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The impact of english first additional language on grade 10 learners' academic performance in Tiyelelani Secondary SchoolMogano, Mpho Ulendah January 2022 (has links)
Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The purpose of this study was to investigate the impact of English First Additional Language on learners‘ academic performance. Qualitative approach was used to elicit responses from a sample of 12 learners and 4 teachers. The participants were purposefully sampled from a secondary school in Soshanguve. The researcher collected data using semi-structured interviews and classroom observations. Both selected teachers and learners were interviewed, and content subject lessons were observed. The data was analysed using inductive thematic data analysis method. The findings of the study indicated that different factors such as poor English Language proficiency, the use of mother tongue language in the classes, lack of parental involvement, and lack of tangible resources and instructional materials had a negative impact on learners‘ academic performance. The findings also showed that lack of exposure to English language among both teachers and learners is a critical factor that resulted in the poor academic performance of Grade 10 learners. The study recommends that all the recommendations made to all the stakeholders involved, such as the Department of Education, teachers, parents and learners, should be implemented in order to improve the academic performance of all learners in schools.
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The Future Promise Initiative: An Action Research Study of a Community College's Integrated Program Serving Immigrant StudentsAitken-Shadle, Gisella M. 11 August 2022 (has links)
No description available.
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THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEMCheng, Hsiu-Jen 27 July 2007 (has links)
No description available.
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Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School TeachersLee, Jeong-Ah 18 February 2009 (has links)
No description available.
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The relationship between proficiency in English, Grade 12 English results and the academic success of first year studentsVenzke, Shirley 11 1900 (has links)
This research investigated the possible correlation between English proficiency
and academic success in Internal Auditing 1 of learners registered at the Vaal
Triangle Technikon.
Acquisition of a Second language was investigated with reference to Additive and
Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive
Academic Language Proficiency. Factors that influence the acquisition of a L2
were also discussed.
Factors that influence learning through a Second language, problems experienced
by learners learning through a Second language and the coping mechanisms they
use were investigated.
The specific language situation in South African education was explained starting
with a short historical background of English in South African schools. General
problems experienced at schools, language problems experienced at schools, the
language proficiency of teachers and how they cope with the language problems
were discussed. Language problems experienced by the learners and its effect on
higher education were also investigated.
A questionnaire was used to gather information regarding respondents' school
history, First language, experiences with English as a subject at school,
experiences of English as language of instruction, and their views on Internal
Auditing 1 as a subject.
Respondents' English proficiency was determined through three instruments,
namely Grade 12 English Second language results, an English proficiency test
and an English writing performance test. There is a discrepancy between tile
respondents' own perception of their English proficiency and their English
proficiency as reflected by their Grade 12 English Second language results, the
proficiency test and the writing performance test. While respondents felt that their
English proficiency is average or above average, the tests indicated that their
English proficiency is very low.
Despite the respondents' very tow levels of English proficiency they reported that
they did not find the English used in different situations relating to Internal Auditing
1 difficult and no significant correlation could be determined between their English
proficiency levels and their academic success in Internal Auditing 1. / Psychology of Education / M. Ed. (Psychology of Education)
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First year physics practicals in distance education in South AfricaCilliers, Johanna Albertha 11 1900 (has links)
Although the merits of practical work in physics are often questioned, it remains part of
physics curricula world-wide. In distance education the incorporation of practical work into
the curriculum is considerably complicated by the unique logistics of the setting and the high
cost involved. The research reported in this thesis emanated from the need to improve the
practical work module for first year physics at the University of South Africa, one of the
largest distance education universities in the world. Specifically, the home-based component
which, up to the commencement of the research had been entirely text-based, needed to be
addressed. To this end it was necessary to identify a valid and attainable set of objectives and
to determine the characteristics, abilities and needs of the students in the target group. A
survey polling the viewpoints of South African physics lecturers and students about the
objectives of practical work was conducted and an extensive student profile comprising a
biographic, cognitive and affective component was compiled. Biographically, the target
group is unique in the sense that it consists mainly of adult learners, a large percentage of
whom study in a second language. The cognitive component of the profile covered aptitude,
proficiency in English, mathematics and the integrated science process skills and level of
cognitive development, all of which were investigated for possible influence on performance
in practical work. On an affective level, students displayed a very positive attitude towards
practical work, seated mainly in their need for concrete exploration of the theory. A practical
work module structured around an experiential learning cycle adapted to the distance
education environment was subsequently designed. The study material developed for the
module comprised an interactive study guide on data processing and experimental procedure,
a home experiment kit with accompanying workbook and a laboratory manual. From the
pilot study forming part of the development process, it was found that students performed
significantly better in an assignment based on home-experimentation than in any of the pen- and
paper assignments preceding it. Based on the results of the pilot study, a full home
experiment kit was designed, evaluated, refined and implemented. / Physics / D.Phil. (Physics)
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The predictive validity of learning potential and English language proficiency for work performance of candidate engineersMphokane, Adelaide January 2014 (has links)
The aim of this research was (1) to provide empirical data of learning potential and English language proficiency for work performance; (2) to establish whether race and gender influence work performance; (3) to evaluate practical utility and to propose recommendations for selection purposes. The Learning Potential Computerised Adaptive Test and the English Literacy Skills Assessment were used as measuring instruments to measure learning potential and English language proficiency respectively. Work performance data were obtained from the normal performance data system of the company where the research was conducted. ANOVA results showed differences between race and gender groupings. A regression analysis confirmed the predictive validity of learning potential and English language proficiency on work performance. The Spearman rho correlation coefficient (p < 0.05) showed a significant positive correlation between the investigated variables / Industrial & Organisational Psychology / M. A. (Industrial & Organisational Psychology)
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The relationship between learning potential, English language proficiency and work-related training test resultsSchoeman, Adele 11 1900 (has links)
Continuous change and competition in the working environment necessitate increased
efficiency and productivity which require different and enhanced skills and abilities. It is
therefore important that the right people with the right skills are selected and employees are
developed to enable them to meet the organisational and national demands of the future.
This dissertation investigates the relationship between learning potential, English
language proficiency and work-related training test results to establish why some production
employees perform better on work-related training test results than others.
The results indicate that there is no significant relationship between the work-related training
test results and either learning potential or English language proficiency. There is, however, a
significant correlation between learning potential and English language proficiency. It might be
worthwhile exploring the availability and adequacy of assessors
as well as the motivational level of the production employees as factors that influence the
progress made with work-related training test results. / Industrial and Organisational Psychology / MCOM (Industrial Psychology)
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Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in ColombiaMontiel-Chamorro, Marta L 01 January 2018 (has links)
Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when
comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.
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Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scaleRoomaney, Rizwana January 2010 (has links)
<p>This study formed part of a larger project that is concerned with the adaptation of a test of cognitive academic language proficiency, the Woodcock Muñ / oz Language Survey (WMLS). The WMLS has been adapted from English into isiXhosa and the present study is located within the broader study that is concerned with establishing overall equivalence between the two language versions of the WMLS. It was primarily concerned with the Verbal Analogies (VA) scale. Previous research on this scale has demonstrated promising results, but continues to find evidence of some inequivalence. This study aimed to cross-validate previous research on the two language versions of the WMLS and improve on methodological issues by employing matched groups. It drew upon an existing dataset from the larger research project. The study employed a monolingual matched two-group design consisting of 150 mainly English speaking and 149 mainly isiXhosa learners in grades 6 and 7. This study had two sub aims. The first was to investigate item bias by identifying DIF items in the VA scale across the isiXhosa and English by conducting a logistic regression and Mantel-Haenszel procedure. Five items were identified by both techniques as DIF. The second sub aim was to evaluate construct equivalence between the isiXhosa and English versions of the WMLS on the VA scale by conducting a factor analysis on the tests after removal of DIF items. Two factors were requested during the factor analysis. The first factor displayed significant loadings across both language versions and was identified as a stable factor. This was confirmed by the Tucker&rsquo / s Phi and scatter plot. The second factor was stable for the English version but not for the isiXhosa version. The Tucker&rsquo / s phi and scatter plot indicated that this factor is not structurally equivalent across the two language versions</p>
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