Academic literature on the topic 'Macro-skills'

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Journal articles on the topic "Macro-skills"

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Dimaano, Matilda Heralde, and Ngô Thị Thu Hương. "Performance and difficulties in English language macro-skills by freshman students in selected colleges in Bacgiang City, Vietnam." Journal of English Language and Literature 11, no. 3 (2019): 1139–48. http://dx.doi.org/10.17722/jell.v11i3.416.

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Knowledge in four macro-skills (i.e., listening, speaking, reading, and writing) are needed by learners for effective communication. The consistent search for improvement on these macro-skills helps promote self-development, effective communication and success in many different environments and context. Learners are motivated by opportunities that may come during learning of macro-skills which in turn allow the skills to subconsciously grow and develop naturally within the learner. This study aims to evaluate the performance and difficulties in English language macro-skills of freshmen Vietnamese students in selected Colleges in Bacgiang City. It made use of the descriptive method of research. The subjects of the study are 299 first year college students taking up basic English course in the three colleges in Bacgiang namely: Ngo Gia Tu College, Industry and Technology College and Vocational College. The data gathering instrument used is a teacher-made test. Results of the study showed that the level of students’ performance in the macro-skills of reading, writing, listening and speaking were all average. There were significant differences in the students’ performance among the macro-skills indicating non-relatedness of the macro-skills to each other. Students encountered difficulties in comprehension for macro-skills in reading and listening; while sharpening writing skill is the difficulty encountered for the macro-skill in writing; and pronunciation for the macro-skill in speaking. The most serious among the difficulties in macro-skills are those that pertain to comprehension both in reading and listening. The findings of the study suggest that English teachers have to be encouraged to provide more language exercises for their students to improve their language deficiencies; intervention measures must be developed based on the language deficiencies identified; similar studies on English language macro-skills will have to be conducted in universities to determine their students’ language performance and difficulties.
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Applegate, Rachel. "Educating Assessors: Preparing Librarians with Micro and Macro Skills." Evidence Based Library and Information Practice 11, no. 2 (2016): 74. http://dx.doi.org/10.18438/b89d0p.

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Abstract
 
 Objective – To examine the fit between libraries’ needs for evaluation skills, and library education and professional development opportunities. Many library position descriptions and many areas of library science education focus on professional skills and activities, such as delivering information literacy, designing programs, and managing resources. Only some positions, some parts of positions, and some areas of education specifically address assessment/evaluation skills. The growth of the Library Assessment Conference, the establishment of the ARL-ASSESS listserv, and other evidence indicates that assessment skills are increasingly important.
 
 Method – Four bodies of evidence were examined for the prevalence of assessment needs and assessment education: the American Library Association core competencies; job ads from large public and academic libraries; professional development courses and sessions offered by American Library Association (ALA) divisions and state library associations; and course requirements contained in ALA-accredited Masters of Library Science (MLS) programs. 
 
 Results – While one-third of job postings made some mention of evaluation responsibilities, less than 10% of conference or continuing education offerings addressed assessment skills. In addition, management as a topic is a widespread requirement in MLS programs (78%), while research (58%) and assessment (15%) far less common. 
 
 Conclusions – Overall, there seems to be more need for assessment/evaluation skills than there are structured offerings to educate people in developing those skills. In addition, roles are changing: some of the most professional-level activities of graduate-degreed librarians involve planning, education, and assessment. MLS students need to understand that these macro skills are essential to leadership, and current librarians need opportunities to add to their skill sets.
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Abdullahi, Aliyu, Nurazan Binti Mohmad Rouyan, and Siti Salwa Mohd Noor. "A Review on the Factors Affecting the Learning of Arabic Macro-Skills Among Malay Undergraduate Students." Humanities and Social Science Research 1, no. 1 (2018): p53. http://dx.doi.org/10.30560/hssr.v1n1p53.

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This research intends to review a number of studies on the factors which might have an influence on the learning of Arabic as second language macro-skills (reading, writing, listening, and speaking) among Malay undergraduate students. The reviewed articles are categorised into four groups: literature related to factors affecting the speaking skills, literature related to factors affecting the writing skills, literature related to factors affecting the listening skills, and literature related to factors affecting the reading skills. However, different empirical studies reviewed confirm many factors have significant correlations with the students' performances in learning Arabic language macro-skills. Such factors are Malay students' attitude towards the Arabic language; the use of Arabic for communication purposes; lack of confidence and teaching techniques. However, some studies account different results. This mixture of results regenerates from diversities in methodology, variables used and the time of the study.
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Kadhim Te'ima, Faris. "Iraqi EFL Teachers' Awareness and Use of Micro and Macro-skills." لارك 2, no. 29 (2019): 1–13. http://dx.doi.org/10.31185/lark.vol2.iss29.1369.

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 الملخص 
 إنَّ تدريس اللغة الانكليزية وتعلّمها يتطلب التمكّن من مجموعة من المهارات, منها المهارات الرئيسة الأربع: الإصغاء, الكلام, القراءة, والكتابة, وكلٌّ من هذه المهارات تحتوي على مهارات فرعية أخرى تسمّى المهارات الصغيرة (الثانوية) والمهارات الكبيرة (الرئيسة), وإنّ معرفة المهارات الفرعية تُعدُّ ضروريةً لمدرسي اللغة الانكليزية بوصفها لغة أجنبية؛ لأنّ عملية التدريس لا تنجز إلّا بمعرفة تلك المهارات, وتُعدّ تلك المهارات الرئيسة والثانوية جزءاً لا يتجزّأ من العملية التدريسية التي من خلالها يستطيع المدرسون أن يضعوا أهداف الدرس, وتحليله, ووضع اختبارات, وتحديد الوقت المطلوب لكلِّ نشاطٍ دراسيّ, وغيرها؛ ولمعرفة مدى ادراك تلك المهارات واستعمالها من قبل المدرسين أعدّتْ أداة تتكون من مقابلة واستبيان عرضتْ على عيّنة من المدرسين, وأظهرت النتائج أنّ أغلبَ مدرسي اللغة الانكليزية العراقيين لم يدركوا تلك المهارات, ولم يستعملوها في عملية التدريس .
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Hamdani, Saboor Zafar, Tehreem Arshad, Sharmeen Aslam Tarar, and Rukhsana Kausar. "Personal narrative skills of Urdu speaking preschoolers." Narrative Inquiry 29, no. 1 (2019): 50–81. http://dx.doi.org/10.1075/ni.17063.ham.

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Abstract The present study aimed to explore the personal narrative skills of Urdu speaking preschoolers, aged between 4 and 5 years. The study also aimed to investigate the gender differences in narrative skills, and relationship and the predictive association between macro- and microstructure skills. A total of 80 preschoolers were recruited using two-stage sampling (convenience and purposive). After screening the participants for intellectual functioning, three personal narratives were collected from each participant. The results revealed non-significant differences on the basis of age and gender. A significant correlation was found between the macro- and microstructure skills in children. NDW (number of different words), TNW (total number of words), and MLU (mean length of utterance) were revealed as significant predictors of macrostructural competencies in children. This was the first research that highlighted the narrative skills of Urdu speaking preschoolers. Hence, the patterns identified might help in extending the theory and research in this field.
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Labicane, Gianinna Elaine Malapote. "FOREIGN LANGUAGE ANXIETY EXPERIENCES OF FILIPINO STUDENTS ACROSS THE FOUR MACRO SKILLS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (2021): 254–64. http://dx.doi.org/10.30743/ll.v5i1.3761.

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Throughout the years, scholars have determined that foreign language learning is associated with negative emotional reactions rooted from communication apprehension, test anxiety, and fear of negative evaluation; a phenomenon more widely known as Foreign Language Anxiety (FLA), which has effectively hindered language learning for many students. Moreover, it does not help that the abrupt and drastic pedagogical transformations brought about by the COVID-19 pandemic in itself has proven to be stressful and anxiety-provoking for the learners. In this context, the aim of this study was to determine the foreign language anxiety experienced by Filipino learners in the remote learning setup. This mixed method study gathered data from 83 Filipino college students about their FLA experience across the four macro skills: reading, writing, listening and speaking amidst remote learning. Results revealed the participants experienced the highest level of anxiety with speaking. However, it must be noted that the fear of making mistakes and fear of negative evaluation can be observed across all the four macro-skills. Participants also struggle with opportunities to improve across the four macro skills due to the intermittent internet connection, inadequate resources, and limited interaction with their teachers and peers.
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Elshahawy, Khaled Elkotb Mahmoud. "Practicing English Through Digital Devices: Practices and Perceptions of the EFL Undergraduate Students Majoring in English Language." International Journal of Language and Literary Studies 2, no. 1 (2020): 21–37. http://dx.doi.org/10.36892/ijlls.v2i1.109.

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This research paper briefly considers the significance of practicing English through digital devices for EFL Saudi undergraduate university students majoring in English language. As the Computer Assisted Language Learning (CALL) acronym is no longer suitable for investigating and describing EFL practices to improve the English language learners' macro skills, namely, listening, speaking, reading and writing .This is because we are now in a ‘post-CALL era’ of Mobile Assisted Language Use (MALU) with digital literacy skills as a defining characteristic for the 21st century English language learners.The current study highlighted the practices and perceptions of Languages and Translation Department students majoring in English Language at Tayma University College in Saudi Arabia. In order to collect the necessary data, the study used a four- point options Lekert scale questionnaire. The study used a mixed method of quantitative and qualitative approaches. The participants of the study were 40 students (20 males and 20 females). The study was conducted in the first semester of the academic year 2018/2019. The findings of the study proved that the students were highly motivated to use the digital devices to improve their English language proficiency macro skills. Based on these results, the study recommends implementing the digital devices in the EFL curricular to improve the EFL learners’ macro skills.
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Mante-Estacio, Ma Joahna, Paolo Nino Valdez, and Dennis Pulido. "Effective teaching of the macro-skills: reflections from Filipino teachers of English." Reflective Practice 19, no. 6 (2018): 844–54. http://dx.doi.org/10.1080/14623943.2018.1539662.

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Zerden, Lisa de Saxe, Amanda Sheely, and Mathieu R. Despard. "Debunking macro myths: findings from recent graduates about jobs, salaries, and skills." Social Work Education 35, no. 7 (2016): 752–66. http://dx.doi.org/10.1080/02615479.2016.1188915.

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BONIFACCI, PAOLA, MARGHERITA BARBIERI, MARTA TOMASSINI, and MAJA ROCH. "In few words: linguistic gap but adequate narrative structure in preschool bilingual children." Journal of Child Language 45, no. 1 (2017): 120–47. http://dx.doi.org/10.1017/s0305000917000149.

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AbstractThe aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary, Phonological Awareness, Morphosyntactic Comprehension, Phonological Memory, Letter Knowledge, and Story Sequencing tasks. The narratives produced in the Story Sequencing task were coded. Bilinguals underachieved, compared to monolinguals, in vocabulary, phonological awareness and morphosyntactic comprehension; they also differed in Type and Token indexes and in free morphology, but not in the level of macro-structural complexity. Macro-structural parameters were predicted by Mean Length of Utterances in monolinguals, but not in bilinguals. Bilingual children are able to structure stories in their L2 with monolingual-like cohesive complexity, although ‘in few words', that is, with weak L2 linguistic skills.
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