi, Peter. "Time, Timing, Timetabling: Critical Elements of Successful Graduation of High School ESL Learners." TESL Canada Journal 18, no. 1 (October 31, 2000): 17. http://dx.doi.org/10.18806/tesl.v18i1.897.

Full text

Abstract:

As we begin the new millennium, it is clear that the classrooms of today are unlike those of the past. The most visible change has been the diversity now present in our high schools, reflected in the large numbers of students who are learning English as a second language. These students are in the process of developing English language proficiency at the same time as they are pursuing high school graduation requirements. School administrators can apply what is known about the process of developing English language proficiency when making decisions about deployment of staff and building their school timetable. When time, timing, and timetabling converge in a school plan that permits the development of English language proficiency while ESL students are in the mainstream, the success of ESL students can be greatly enhanced.

APA, Harvard, Vancouver, ISO, and other styles

8

Liu, Guobing, and Yafei Zhang. "The Production-oriented Approach to Teaching English Writing in Chinese Junior High Schools." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1288. http://dx.doi.org/10.17507/jltr.1006.18.

Full text

Abstract:

With the acceleration of globalization, English communicative competence has become a necessary ability in modern society. The teaching of English writing in junior high schools not only improves students’ comprehensive language ability, but also lays a favorable foundation for their future English learning. Writing classes should highlight the importance of writing. But in fact, students’ actual output is neglected. The writing classes exist in name only. Based on the above questions, this research attempts to apply the Production-Oriented Approach (POA) in junior high school English writing teaching which is proposed by Chinese scholar Wen Qiufang. This research aims to find the effectiveness of POA in English writing teaching of Chinese junior high schools. We adopt the experimental research approaches, using classroom observation, interviews and tests to collect research data. Taking a class of 50 students in Grade 8 of junior high school as the research subjects, the researcher carries out the production-oriented English teaching experiment for one semester. It has been found: (1) Compared with traditional English instructions, POA can improve the English writing quality and comprehensive language using ability of junior high school students. (2) Both teachers and students believe that POA can stimulate students’ positive emotional experience, and students have more opportunities to use language in class. Through “enabling”, the quality of students’ language output has been significantly improved.

APA, Harvard, Vancouver, ISO, and other styles

9

Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

Full text

Abstract:

English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.

APA, Harvard, Vancouver, ISO, and other styles

10

Shnukal, Anna. "Language in Learning at Thursday Island High Schoo." Australian Journal of Indigenous Education 24, no. 2 (1996): 42–52. http://dx.doi.org/10.1017/s1326011100002465.

Full text

Abstract:

Last year I was approached by the Thursday Island High School in Torres Strait to analyse the major linguistic differences between Standard English and Torres Strait Creole – the language of the majority of the students – insofar as these affect the students' comprehension and production of written English texts. In this, the High School was responding to a request by its Management Committee and general concern about the students' acquisition of English literacy.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "English language High school students High school students English language"

1

Lai, Ching-yee Evita. "An exploration into the factors affecting Hong Kong F.4 students' self-perception of their English language ability." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B42576258.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Walker, Elizabeth Anne. "Foreign language anxiety in Hong Kong secondary schools : its relationship with the age-related factors, school form and self-perception /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18635763.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Ho, Wai-leung. "Investigating the impact of student-initiated criteria for English language school-based assessment." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Fung, Tak-ying Dora. "Influences on students' achievements in learning English as a second language." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38756481.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Li, Pik-lan Carmen. "Hong Kong form 6 students' ability in English idiom comprehension in relation to their general English proficiency." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22198921.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Leung, Man-man Teresa. "English in the Hong Kong classroom : a study of student participation in language lessons /." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42574845.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

8

Shirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.

Full text

Abstract:

This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese subjects by both the Spearman rank order correlation coefficients and the Implicational Scaling Analysis based on Group Range. This indicates strong transfer from the Japanese language. But language transfer is not such a simple phenomena as the researchers in the Behaviorism era thought. Some methodological problems concerning the grammatical morpheme studies and possible determinants of the accuracy order of the morphemes were also discussed.

APA, Harvard, Vancouver, ISO, and other styles

9

Man, So-shan Susan. "First language influencing Hong Kong students' English learning." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36897784.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Au, Suk-ying. "A study of students' responses to their teachers' written feedback on writing." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161793.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "English language High school students High school students English language"

1

Vultaggio, Barbara. Writing exercises for high school students. Bloomington, Ind: ERIC Clearinghouse on Reading and Communication Skills, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

The writing-rich high school classroom: Engaging students in the writing workshop. New York, NY: Guilford Press, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Anisef, Paul. The young adult learner: Fifteen- to eighteen-year-old students in the Ontario English-language school system. Toronto, Ont: Ontario Ministry of Education and Training, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gérin-Lajoie, Diane. Youth, language, and identity: Portraits of students from English-speaking high schools in the Montreal area. Toronto: Canadian Scholars' Press, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Waterman, Sheryn Northey. Differentiating assessment in middle and high school English and social studies. Larchmont, NY: Eye on Education, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

The successful high school writing center: Building the best program with your students. New York: Teachers College, Columbia University, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Teaching English so it matters: Creating curriculum for and with high school students. Thousand Oaks, Calif: Corwin Press, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Empowering students to write and re-write: Strategies for middle and high school teachers. Larchmont, NY: Eye On Education, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Kay, Montgomery Paula, ed. Library media skills and the senior high school English program. Littleton, Colo: Libraries Unlimited, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

"Is this English?": Race, language, and culture in the classroom. New York: Teachers College Press, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "English language High school students High school students English language"

1

Yun, Huang. "Reorienting Tibetan High School Students’ English Language Learning." In Multidisciplinary Research Perspectives in Education, 27–36. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-615-6_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Holloway, Susan, and Gerardo De La Garza. "Shifting the Mathematics Learning Culture for ELL Students at “The Most Diverse High School in the United States”." In Teaching Mathematics to English Language Learners, 205–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bunch, George C. "Chapter 9. Immigrant Students, English Language Profi ciency and Transitions from High School to Community College." In TheEducation of Language Minority Immigrants in the United States, edited by Terrence G. Wiley, Jin Sook Lee, and Russell W. Rumberger, 263–94. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692122-012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hock, Michael F., Irma F. Brasseur-Hock, and Donald D. Deshler. "Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices." In Literacy Studies, 99–118. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Yuan, Yuan, Xiao Xie, and Yi-chuan Yuan. "A Study of Correlation Between Self-efficacy, Language Anxiety, Metacognitive Strategies and English Achievements of Achang Ethnic Minority Junior High School Students in the Trilingual Background." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 316–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_36.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Vollmer, Carl, and Benjamin Thanyawatpokin. "A Plurilingual Approach to Language Education." In Handbook of Research on Curriculum Reform Initiatives in English Education, 84–103. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch006.

Full text

Abstract:

English education around the world is moving in a communication-based and task-oriented direction. Plurilingualism principles state that non-native language varieties should be used in the classroom along with encouraging students to freely mix and code switch between languages in order to facilitate communication from the students and raise motivation to use language. The suggestions for language classrooms include welcoming the students' home language into the classroom, actively encouraging students to use knowledge of other languages besides English or the student L1, and focusing on preserving the flow of conversation by allowing students to mix languages freely when speaking. The authors provide several snapshots of how they utilize plurilingualist principles in their own classrooms. Classrooms that are included in the snapshots range from high school to an after-school elementary student program for teaching English. While the observations come mainly from EFL classrooms in Japan, the hope is that the suggestions can be applied in classrooms in other countries.

APA, Harvard, Vancouver, ISO, and other styles

7

Zaid, Adnan, and Sri Sarjiyati. "Teaching critical thinking through reading to senior high school students." In English Linguistics, Literature, and Language Teaching in a Changing Era, 89–93. Routledge, 2019. http://dx.doi.org/10.1201/9780429021039-11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Immigration and Refugee Policy, 238–58. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch014.

Full text

Abstract:

This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.

APA, Harvard, Vancouver, ISO, and other styles

9

Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Intercultural Responsiveness in the Second Language Learning Classroom, 106–26. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch007.

Full text

Abstract:

This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.

APA, Harvard, Vancouver, ISO, and other styles

10

Purnawarman, P., A. A. Danuwijaya, and A. R. Ningrum. "High school students’ perceptions of the application of Edmodo to English language learning." In Ideas for 21st Century Education, 351–57. Routledge, 2017. http://dx.doi.org/10.1201/9781315166575-71.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "English language High school students High school students English language"

1

Mahmudah, Rifa’atul, and Havid Ardi. "The Use of Instagram Platform Toward Junior High School Students’ Speaking Ability." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.061.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Muhtarom and Hikmatul Masykuriyah. "Speaking Strategies Used By the Junior High School Students with Different Level of Speaking Ability." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Rahman, Faisal Abdul, Erni Haryanti Kahfi, and R. Nadia R.-P. Dalimunthe. "Exploring the Implementation of Teacher’s Corrective Feedback on Students’ Pronunciation: A Case Study in an Indonesian Public High School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220804770485.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Khalida, Azharia, and Refnaldi. "Vocational High School Students’ Needs on English Speaking Learning Materials for Hospitality Study Program." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.039.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Margawati, Prayudias. "Literary Appreciation: Media Implanted Character Values to High School Students." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.60.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Harahap, Nursaima, Siti Meutia Sari, Yulia Rizki Ramadhani, Rizka Safriyani, and Rosni Harahap. "Using Rosetta Stone Media Through the Dynamic Immersion Method to Improve Vocabulary Mastery for Junior High School Students." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Suyadi and Arya Andana. "Analysis of Students’ Need of Specific English Materials for Engineering Program at Vocational High School." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.029.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Adioska, Medi. "An Analysis of Curriculum 2013 English Textbook at Seventh Grade Students of Junior High School." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.059.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Qomaria, Dewi, and M. Zaim. "The Use of YouTube Video to Enhance Students’ Speaking Skill in Senior High School." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Ari Widayanti, Maria Johana, and Rinta Aryani. "Creating Stories to Improve Students’ Writing Ability in Narrative Text for Junior High School Students." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.46.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "English language High school students High school students English language"

1

Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

Full text

Abstract:

Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

APA, Harvard, Vancouver, ISO, and other styles

2

Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

Full text

Abstract:

In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!