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1.
语块使用对提高英语学习者口语能力的积极作用得到了众多学者的认可,但针对这一问题的实证研究尚不多见。本研究采用定量的方法对90名非英语专业学生的语块使用情况与英语口语准确性之间的相关性进行了统计分析,并通过开展语块强化训练实验,用实证的方法探讨了语块训练对提高大学生英语口语准确性的作用,结果发现：1．语块使用与大学生英语口语准确性呈现出显著的正相关;2．语块训练能够有效提高大学生的英语口语准确性;3．语块训练有助于提高学生的英语口语成绩。 相似文献
2.
L.P. Seelen 《Higher Education》2002,44(2):213-232
Since colonial times, many English-medium universities in developing countries require applicants to give proof of a high degree of proficiency in English language. Applicants with (very) good school results, but without the required score in school English are not admitted. This study focuses on the efficacy of such an entry requirement, using the performance of students at the National University of Lesotho. The results show that performance in school-level English is hardly correlated with academic performance, when controlling for the overall school performance. At the same time, overall school performance is a good predictor of performance. The study makes an attempt to quantify the implications of the current emphasis on performance in school English, and concludes that this emphasis cannot be justified, since it actually works to keep a number of very promising students outside the university. Finally, some reasons are suggested for the apparent lack of correlation between performance in school English and performance at university. 相似文献
3.
Review of Single Subject Research Examining the Effectiveness of Interventions for At‐Risk English Learners 
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下载免费PDF全文 Doris Luft Baker Catherine Richards‐Tutor Anthony Sparks Rebecca Canges 《Learning disabilities research & practice》2018,33(2):64-74
We review published single subject design (SSD) studies that examine the effects of interventions for English learners at‐risk or with learning disabilities. Results of our literature search yielded 10 studies, five in reading, one in reading and behavior, and four in mathematics that met our inclusion criteria. Seven studies targeted Spanish‐speaking English learners, and three studies included students who spoke other languages than English and/or English only students. Two studies in mathematics included native language instruction. Six studies included English learners in second grade and above, and one study included high school students. We were able to calculate effect sizes (Hedges g) for eight of the 10 studies. Findings indicated a significant effect of the intervention for 12 of the 18 dependent variables measured. SSD methodology has the potential to help researchers and practitioners better understand what interventions work for English learners, and under what circumstances. 相似文献
4.
在高职院非英语专业阅读教学中运用任务教学法是否可行、有效?针对这一问题,本文通过实验进行实证研究,发现实验班学生学习英语更为积极、主动,学习兴趣浓厚,学生的英语阅读能力和阅读水平较对照班有明显提高,因此,得出结论:任务教学法的效果优于传统教学法,其在高职院非英语专业阅读教学中应用可行、有效。 相似文献
5.
Lindy Crawford 《学校用计算机》2013,30(3):248-270
This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language Proficiency) curriculum and students who used other technology-based programs. Three hundred and ninety-six students participated. Both groups made statistically significant gains from pretest to posttest within their respective curricula, but no main effect was found between the two groups. Post hoc analyses revealed that students with higher levels of English proficiency, who participated in the comparison condition, performed significantly better than students in the HELP Math condition, while students with lower levels of English proficiency performed better in the HELP Math program (although these differences were not statistically significant). Findings are interpreted with caution due to the truncated length of the intervention. 相似文献
6.
This article examines the impact of an adjunct English language tutorial program on the academic performance of first‐year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline‐specific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixed‐method approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline‐specific approach to language and academic skills support and that regular participation in a content‐based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer‐term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline‐based programs for ESL students. 相似文献
7.
The objectives of this two-part study were to: (a) investigate English learner (EL) accommodation practices on state accountability assessments of reading/English language arts and mathematics in grades 3–8, and (b) conduct a meta-analysis of EL accommodation effectiveness on improving test performance. Across all distinct testing programs, we found that at least one EL test accommodation was provided for both test content areas. The most popular accommodations provided were supplying students with word-to-word dual language dictionaries, reading aloud test directions and items in English, and allowing flexible time/scheduling. However, we found minimal evidence that testing programs provide practitioners with recommendations on how to assign relevant accommodations to EL test takers’ English proficiency level. To evaluate whether accommodations used in practice are supported with evidence of their effectiveness, a meta-analysis was conducted. On average, across 26 studies and 95 effect sizes (N = 11,069), accommodations improved test performance by .16 standard deviations. Both test content and sampling design were found to moderate accommodation effectiveness; however, none of the accommodations investigated were found to have intervention effects that were statistically different from zero. Overall, these results suggest that currently employed EL test accommodations lack evidence of their effectiveness. 相似文献
8.
States use standards‐based English language proficiency (ELP) assessments to inform relatively high‐stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students’ level of ELP and readiness for reclassification. The results are also used to evaluate the effectiveness of and funding allocation to district or school programs that serve EL students. In an effort to provide empirical validity evidence for such important uses of ELP assessments, this study focused on examining the constructs of ELP assessments as a fundamental validity issue. Particularly, the study examined the types of language proficiency measured in three sample states’ ELP assessments and the relationship between each type of language proficiency and content assessment performance. The results revealed notable variation in the presence of academic and social language in the three ELP assessments. A series of hierarchical linear modeling (HLM) analyses also revealed varied relationships among social language proficiency, academic language proficiency, and content assessment performance. The findings highlight the importance of examining the constructs of ELP assessments for making appropriate interpretations and decisions based on the assessment scores for EL students. Implications for policy and practice are discussed. 相似文献
9.
English language programmes provide established pathways for international students seeking university admission in countries such as Australia and the United Kingdom. In order to refer international applicants to appropriate levels and durations of English language support prior to matriculation into their main course of study, pathway providers need effective and efficient language assessment tools. This report evaluates the effectiveness of an online vocabulary knowledge test as an index of English proficiency for university English pathway programme applicants (N = 177). The Timed Yes/No (TYN) test measures vocabulary recognition size and speed in a time- and resource-effective format. Test results were correlated with performance on a comprehensive placement test consisting of speaking, writing, reading and listening components. The predictive validity of word recognition accuracy (a proxy for size) and response time (a measure of efficiency) for placement test outcomes were examined independently and in combination. The TYN test scores’ sensitivity at predicting comprehensive placement test scores were assessed using a cut-score analysis resulting in an identification accuracy rate ranging from 76 to 86% for five critical band scores. The potential use of the online vocabulary-screening test for measuring international students’ English language proficiency is discussed in terms of reliability, validity, speed, usability and cost-effectiveness in onsite and offshore testing conditions. 相似文献
10.
Lia D. Falco Jessica J. Summers Sheri Bauman 《Educational Research and Evaluation》2013,19(6):529-549
This article presents findings from a study investigating the effects of a middle school counseling intervention, using a specially designed curriculum, on participating students' attitudes, self-efficacy, and performance in mathematics. Hierarchical linear modeling was used to test for main effects between condition and sex and condition x sex interaction effects on all outcome measures across 3 time points: pre-intervention, post-intervention, and follow-up. At pre-intervention, boys were significantly higher than girls on all variables except for performance in math. Models for growth indicated that students in the experimental group improved at a significant rate compared to girls in the control group on motivation, value, enjoyment, and confidence in mathematics. Implications of the findings are therefore particularly relevant for girls, who may benefit from interventions designed to increase their attitudes and self-efficacy for mathematics. 相似文献
11.
Daniele B. Conte Milena Zancanaro André Guollo Luana R. Schneider Rafael G. Lund Sinval A. Rodrigues-Junior 《Anatomical sciences education》2021,14(1):99-109
This systematic review aimed to identify the level of impact of educational strategies for teaching tooth carving on the carving ability of undergraduate dental students. The PubMed-NCBI, Cochrane-CENTRAL, LILACS, Ibecs, BBO, Web of Science, and Scopus databases were searched in May 2019, for randomized controlled trials (RCTs) and two-arm non-randomized studies of interventions (NRSI) addressing educational interventions toward the dental carving of undergraduate students. Studies from the year 2000 until the search date, written in English, Portuguese, and Spanish were included. Study screening and data extraction were performed in duplicate and blinded. The data were presented narratively, considering the dental carving ability of students the primary outcome. The risk of bias was assessed using the RoB tool 2.0 and ROBINS-I, and the level of evidence was determined with GRADE. Of 3,574 studies, 6 were included, with 3 RCTs and 3 NRSIs. Very low level of evidence was provided from the NRSIs that flipped classroom (1 study; n = 140) and a student-driven revised module (1 study; n = 264) improved the carving ability of students. Additionally, there was moderate evidence of online complementary material (1 RCT; n = 30) and reinforcement class improving the carving ability of students (1 RCT; n = 29). The replacement of traditional classes by an instructional DVD (1 RCT; n = 73) and assessment of carving projects through digital systems (1 NRSI; n = 79) did not enhance the carving ability of students. Study design, risk of bias, and imprecision downgraded the level of evidence. There was a very low to moderate evidence on the effectiveness of student-driven educational approaches and complementary classes of dental anatomy in improving the dental carving ability of students. 相似文献
12.
This study examined the effectiveness and influence on validity of a computer-based pop-up English glossary accommodation for English learners (ELs) in grades 3 and 7. In a randomized controlled trial, we administered pop-up English glossaries with audio to students taking a statewide accountability English language arts (ELA) and mathematics assessments. As is typically found, EL students exhibited lower achievement scores than non-EL students in all portions of the test. The pop-up glossaries provided inconsistent benefit for EL students. There was some evidence that the pop-up English glossaries had a minimal inhibitory effect for 3rd-grade students on both the ELA and mathematics assessment. Furthermore, 7th-grade ELs also showed slightly inhibited performance when using the pop-up glossary on the mathematics assessment. However, 7th-grade EL students had a performance benefit when using the pop-up glossary on the ELA assessment. We discuss how increased cognitive load placed on younger students may play a role in diminishing performance when using pop-up glossaries. We explore potential explanations for the difference outcomes between mathematics and ELA in grade 7. 相似文献
13.
En-Chong Liaw 《Teacher Development》2017,21(4):496-510
To investigate the context-related teacher efficacy (TE) of experienced teachers in Taiwan, this study examined elementary English teachers more than a decade after a major educational reform to determine whether their TE levels were affected by school location (e.g. urban vs. suburban). The 438 responses to the adapted Teacher Efficacy Scale revealed stronger efficacy regarding the teachers’ personal ability to teach less-motivated students and less confidence regarding the management of school- and government-related concerns. However, school settings did not show a significant effect on the efficacy levels of experienced English teachers. Although caution must be practiced in interpreting results related to school settings and TE, the findings from the current study are generalizable to contexts in which English is spoken as a foreign language. The results also urge much caution when making interpretation on results relating to school settings and TE. 相似文献
14.
《校园英语(教研版)》2016,(6):41-42
In china, with the guidance of the exam-oriented education, both teachers and students pay more attention to the improvement of English writing skills. However, under the growing trend of economic globalization, mastering English listening and speaking skills is a necessity for students, especially for English majors in foreign trade. In recent years, many researchers have discussed listening and speaking teaching separately. In fact, the two skills are supplementary to each other, which should be taught and practiced simultaneously. Based on the current situation of English listening and speaking skills of English majors in foreign trade, therefore, this thesis aims to summarize a comprehensive teaching method to improve students' listening and speaking skills in foreign trade. It is also hoped that the findings will provide valuable resources for the relevant studies in the near future. 相似文献
15.
在学习英语的过程中，学生习惯于使用英汉词典。结果，不但不能有效辨析词义，甚至产生更多的疑惑。针对这一现象，本文作者通过实例分析，以证明使用英英词典（或英汉双解词典）对解决英语学习者的这一难题的作用，并鼓励他们积极利用这一辨析词义的有效手段。 相似文献
16.
Tiberio Garza Margarita Huerta Tracy G. Spies Rafael Lara-Alecio Beverly J. Irby Fuhui Tong 《International Journal of Science and Mathematics Education》2018,16(8):1499-1519
Academic language is critical for English learners (ELs) to succeed in the science classroom. This study analyzed the instructional practices centered around academic language taking place in eight, fifth-grade classrooms during a grant-funded project. Observational data collected through a classroom observation instrument were analyzed to describe and compare the instructional practices occurring in treatment and control classrooms when teachers and students used academic language. Our findings show both treatment and control classrooms using academic language during the course of the intervention study, but the instruction looked markedly different in each setting. These differences provide valuable insight for practitioners and researchers concerned with the academic language development of ELs in science classrooms. 相似文献
17.
《Journal of research on educational effectiveness》2013,6(3):179-214
Abstract We provide data 3 to 4 years postintervention for four samples of English language learners from two sequential Grade 1 cohorts who received supplemental Grade 1 reading interventions in Spanish or English and for whom the language of instruction for intervention was matched with language of core reading instruction. Participants were 300 students at risk for reading difficulties who were randomly assigned to intervention or comparison groups; there were 186 students from the four samples assessed in both languages (Spanish, English) 3 or 4 years after intervention completion (Spring Grade 4 or 5). Findings from the Spanish study revealed few statistically significant differences in favor of intervention students on Spanish measures, although effect sizes generally favored this group (median d = +0.33). Findings from the English study also revealed few statistically significant differences in favor of intervention students, though again, effect sizes were positive (median d = +0.23). Transfer effects were generally small, though nearly all were positive. Although the effects were small, receipt of intervention in Grade 1 was associated with clinically significant gains in a variety of literacy-related domains 3 to 4 years after the termination of supplemental instruction. 相似文献
18.
The purpose of the present study was to examine the influence of some aspects of the Arabic phonological system on spelling
English words. In Study 1, the spelling performance of Arabic students from grades four and six was compared with English
students in cognate phoneme pairs which exist across both languages (/d/ and /t/), and pairs in which only one of the phonemes
exists in Arabic (/b/ and /p/, /f/ and /v/) using a spelling test which contained words with the target phonemes. The findings
showed that the Arabic participants performed similarly to the English participants on the phonemes /t/ and /d/, but they
tended to spell the phonemes /b/, /p/, /f/, and /v/ using their cognate pairs more often than the English participants did.
In Study 2, the spelling performance of Arabic students was compared across grades 4, 6, 8, and 10 for the same target phonemes.
The analyses showed no difference between the Arabic participants in how often they confused the target phonemes with their
cognate pairs across the different grade levels, except for the phonemes /p/ and /v/, for which the effect size was small.
The findings of this study demonstrate the importance of phonology in spelling, as well as the influence of the first language
on spelling in a second language. They also indicate that Arabic students continue to be dependent on phonological processes
when spelling English words even as they grow older. 相似文献
19.
This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students’ English and science achievement was compared to a similar group of students who were using the district’s established English language development curriculum. Student performance on statemandated English and science assessments were analyzed using Mann–Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content. 相似文献
20.
Weiqiang Wang 《Assessment & Evaluation in Higher Education》2017,42(8):1280-1292
The instructional value of rubrics for promoting student learning and aiding teacher feedback to student performance has been extensively researched in th educational literature. There is, nonetheless, a dearth of studies on students’ rubric use in second/foreign language contexts, and fewer studies have investigated the factors affecting rubrics’ effectiveness for promoting student learning. The paper reports a classroom-based inquiry into students’ perceptions of rubric use in self-assessment in English as a Foreign Language context and the factors moderating its effectiveness. Eighty students at a Chinese university participated in the study. The data collected included their reflective journals and six case study informants’ retrospective interviews. Results showed that the rubric was perceived as useful for fostering the students’ self-regulation by guiding them through the stages of goal-setting, planning, self-monitoring and self-reflection. Both within-rubric and rubric-user factors were identified as affecting the rubric’s effectiveness in student self-assessment. The findings are discussed with reference to the design features of rubrics. Implications are drawn for formative rubric use in student self-assessment. 相似文献