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Добірка наукової літератури з теми "Academic achievement in EFL"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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Статті в журналах з теми "Academic achievement in EFL"

Li, Lisheng, Yajun Wu, and Xia Kang. "Foreign Language Learning Boredom, Academic Engagement, and Achievement: A Mediation Model." Asian Journal of Interdisciplinary Research 5, no. 3 (2022): 22–31. http://dx.doi.org/10.54392/ajir2233.

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Boredom, as a commonly experienced negative, deactivating achievement emotion, is significantly correlated with the key indicators of academic and well-being outcomes. However, compared with enjoyment and anxiety, boredom in the field of English as a foreign language (EFL), especially the mediating mechanism of boredom on academic performance, still remains relatively unexplored. This study aimed to test whether academic engagement mediated the relationship between boredom and academic achievement in the EFL setting. Data were collected from 535 Chinese EFL secondary school students. Structura

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Wu, Yajun, and Xia Kang. "Perceived Teacher Support and EFL Achievement: The Mediating Roles of Academic Enjoyment and Self-concept." International Journal of Linguistics and Translation Studies 4, no. 2 (2023): 38–53. http://dx.doi.org/10.36892/ijlts.v4i2.320.

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Perceived teacher support, the primary social support that students receive in classroom settings, is positively associated with students’ academic achievement. However, limited studies have explored whether academic enjoyment and self-concept mediated the relationship between perceived teacher support and academic achievement in the learning English as a foreign language (EFL) context in China. The aim of the present study was to investigate the chain-mediating role of academic enjoyment and self-concept in the association between perceived teacher support and EFL achievement. Survey data wer

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Wu, Yajun, and Xia Kang. "The relationship between academic boredom and EFL achievement: Examining the mediating role of behavioral engagement." Journal of Language Teaching 3, no. 2 (2023): 1–10. http://dx.doi.org/10.54475/jlt.2023.002.

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In addition to anxiety, academic boredom has also begun to enter the vision of educational researchers in recent years. However, studies on academic boredom in the English as a foreign language (EFL) domain could be more comprehensive, especially the mediating mechanism of academic boredom on EFL achievement needs to be further explored. The present study investigated the direct and indirect effects of academic boredom on EFL achievement in a sample of two hundred and thirty-five Chinese secondary EFL learners. SPSS Process and Mplus were utilized to analyze the data. The findings revealed tha

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Asakereh, Ahmad, and Nouroddin Yousofi. "Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students in Higher Education: Is there a Relationship?" International Journal of Educational Psychology 7, no. 1 (2018): 68. http://dx.doi.org/10.17583/ijep.2018.2896.

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The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information questionnaire, the reflective thinking skills questionnaire (Kember et al., 2000), the general self-efficacy scale (Schwarzer & Jerusalem, 1995) and Rosenberg self-esteem scale (Rosenberg, 1965). The results of two correlation matrixes revealed that t

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Wu, Yajun, and Xia Kang. "The Role of Peer Support in Promoting EFL Achievement: Academic Self-Concept as the Mediator." English Learning Innovation 4, no. 2 (2023): 68–81. http://dx.doi.org/10.22219/englie.v4i2.26036.

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For secondary school students, peer support is an essential component of social support, which might significantly influence their academic achievement. However, the mediating mechanism between peer support and academic achievement needs to be further explored, especially in teaching English as a foreign language (EFL). The present study explored the relationship between peer support, foreign language (FL) self-concept, and EFL achievement based on the data of 499 Chinese secondary EFL learners. Structural equation modelling (SEM) and mediation analysis results demonstrated that peer support p

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Hamzavi, Raouf, Hannane Sharifi, Soha Kalantari, and Sahar Imani. "Iranian University EFL Students’ Cognitive Appraisals of Control and Value, Learning-Related Achievement Emotions, and Academic Achievement." Mextesol Journal 47, no. 3 (2023): 1–10. http://dx.doi.org/10.61871/mj.v47n3-16.

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The purpose was to examine the relationship between cognitive appraisals of control and value, learning-related achievement emotions, and academic achievement among Iranian EFL university students. Participants included 440 senior EFL students of different ages (22-35) from 15 universities in Iran. They completed the Motivated Strategies for Learning Questionnaire (Pintrich, et al., 1991), and the Achievement Emotions Questionnaire (Pekrun et al., 2005). Moreover, the participants’ total Grade Point Averages were collected from the universities. The results revealed that control and value appr

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Kang, Xia, and Yajun Wu. "Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis." PLOS ONE 17, no. 4 (2022): e0267405. http://dx.doi.org/10.1371/journal.pone.0267405.

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Motivated by the positive psychology movement in the English as Foreign Language (EFL), existing studies have demonstrated that subject-related enjoyment has a positive correlation with academic achievement. However, quite a few studieshave examined why academic enjoyment can predict positive academic achievement. This study aimed to investigate whether behavioral engagement, self-concept, and organizational strategy mediated relations between academic enjoyment and achievement in EFL setting. 528 Chinese secondary school students (Male: N = 280; Female: N = 248) participated in the survey and

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Amri, Zeineb. "Self-regulated Learning and Academic Achievement in the EFL Classroom." Journal of English Language Teaching and Applied Linguistics 6, no. 1 (2024): 87–99. http://dx.doi.org/10.32996/jeltal.2024.6.1.11.

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This study explores the role self-regulated learning (SRL) plays in academic achievement in the EFL classroom by comparing self-regulated learning strategies use and motivational beliefs among Tunisian EFL learners coming from different achievement groups. The participants (n=59) were 8th form pupils enrolled at a preparatory school in the region of Sfax. Data was collected using the Motivated Strategies for Learning Questionnaire. Data analysis included descriptive, statistical and analytical procedures. Findings revealed that there is a positive relationship between self-regulated learning a

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Morales Rodríguez, Francisco Manuel. "SCHOOL MOTIVATION AND ACHIEVEMENT OF STUDENTS IN SECONDARY EDUCATION." Problems of Psychology in the 21st Century 4, no. 1 (2012): 39–49. http://dx.doi.org/10.33225/ppc/12.04.39.

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This paper aims to analyse the importance of intrinsic motivation factors as determinants of academic achievement in English as a Foreign Language (EFL). The general aim of the present study has been to analyse the existing relationship between students’ academic motivation and performance. This paper explores the importance of motivational variables for school achievement. In particular, the present study suggests that students with a higher intrinsic motivation to learn English will achieve better grades in this subject. Participants were 542 students (male and female) of Secondary Education

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AMIRI, Elmakki, and Abderrahim El KARFA. "The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement." Arab World English Journal 12, no. 4 (2021): 387–400. http://dx.doi.org/10.24093/awej/vol12no4.25.

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It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmen

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Дисертації з теми "Academic achievement in EFL"

Modirkhamene, Sima. "Possible effects of bilinguality on additional language proficiency and the academic achievement of EFL learners : findings from Iran." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/843239/.

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The present research examines the possible effects of bilinguality on additional language proficiency and the academic achievement of Iranian EFL learners. This study is a longitudinal survey of 98 EFL learners in the English Language Department of Urmia University in Azerbaijan, Iran, during the 2002-2004 academic years. It compares 56 Turkish-Persian bilinguals with 42 Persian monolinguals in terms of their performance on the FCE language proficiency tests, i.e. listening comprehension, reading comprehension, writing proficiency, and speaking proficiency in three phases of data collection. T

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Garnett, Bruce William. "A critical examination of the academic trajectories of ESL youth." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/687.

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This study modifies Cummins' (1997) theoretical framework of minority student achievement and social power relations to account for differences in educational achievement among different identifiable subgroups of the ESL population. This framework provides the conceptual structure for a multidimensional understanding of ESL academic achievement (e.g. Gonzales, 2001) whereby the mediating influence of the broad social power relations between dominant and minority groups, students' individual characteristics, including personal abilities, experiences and socio-demographic backgrounds, interacts

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Rachdan, Abdul Fattah. "Academic Achievement of ESL Learners at a Teaching Hospital Training Programs." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1714.

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Many students in an allied health program at a Middle Eastern Arab university were experiencing difficulties with courses taught in English, resulting in poor academic achievement, low grade point averages, a high failure rate amongst its first year students, and an adverse impact upon a future skilled and educated work force for the region. Tinto's theory of institutional action for students' success served as the conceptual framework for the inquiry that used a qualitative explanatory case study method to examine the experiences of those students who were facing difficulties with their studi

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Maino, Paola. "Study on Spanish for Native Speakers Curriculum and Academic Achievement in Florida." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5661.

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Using data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used individual level data on all Hispanic ELL students in Central and Southeast counties who attended 12th g

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Clayton, Christina Dick. "The Effect of Parent English Literacy Training on Student Achievement." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4973/.

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When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is

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Sabetghadam, Shirin. "The Effect on Student Performance of ESL Programs, Performance Pay and Immigrant Status." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293733.

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Optimal investment in human capital through effective K-12 schooling is critical for building a productive work force. This investment is particularly important for minority and low income students. My dissertation uses econometric techniques to analyze the effects of different educational programs on the academic achievement of elementary and middle school students in Arizona. The first essay evaluates the effect of Arizona's new English program, the 4-hour ELD block, on the achievement of students. In the 2008-2009 academic year, Arizona law required that English Language Learner (ELL) stude

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Åkerman, Lena, and Beatrice Svensson. "An investigation into the impact of movement and music on learning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36242.

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This essay investigates what impact different types of movement and music has on overall academic achievement and language learning, both when connected and unconnected to specific curriculum goals and lesson content. The essay looks at both a macro and a micro perspective of the two subject areas to investigate a wider range of possible language learning benefits to be gained from incorporating more movement and music in school, both in and outside of the English as a Second Language classroom. While researchers in these areas agree that academic achievement and language acquisition are benef

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Abdelnoor, Adam Simon Edward. "Childhood bereavement and academic achievement." Thesis, St George's, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266581.

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Baessa, Yetilú de, and Francisco Javier Fernández. "Borne factors in academic achievement." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100361.

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The objective of this research was to examine the relationship between academic achievement and home factors in third grade students attending urban and rural schools in Guatemala. The sample consisted of 4,952 students selected at random (52% males and 48% females). Mathematics and reading tests were administered to the students and other associated factors were obtained through a questionnaire. The data was analyzed using two statistical approaches: multiple regression and analysis of multiple correspondence. Results showed that an important percentage of the variance in reading achievement

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Lòpez, Muriel del Castillo. "Academic achievement in Filipino children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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Книги з теми "Academic achievement in EFL"

Tian, Huisheng, and Zhichang Sun. Academic Achievement Assessment. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0.

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Gupta, Meenu. Determinants of academic achievement. Intellectual Pub. House, 1993.

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Linville, Linda K. ASAP: Academic skills achievement program. Irwin Mirror Press, 1994.

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Hanushek, Eric Alan. Teachers, schools and academic achievement. National Bureau of Economic Research, 1998.

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H, Owen Eugene, Phillips Gary W, Educational Testing Service, National Assessment of Educational Progress (Project), National Center for Education Statistics., and United States. Office of Educational Research and Improvement., eds. America's challenge: Accelerating academic achievement. Office of Educational Reserch and Improvement, U.S. Dept. of Education, 1990.

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Zimmerman, Barry J., and Dale H. Schunk, eds. Self-Regulated Learning and Academic Achievement. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3618-4.

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Zhou, Mingming. Goal Frustration in Academic Achievement Settings. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7477-9.

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Yıldız, Yunus. Eliciting Academic Achievement by Extracurricular Activities. LAP LAMBERT Academic Publishing, 2017.

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Woods, James E. The dyslexic's guide to academic achievement. Semco Books, 1995.

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Woods, James E. The dyslexic's guide to academic achievement. Semco Books, 2000.

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Частини книг з теми "Academic achievement in EFL"

He, Mu. "Extensive Reading and Students’ Academic Achievement: A Case Study." In Exploring EFL Fluency in Asia. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137449405_14.

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Bolt, Nicholas. "Academic Achievement." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_20.

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Gage, Nicholas, and Wilhelmina van Dijk. "Academic Achievement." In Disproportionality and Social Justice in Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13775-4_10.

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Hongyu, Li. "Academic Achievement." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1056-1.

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Martin-Chang, Sandra, and Kyle Levesque. "Academic Achievement." In The Wiley Handbook of Home Education. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118926895.ch5.

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Moss, Nancy E., and Lauren Moss-Racusin. "Academic Achievement." In Best Practices in Child and Adolescent Behavioral Health Care. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73515-9_13.

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Hongyu, Li. "Academic Achievement." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-7874-4_1056.

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Trail, Beverly A. "Encouraging Academic Achievement." In Twice-Exceptional Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003239253-6.

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Trail, Beverly A. "Encourage Academic Achievement." In Twice-Exceptional Gifted Children, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003261216-6.

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Tian, Huisheng, and Zhichang Sun. "Historical Development of Academic Achievement Assessment." In Academic Achievement Assessment. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_1.

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Тези доповідей конференцій з теми "Academic achievement in EFL"

Xu, Fangfang, and Cizhen Yu. "Academic Achievement Prediction Based on Attention Neural Network Algorithm." In 2024 IEEE 2nd International Conference on Sensors, Electronics and Computer Engineering (ICSECE). IEEE, 2024. http://dx.doi.org/10.1109/icsece61636.2024.10729422.

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Li, Li. "Annual Academic Achievement Level Prediction Based on Machine Learning." In 2024 International Conference on Power, Electrical Engineering, Electronics and Control (PEEEC). IEEE, 2024. https://doi.org/10.1109/peeec63877.2024.00226.

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Saqib, Najam. "THE IMPACT OF INCORPORATING INTERACTIVE ACTIVITIES ON ACADEMIC ACHIEVEMENT." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2279.

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Jing, Bowen, Huiqi Fan, Yanqing Yi, and Lin Luan. "Investigating the Relationship Among EFL Learners’ Grit, Engagement and Academic Achievement in the Blended Learning Environment: A Structural Equation Model." In WorldCALL2023. The International Academic Forum (IAFOR), 2024. http://dx.doi.org/10.22492/issn.2759-1182.2024.21.

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Chaikovska, Olha, Olena Niskhodovska, Valentyna Spivachuk, and Alina Kruk. "Enhancing efl profession-based vocabulary acquisition through 3d engineering animation for engineering students." In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf087.

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Today, a majority of agricultural farms are equipped with a new type of farm machinery, tractors, which require high-quality knowledge, skills and abilities from engineers. Therefore, the ability to describe the objects, mechanisms and working schemes is a priority for future agricultural engineers. Before COVID-19 and the war in Ukraine, most ESP classes were held in specially equipped laboratories, where students could study agricultural machinery and equipment on layouts. Ukrainian educators search for alternative teaching tools to enable effective distance learning of future agricultural e

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Cinkara, Emrah. "REFERENCE RESOLUTION OF EFL LEARNERS." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.030.

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Esleta, Leonell L., Imelda O. Onquit, Ahl G. Balitaon, and Aera Ruth V. Aguila. "Reading Ability and Academic Achievement." In –The Asian Conference on Education & International Development 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-101x.2024.71.

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Zeevy-Solovey, Orit. "ORAL PRESENTATION MODELING IN THE EFL CLASSROOM." In 50th International Academic Conference, Paris. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.050.037.

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Doró, Katalin. "Source distortion in patchwritten EFL academic texts." In University of Zagreb Round Table 2016. Filozofski fakultet u Zagrebu, FF-Press, 2017. http://dx.doi.org/10.17234/uzrt.2016.10.

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Звіти організацій з теми "Academic achievement in EFL"

Hanushek, Eric, John Kain, and Steven Rivkin. Teachers, Schools, and Academic Achievement. National Bureau of Economic Research, 1998. http://dx.doi.org/10.3386/w6691.

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Rivkin, Steven, and Jeffrey Schiman. Instruction Time, Classroom Quality, and Academic Achievement. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19464.

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Scholder, Stephanie von Hinke Kessler, George Wehby, Sarah Lewis, and Luisa Zuccolo. Alcohol Exposure In Utero and Child Academic Achievement. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w19839.

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Jaureguiberry, Florencia, Elena Arias Ortiz, and Iván Bornacelly. CIMA Brief #4: Have academic achievement gaps closed? Inter-American Development Bank, 2018. http://dx.doi.org/10.18235/0006054.

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The expansion of access to education in the region has been accompanied by greater inclusion: more poor students and those in rural areas are attending school at all levels. In pre-primary and secondary, the educational gap between rich and poor students remains large.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou

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Fortin, Nicole, Philip Oreopoulos, and Shelley Phipps. Leaving Boys Behind: Gender Disparities in High Academic Achievement. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19331.

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. The Academic Achievement Gap in Grades 3 to 8. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12207.

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Bobba, Matteo, and Verónica Frisancho. Self-Perceptions about Academic Achievement: Evidence from Mexico City. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002167.

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Hanushek, Eric, John Kain, and Steven Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities? National Bureau of Economic Research, 1998. http://dx.doi.org/10.3386/w6690.

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