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Journal articles on the topic 'Monolingual students'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Yamchi, Roghayeh, and Vishal Kumar. "Comparison of Iranian Monolingual and Bilingual EFL Students’ Listening Comprehension in Terms of Watching English Movie with Latinized Persian Subtitles." English Language Teaching 9, no. 5 (2016): 65. http://dx.doi.org/10.5539/elt.v9n5p65.

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<p>The main concern of the present study was to compare Iranian monolingual and bilingual EFL students’ listening comprehension in terms of Latinized Persian subtitling of English movie to see whether there was a significant difference between monolinguals and bilinguals on immediate linguistic comprehension of the movie. Latinized Persian subtitling was representing Persian language in Latin script. To achieve this end, an ex post facto design was employed. The homogenized participants of this study were 24 Persian monolingual students and 22 Azeri-Persian bilingual students. One listen

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TER KUILE, HAGAR, MICHIEL VELDHUIS, SUZANNE C. VAN VEEN, and JELTE M. WICHERTS. "Bilingual education, metalinguistic awareness, and the understanding of an unknown language." Bilingualism: Language and Cognition 14, no. 2 (2010): 233–42. http://dx.doi.org/10.1017/s1366728910000258.

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An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased ability to understand an unknown language. To measure metalinguistic awareness and the ability to understand text written in an unknown language, we designed the Indonesian Language Test (ILT). The ILT consists of items regarding a story in Indonesian. Dutch high school students from monolingual and

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Rachanioti, Lena, Eleni Griva, and Anastasia Alevriadou. "Children ‘Think Aloud’ and ‘Talk About’ Vocabulary Strategies in an Integrated Memory-based Text Framework." Journal of Studies in Education 7, no. 1 (2017): 61. http://dx.doi.org/10.5296/jse.v7i1.10425.

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The present study aimed at recording and comparing the vocabulary strategies employed by Greek students and bilingual immigrants in an integrated memory-based text framework. Moreover, an effort to correlate the language strategies employed by the participants with their academic performance was attempted. The sample consisted of 20 monolingual and 20 bilingual students of Albanian origin, who attended the 5th and 6th grade of three primary schools in Eastern Thessaloniki, Greece. The monolingual and bilingual students were matched according to their mark reports on academic performance. Quali

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Samadi, Fatemeh, Mojtaba Maghsoudi, and Fatemeh AzizMohammadi. "The Impact of Cognitive and Metacognitive Strategies on Iranian EFL Bilingual versus Monolingual Learners Reading Comprehension ability." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (2014): 51–60. http://dx.doi.org/10.24297/jal.v2i1.2008.

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This study attempts to measure the effect of the implementation of cognitive and metacognitive reading strategies on reading ability of second year high school students who were bilinguals and monolinguals. In order to address these issues, a quantitative study was conducted on 193 EFL bilingual and monolingual students who were randomly selected from some high schools of Markazi province (Arak and Farahan ) . To meet the mentioned aims, subjects were given English proficiency test, reading comprehension test, cognitive and metacognitive strategies questionnaire By utilizing t-test and ANOVA r

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Ehl, Birgit, Gunnar Bruns, and Michael Grosche. "Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relation with home language and literacy activities." International Journal of Bilingualism 24, no. 4 (2019): 715–28. http://dx.doi.org/10.1177/1367006919876994.

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Purpose: As bilingual students often achieve lower scores than monolinguals in single-language vocabulary assessments, a deficit-oriented view of bilingualism is widespread in educational institutions. This study examined whether this alleged difference remains when the conceptual vocabulary scores of bilingual primary students are considered, and when home language and literacy activities are taken into account. Methods: Extensive expressive vocabulary measures were administered in both the environmental language (German) and the heritage language (Turkish) to simultaneous and sequential bili

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Reza Pahlavannezhad, Mohammad, and Mohammad Heidarypur. "Exploring the comparison between bilingual and monolingual students’ perception of classroom environment." Onomázein Revista de lingüística filología y traducción, no. 51 (2021): 11–110. http://dx.doi.org/10.7764/onomazein.51.01.

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Bilingualism is a phenomenon, visible in most of the countries all over the world. According to statistics, released in 2017, they make up 42% of the whole country’s population in Iran. The statistical population of this research includes 70 bilinguals and monolinguals, from among BA students of Ferdowsi University of Mashhad. Through random cluster sampling, these individuals were selected, among whom 38 students were monolingual (Farsi), 18 students bilingual (Farsi-Kurdish), and 14 students bilingual (Farsi-Turkish). Perceptions of classroom environment questionnaire (WIHIC) has been used a

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Pop, Anișoara. "Anca Maria Slev, Variables in Language Learning. Age, Bilingualism, Cultural Identity, and Emotions – Casa Cărţii De Știinţă, Cluj Napoca, 2020." Acta Marisiensis. Philologia 3, no. 1 (2021): 1–2. http://dx.doi.org/10.2478/amph-2022-0056.

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Abstract By studying the variables of age, bilingualism, identity, and emotions on second language learning/teaching, the author identifies methods likely to optimize both students’ second language acquisition (SLA) and the teachers’ approaches. The pertinent conclusion is that both teaching and acquisition of English as a second or third foreign language are shaped by multiple concomitant factors including the students’ age, their cultural identity, emotions, as well as their being bilingual or multi-lingual. Especially novel and illustrative for the author’s contribution to the field is the

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Sabeki, Farzad, and Rezvaneh Karimzadeh. "A Comparative Study of English Vocabulary Learning Strategies Used by Iranian Bilinguals and Monolinguals." Journal of Arts & Social Sciences 7, no. 2 (2020): 01–10. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(01-10).

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The present study is an attempt to explore English vocabulary learning strategies employed by Iranian EFL undergraduate Baluch-Persian bilingual and Persian monolingual students in the University of Sistan and Baluchestan. The study utilized a between-groups research design. The participants of this study were 33 bilingual (Baluch-Persian) and 34 monolingual (Persian) students with an intermediate level of English. Their age ranged from 19 to 24 and. In order to collect the data, adapted version of Schmitt’s (1997) Vocabulary Learning Strategy Questionnaire (VLSQ) with a five-point Likert scal

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Dewi, Ienneke Indra. "The Comparison of the Monolingual and Bilingual Japanese Students in The English Achievement." Lingua Cultura 1, no. 2 (2007): 142. http://dx.doi.org/10.21512/lc.v1i2.320.

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Article is intended to know whether the monolingual or bilingual Japanese students are better in the English achievement and whether the exposure of English influences the ability. The data were taken from 60 Japanese students who are supposed to fill in the questionnaires regarding their language background. The English achievement data were taken from the students’ scores in Senior High School National Examination and the data further were compared to the TOEFL English score. The analysis is carried out using ANOVA analysis. This research indicates that monolinguals are better learners in En

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Al-Rubshi, Samir. "The Difficulties That Encounter Monolinguals Compared To Bilinguals In A Second Language Classroom." Journal of the Academic Forum 8, no. 1 (2024): 279–98. https://doi.org/10.59743/jaf.v8i1.101.

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This study reported here focused on the difficulties that monolingual compared to bilingual learner in English language classrooms. It primarily aimed to determine the difficulties that monolinguals in English language learning compared to bilinguals, it also, aimed to establish the difference between these two types of learners, and it concluded with solutions for limiting these differences. The research method used in this research was a mixed method approach, namely qualitative and quantitative. Data collection in this research used quantitative questionnaires and qualitative interviews. Th

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Lopez-Hernandez, Daniel W., Krissy E. Smith, Chelsea McElwee, and Tara L. Victor. "34 The Influence of Bilingualism in Young Adults." Journal of the International Neuropsychological Society 29, s1 (2023): 446–47. http://dx.doi.org/10.1017/s1355617723005854.

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Objective:The research examining the influence of bilingualism on cognition continues to grow. Past research shows that monolingual speakers outperformed bilingual speakers on language, memory, and attention and processing speed tasks. However, the opposite has been found favoring bilingual speakers, when comparing executive functioning abilities. Furthermore, researchers have reported that no differences in executive functioning abilities exist between young adult monolingual speakers compared to young adult bilingual speakers. Moreover, limited research exists examining cognition abilities b

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Abril, Carlos R., and Patricia J. Flowers. "Attention, Preference, and Identity in Music Listening by Middle School Students of Different Linguistic Backgrounds." Journal of Research in Music Education 55, no. 3 (2007): 204–19. http://dx.doi.org/10.1177/002242940705500303.

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Monolingual (English) and bilingual (English, Spanish) sixth-grade students (N = 60) from two urban school settings in the United States listened to three versions of the same song (English, Spanish, and instrumental). While listening to each example, students tapped a computer touch pad every time they became distracted from the music. After listening, students described the nature of their distractions, and rated each song version for preference and identity. Finally, students were asked to describe the reason for their preference decisions. Analysis revealed no significant difference betwee

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Nabila, Ulya, Nira Erdiana, Diana Fauzia Sari, and Yuliana Yuliana. "The Difference between Bilingual Acehnese-Indonesian and Monolingual Indonesian Students’ Learning Behavior in EFL." English Education Journal 15, no. 1 (2024): 31–43. http://dx.doi.org/10.24815/eej.v15i1.33092.

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This study was conducted in qualitative research aimed to discover the difference in learning behavior between bilingual Acehnese-Indonesian and monolingual Indonesian in EFL. The data of this study was obtained from the 7th grade at SMP Teuku Nyak Arif Fatih Bilingual School, Banda Aceh. The participants were five bilingual and five monolingual students. The data were collected through observation and interviews. The observation data was students’ learning behavior during English class and was analyzed in descriptive statistics (percentages). The interview data included transcripts of support

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Abdullah Alazzaz, Lubna, and Fatimah Almutrafi. "Verbal and Visuospatial Working Memory in Arabic-English Female Bilinguals: Is There an Advantage?" Arab World English Journal 13, no. 4 (2022): 468–85. http://dx.doi.org/10.24093/awej/vol13no4.31.

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This study sheds light on the effect of bilingualism on working memory performance. It aims to investigate whether bilingual speakers have an advantage over monolingual speakers in performing visual-spatial working memory tasks. The present study attempts to be a contribution to the discussion of how working memory performance is affected by bilingualism. It tries to find out whether Arabic-English bilingual speakers have advantages over Arabic monolingual speakers in performing visual-spatial working memory tasks. Two experiments were conducted to test the working memory performance of biling

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Souza, Lourdes Bernadete Rocha de, and Aline Gisele Conceição Leite. "Profile of phonological awareness in bilingual and monolingual children." CoDAS 26, no. 1 (2014): 61–67. http://dx.doi.org/10.1590/s2317-17822014000100009.

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Purpose: To compare the performance of phonological awareness skills in bilingual and monolingual students of both genders. Methods: This research presents an observational, cross-sectional descriptive study conducted with 17 students from the 3rd grade, aged between seven years and 8 years and 11 months, with similar socioeconomic level, from two private schools, being one a monolingual school, and the other a bilingual one. Children at risk for auditory deprivation of any degree, those with learning difficulties, and children enrolled in the school less than two years were excluded from the

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Ruan, Xinbei, and Din Wardatul Akman. "The effectiveness of monolingual teaching on students’ English listening ability." International Journal on e-Learning and Higher Education 19, no. 1 (2024): 43–58. http://dx.doi.org/10.24191/ijelhe.v19n1.1913.

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Nowadays in China, the English proficiency of non-English majors in universities and colleges, in general, is not as satisfactory as expected. One of the reasons is supposed to be the sharp decrease of English input during classroom time, compared with that in junior and senior high school. The research investigates whether monolingual teaching is a possible answer to the problem and the role of the monolingual classroom in improving students’ listening performance. The research is quantitative in nature. It adopts a quasi-experimental design, with two classes of freshmen as participants, one

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Risadi, Md Yudyantara, I. Gede Astawa, I. Made Winia, and I. Nengah Laba. "THE ENGLISH SCANNING SKILL OF BILINGUAL AND MONOLINGUAL TOURISM STUDENTS IN DENPASAR TOURISM ACADEMY." Journal of Business on Hospitality and Tourism 6, no. 1 (2020): 139. http://dx.doi.org/10.22334/jbhost.v6i1.196.

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This study aimed at figuring out the access of Indonesian students to English and figuring out the difference of scanning skill possessed by bilingual students and monolingual students. The subject of this study was 31 2nd semester students from Denpasar Tourism Academy, Bali. The data was collected through a questionnaire and a provided test. The result of the questionnaire shows that students have more access to English through films, listening to English songs, computer games and their mobile phone when they are chatting. From the questionnaire is also found that 42% of the students were mo

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Liao, Fang-Yu. "Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses." Teaching English as a Foreign Language Journal 2, no. 2 (2023): 124–37. http://dx.doi.org/10.12928/tefl.v2i2.520.

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 This study offers insights on developing poetry writing assignment in first-year composition courses for translingual orientation. Through a close examination of semi-structured interviews and students’ poems, the study aims to evaluatethe effectiveness of the teaching of poetry writing as translingual pedagogy in college English composition courses for both monolingual and multilingual students. Five monolingual and five multilingual students in this project experienced a three-week curriculum design to compose their poetry project in two different sections. The interview data shows th

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Muhammad Fathullah, Muhammad Farid, Siti Isma Hani Ismail, Zulfairul Zakariah, Farah Wahida Mohd Latib, Ainamardia Nazarudin, and Mohd Fairuz Bachok. "Simulation Marks (SimMarks) app: an approach to fix the coursework assessment gap problem among lecturers." International Journal on e-Learning and Higher Education 19, no. 2 (2024): 51–64. http://dx.doi.org/10.24191/ijelhe.v19n2.1923.

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Nowadays in China, the English proficiency of non-English majors in universities and colleges, in general, is not as satisfactory as expected. One of the reasons is supposed to be the sharp decrease of English input during classroom time, compared with that in junior and senior high school. The research investigates whether monolingual teaching is a possible answer to the problem and the role of the monolingual classroom in improving students’ listening performance. The research is quantitative innature. It adopts a quasi-experimental design, with two classes of freshmen as participants, one b

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Sander, Anne E., and Wilfried Admiraal. "German schools abroad: Hotspots of elite multilingualism?" Journal of Research in International Education 15, no. 3 (2016): 224–37. http://dx.doi.org/10.1177/1475240916669030.

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While multilingualism itself is a widely analyzed topic, a study about multilingualism at German schools abroad is so far unique. This quantitative study investigates the differences in the size of German expressive and receptive vocabulary between monolingual and multilingual students, aged between 5 and 11 years. A cohort of 65 multilingual students with diverse linguistic backgrounds recruited from a German school abroad in The Hague, The Netherlands, was compared to a group of 880 monolingual students at schools within Germany. To test the children’s vocabulary size, the Wortschatz- und Wo

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Ozerk, Kamil, and Stephen Krashen. "Subject Matter Teaching in Bilingual Education." ITL - International Journal of Applied Linguistics 131-132 (January 1, 2001): 1–10. http://dx.doi.org/10.1075/itl.131-132.01oze.

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Abstract Urdu and Turkish speaking children acquiring Norwegian as a second language learned more subject matter in bilingual classes than comparison students in monolingual Norwegian-only classes. Monolingual native speakers of Norwegian learned the same amount of subject matter in bilingual and monolingual classes.

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Karacan, Cemil Gökhan, and Kenan Dikilitaş. "Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition." Sustainable Multilingualism 17, no. 1 (2020): 41–70. http://dx.doi.org/10.2478/sm-2020-0013.

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SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies rep

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Oller, D. Kimbrough, Alan B. Cobo-Lewis, and Rebecca E. Eilers. "Phonological translation in bilingual and monolingual children." Applied Psycholinguistics 19, no. 2 (1998): 259–78. http://dx.doi.org/10.1017/s0142716400010067.

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AbstractBilingual children face a variety of challenges that their monolingual peers do not. For instance, switching between languages requires the phonological translation of proper names, a skill that requires mapping the phonemic units of one language onto the phonemic units of the other. Proficiency of phonological awareness has been linked to reading success, but little information is available about phonological awareness across multiple phonologies. Furthermore, the relationship between this kind of phonological awareness and reading has never been addressed. The current study investiga

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Palmer, Deborah K., and Ramón Antonio Martínez. "Research and Policy: Developing Biliteracy: What Do Teachers Really Need to Know about Language?" Language Arts 93, no. 5 (2016): 379–85. http://dx.doi.org/10.58680/la201628591.

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In the United States, monolingual schooling contexts are the norm. Yet with increasing linguistic diversity among students, all teachers need to be prepared to support bi/multilingual children’s literacy development. How? Ultimately, we need to move away from a monolingual norm to understand that (a) language(s) are sets of practices rather than abstract structures, and (b) bi/multilingualism is normal around the world. Supporting students’ development of new language practices in school requires embracing the diversity of language practices students bring into the classroom—including hybrid,

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Taj Abbasi, Wajahat, Mudassar Mahmood Ahmad, and Faiza Abdalla Elhussien Mohammed. "Learners’ Perceptions of Monolingual Dictionaries in Learning English as a Foreign Language." International Journal of Education and Literacy Studies 7, no. 3 (2019): 10. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.10.

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Dictionary is an acknowledged learning tool which has a tremendous role in acquiring a language. It has proved to be helpful in learning vocabulary and developing language proficiency. The use of monolingual dictionaries is thought to be very fruitful for learning vocabulary. The present study used survey method to gain the perception of the students about the use of monolingual dictionaries for learning EFL. The study also used interviews of EFL teachers to support the findings of the study by eliciting their perceptions about the use of dictionaries by students. A questionnaire was administe

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Padron, Yolanda N., and Hersholt C. Waxman. "The Reading Strategies of Bilingual and Monolingual Students." Journal of Social Psychology 128, no. 5 (1988): 697–98. http://dx.doi.org/10.1080/00224545.1988.9922925.

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Bochner, Stephen. "The learning strategies of bilingual versus monolingual students." British Journal of Educational Psychology 66, no. 1 (1996): 83–93. http://dx.doi.org/10.1111/j.2044-8279.1996.tb01178.x.

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Temirgazina, Zifa K., and Atirkul Ye Agmanova. "Correlation of happiness category and language policy in the perception of monolingual and bilingual kazakhstan students." Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (2021): 161–67. http://dx.doi.org/10.20339/phs.6-21.161.

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The article examines the impact of the state language policy related to languages functioning and development on the psycho-emotional state of happiness of student youth representatives. An important parameter for measuring the correlation between language policy and the category of happiness is mono- and bilingualism. The majority of respondents feel a psycho-emotional feeling of happiness; they are completely happy or rather happy than unhappy. Dissatisfaction with the language policy is expressed insignificantly among monolingual (5.6%) and bilingual (3.18%) respondents. The study also dete

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Falla-Wood, Julia, and Keciya Varghese. "Bilinguals, Monolinguals and their Choices of Metacognitive Strategies in Reading, Writing, Listening and Speaking." Advances in Social Sciences Research Journal 7, no. 6 (2020): 69–86. http://dx.doi.org/10.14738/assrj.76.8330.

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The purpose of this explorative study is to compare the choices of metacognitive strategies made by bilinguals and monolinguals in reading, writing, listening, and speaking. Kovelman, Baker & Petitto (2008) compare bilingual and monolingual brains and observe that there is a differential activation in the syntactic process between bilinguals and monolinguals. Could there be a difference between monolinguals and bilinguals in the choice of metacognitive strategies too? The data, collected in three private institutions, one in Quebec, and two in Alberta, consists of 144 students, 72 monoling

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Özdemi̇r, Haydar, and Ömer Çi̇ftç. "The Evaluation of Monolingual and Bilingual Students’ Writing Skills in Fifth Grade of Secondary School Comparatively." International Journal of Education and Literacy Studies 9, no. 3 (2021): 85. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.85.

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This study was conducted to determine the writing skills of bilingual students whose mother tongue is Kurdish and monoligual students whose mother tongue is Turkish in the fifth grade of secondary school. More specifically, the story and essay writing skills of bilingual students are compared with the writing skills of monolingual students based on their reading habits and their parents’ educational backgrounds. The research is a descriptive study based on scanning model and aims to reveal the current situation as it is. The study group of the research consists of a total of 104 fifth grade se

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Lorenz, Eliane, Sharareh Rahbari, Ulrike Schackow, and Peter Siemund. "Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 185–217. http://dx.doi.org/10.1558/jmtp.15517.

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This study investigates whether English in instructed settings is more successfully acquired by learners who are already bilingual in comparison to those with a monolingual background. There remains substantial controversy regarding potential advantages of bilingual speakers in their acquisition of additional languages, especially in heritage speaker contexts. We here contribute to this discussion by analysing the English C-test results of 1,718 bilingual and monolingual students of grades 7 and 9, sampled in schools across Germany. The bilingual students speak either Russian or Turkish (herit

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PRIOR, ANAT, and BRIAN MACWHINNEY. "A bilingual advantage in task switching." Bilingualism: Language and Cognition 13, no. 2 (2009): 253–62. http://dx.doi.org/10.1017/s1366728909990526.

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This study investigated the possibility that lifelong bilingualism may lead to enhanced efficiency in the ability to shift between mental sets. We compared the performance of monolingual and fluent bilingual college students in a task-switching paradigm. Bilinguals incurred reduced switching costs in the task-switching paradigm when compared with monolinguals, suggesting that lifelong experience in switching between languages may contribute to increased efficiency in the ability to shift flexibly between mental sets. On the other hand, bilinguals did not differ from monolinguals in the differe

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Abu Hassan, Leena, and Shadia Tal. "The Level of Mindfulness Among Bilingual and Monolingual Students: A Comparative Study." Hebron University Research Journal (HURJ): B- (Humanities) 16, no. 1 (2021): 92–114. http://dx.doi.org/10.60138/16120214.

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The present study aimed to determine the level of mindfulness for both bilingual and monolingual students, and to examine the significant differences in the level of mindfulness, attributed to the variables of language, sex, and the interaction between them. To achieve the aim of the study, two schools were selected randomly, one from bilingual schools, and the other one from monolingual schools of Jerusalem area. The sample consisted of (80) male and female students, (40) were students from the twelfth grade of bilingual schools, half male, and half female. And (40) students from the twelfth

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Kaniadewi, Nita. "ANALYSIS OF TEACHERS’ BELIEF IN TEACHING ENGLISH TO YOUNG LEARNERS." JURNAL BASIS 9, no. 1 (2022): 51–62. http://dx.doi.org/10.33884/basisupb.v9i1.4534.

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This study was aimed at revealing teachers' beliefs about teaching English at the elementary school level, especially the beliefs concerned with (1) whether or not teaching English at the elementary level was necessary and (2) the possibility of using a monolingual approach (full English) in teaching English at the elementary level. This study used a qualitative method in which the researcher interviewed 40 English teachers who taught at elementary schools in Jabodetabek (Jakarta, Bogor, Depok, Tangerang, Bekasi). The results of this study showed that in general, there was a need to teach Engl

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İşci, Cenan. "Reading literacy of bilingual and monolingual students in Turkey: A comparative study based on PISA 2018 data." African Educational Research Journal 9, S1 (2021): S21—S28. http://dx.doi.org/10.30918/aerj.9s1.21.010.

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Reading literacy is regarded as one of the most crucial prerequisites for academic success in all fields. PISA surveys reading literacy with extensive demographic data in several countries to provide detailed feedback for detecting problems in their education systems. In many countries, bilingual students are facing several problems in schools, especially language-related problems. In this context, this study is causal-comparative research aiming to compare bilingual and monolingual students’ Turkish reading literacies based on PISA 2018 data while controlling their economic, social and cultur

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Abu Saad, Mousa Mahmoud, and Shadia Ahmed Al-Tal. "The Efficiency of Cognitive Representation and its Relation to the Level of Academic Aspiration among Bilingual and Monolingual High School Students." Jordanian Educational Journal 9, no. 3 (2024): 497–521. https://doi.org/10.46515/jaes.v9i3.906.

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The study aimed to reveal the level of cognitive representation, and to reveal the differences in the efficiency of cognitive representation and the level of academic ambition among bilingual and monolingual secondary school students in schools in the Negev region. To achieve the objectives of the study, two bilingual schools and two monolingual schools were randomly selected, which are mixed schools (males and females), where the study sample consisted of (260) male and female students, including (130) male and female students from bilingual schools, and (130) male and female student of monol

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Kazemeini, Toktam, and Javad Salehi Fadardi. "Executive Function: Comparing Bilingual and Monolingual Iranian University Students." Journal of Psycholinguistic Research 45, no. 6 (2015): 1315–26. http://dx.doi.org/10.1007/s10936-015-9403-1.

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Syahruzah, Juang Kurniawan, Hijril Ismail, and Basuki Basuki. "An Indonesian student's perspective on the use of English by teachers as a monolingual language." Global Journal of Sociology: Current Issues 13, no. 2 (2023): 50–60. http://dx.doi.org/10.18844/gjs.v13i2.9155.

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This study intends to determine how college students understand an instructor who instructs in a monolingual form of English in an English as a Foreign Language study room. This study involved 20 interviewees and 32 questionnaire respondents in an English as a Foreign Language, classroom. Interviews and questionnaires are the strategies used to collect data, hence, ensuring triangulation of data. Based on the evaluation and interpretation of the records obtained from the questionnaire and interview, the results of this look display that scholars have positive perceptions of teachers who train

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Obler, Loraine K. "Studying Multilingualism and Group Differences in Adult Communication." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 17, no. 3 (2010): 59–64. http://dx.doi.org/10.1044/cds17.3.59.

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The focus of this article is on the study of bilingual and multilingual adults at the Howard Goodglass Aphasia Research Center and the Language in the Aging Brain Laboratory by Drs. Obler and Albert along with former students and colleagues. Summaries of studies examining research in healthy bilingual adults, healthy monolingual older adults, and monolingual and bilingual individuals with aphasia are presented.

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Tabatadze, Shalva. "Reconsidering Monolingual Strategies of Bilingual Education through Translanguaging and Plurilingual Educational Approaches. Are We Moving Back or Forward?" International Journal of Multilingual Education X, no. 1 (2021): 47–63. http://dx.doi.org/10.22333/ijme.2021.17003.

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This study explores monolingual and multilingual strategies in bilingual education by investigating translanguaging practices in the Georgian monolingual Content and Language Integrated Learning (CLIL). Two research questions guided this research: (1) What Translanguaging practices do teachers use in the CLIL Natural Science program with a monolingual approach? (2) What is the rationale for teachers’ translanguaging pedagogical approaches in monolingual Natural Science lessons in the CLIL? The study utilized a classroom observation qualitative research method to answer the designed research qu

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Kohzadi, Hamedreza, Fatemeh Aziz Mohammadi, and Fatemeh Samadi. "Is there a Relationship between Shyness and English Proficiency Level of Bilingual and Monolingual EFL Learners." International Letters of Social and Humanistic Sciences 33 (June 2014): 50–62. http://dx.doi.org/10.18052/www.scipress.com/ilshs.33.50.

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It would be mention that bilingualism can be defined in different ways. For example, Maleki (2011) asserted that individual level includes consecutive or simultaneous learning which involves the content of achievement, ability, language competence and proficiency. However, social level contains complex phenomena of minority and migrants and focuses some matters like domain and diglossia. These are useful in interpreting the various ways that linguistic resources are organized in multilingual communities. In these communities, there are some phenomena like transfer, borrowing, code switching an

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An, Jiangshan, Ernesto Macaro, and Ann Childs. "Language focused episodes by monolingual teachers in English Medium Instruction science lessons." Journal of Immersion and Content-Based Language Education 7, no. 2 (2019): 166–91. http://dx.doi.org/10.1075/jicb.18019.an.

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Abstract This study is situated in a newly emerging EMI setting in China where an Anglophone high school curriculum is taught by predominantly foreign teachers through English to local Chinese students. These teachers are termed ‘monolingual teachers’ in the sense that they cannot use the students’ L1 as a resource in their teaching should they wish to, as opposed to the typical bilingual teachers commonly explored in the existing EMI literature. Through quantitative and qualitative analysis of 30 video-recorded EMI science lessons taught by 15 monolingual teachers we identified and explored t

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Hwang, HyeJin, and Nell K. Duke. "Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners." AERA Open 6, no. 1 (2020): 233285841989907. http://dx.doi.org/10.1177/2332858419899075.

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This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set. Multigroup probit regression analyses showed that third-grade science domain knowledge and motivation for reading, decoding skills, and early attainment of decoding skills were significantly associated with third-grade reading comprehension in both language groups. Also, using Wald chi-square tests, the study showed that the assoc

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Alhaisoni, Eid. "Dictionary Look-up Strategies Used by Saudi EFL Students: A Think-Aloud Study." International Journal of English Linguistics 10, no. 3 (2020): 159. http://dx.doi.org/10.5539/ijel.v10n3p159.

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This study investigates dictionary look-up strategies (DLS) while performing a reading task by 10 Saudi EFL English major students. Think-aloud protocol was used as an instrument in this study. The results revealed that the subjects used 31 DLS while reading. Reading L1 equivalents and reading L2 definitions were found to be the most frequent strategies that Saudi students use when referring to their dictionaries. The results also demonstrated that the students use the guessing strategy infrequently and prefer to resort to the dictionary immediately. The data also illustrated that the monoling

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Milian, M. "Knowledge of Basic Concepts of Young Students with Visual Impairments who are Monolingual Or Bilingual." Journal of Visual Impairment & Blindness 90, no. 5 (1996): 386–99. http://dx.doi.org/10.1177/0145482x9609000505.

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This article reports the findings of a study on the possible differences in the knowledge of basic concepts by young visually impaired students in two groups: 10 who were monolingual in English and 10 who were bilingual in English and Spanish. Although no significant differences were found in the two groups’ knowledge of basic concepts, there was a significant correlation between the students’ levels of vision and their scores on the Tactile Test of Basic Concepts in English. However, the mean scores of the two groups on this test indicated an advantage only for the monolingual group.

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Alshubaily, Sara, and Nora BinSultan. "Exploring the Pedagogical Potential of Monolingual Corpora in Inverse Translation Training." Arab World English Journal For Translation and Literary Studies 7, no. 3 (2023): 133–51. http://dx.doi.org/10.24093/awejtls/vol7no3.10.

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This article presents a comprehensive study that delves into the untapped potential of incorporating monolingual corpora as a strategic tool within translator training to enhance trainees’ proficiency in the challenging domain of inverse translation from Arabic to English. By shedding light on the pedagogical promise of monolingual corpora in inverse translation instruction, this research underscores the critical need to integrate this tool into translator training curricula, thereby amplifying the translation competencies of trainees. The central research inquiry is as follows: How does using

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Siekkinen, Frida. "Flerspråkiga elever i en enspråkig elevnorm." Educare - vetenskapliga skrifter, no. 1 (August 16, 2019): 27–49. http://dx.doi.org/10.24834/educare.2017.1.3.

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Multilingual students in a monolingual student norm. This article examines how students of Swedish as a second language are constructed as a category and positioned as subjects in education policies. The aim of the article is to analyze the steering documents with a focus on discourses that emerge in the material which construct the category of students of Swedish as a second language in contrast to the students studying Swedish. The result shows that the category students of Swedish as a second language are constructed as students; with another origin, in need of a specific instruction, respo

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Komlósi, Flora. "Motivation of Russian Students Towards the Learning of English." Journal of Language and Education 3, no. 1 (2017): 23–33. http://dx.doi.org/10.17323/2411-7390-2017-3-1-23-33.

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This paper seeks to analyze the attitudes and motivation for learning English of students in the city of Surgut, in the Russian Federation. The investigation was carried out in November 2013 by means of self-completion questionnaires distributed to 30 students aged between 13 and 17 who had studied English for at least two years in private language schools although all of them had studied at least one foreign language within the Russian national education system. The students were divided into two main categories: students who are citizens of the Russian Federation who come from bilingual fami

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Dadashi, Mehdi, Ali Soltani, and Ali Rahimi. "Bilingualism and reading proficiency: Experiences of Armenian, Persian and Azeri students." International Journal of New Trends in Social Sciences 4, no. 2 (2020): 61–76. http://dx.doi.org/10.18844/ijntss.v4i2.4768.

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The study presented here is an attempt to investigate the role of bilingualism in EFL studentsâ€™ reading comprehension proficiency, and to that end six classes of three high schools were randomly chosen. These high schools were Soghomonian (Armenian bilinguals), Taleghani (Turkish bilinguals) and Ershad (Persian monolinguals). They were given a questionnaire and a reading comprehension test and the obtained data were analysed through one-way analysis of variance test. The performance of the three groups was significantly different. Tukeyâ€™s HSD showed that the Armenian bilingual group was th

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Durmaz, Assist Prof Yakup, Busra Nur DURMAZ, and Gulcin DUDUKCU. "THE EFFECTS OF MONOLINGUAL AND BILINGUAL DICTIONARIES ON EFL LEARNING FOR STUDENTS AT DBE AT METU." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (2016): 994–99. http://dx.doi.org/10.24297/jal.v6i2.2960.

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Dictionaries are the most importantpart of second language acquistion since they are used at every level of language learning. People use them while writing, reading, watching movies or listening to music in the language they are learning. They may choose different dictionaries for different activities since there are different types of dictionaries including monolingual and bilingual dictionaries. We focused on these two types of dictionaries in this research and we examined reasons behind the usage of monolingual and bilingual dictionaries among ESL students at Metu DBE ( Department of Basic

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