Examining the Variables Impacting Academic Performance in Higher Education: A Case Study of Bachelor Degree Programs at PAAET, Kuwait (Published)
This study explores the factors influencing the academic experiences of bachelor’s degree students enrolled in English language courses at the Public Authority for Applied Education and Training (PAAET) in Kuwait. Specifically, it examines the effects of personal, teacher-related, and school-related factors on students’ learning outcomes. Data were collected through a structured survey administered to a random sample of 649 students across five PAAET colleges, including the College of Basic Education, Technological Studies, Health Sciences, and Nursing. A quantitative approach was employed to analyze the relationships between these factors and students’ academic performance. The results indicate that personal factors, such as study habits and motivation, significantly affect academic achievement. Although a notable proportion of students expressed concerns about teaching quality, many also reported positive interactions with instructors, highlighting the importance of teacher-related factors like communication and teaching methods. School-related factors, including classroom environments and institutional resources, were also shown to influence learning outcomes. Some students noted challenges with physical space and class scheduling. Notably, students who attended classes regularly and paid close attention during lectures demonstrated better academic performance, underscoring the role of individual responsibility in academic success. However, external factors such as anxiety, sleep deprivation, and financial instability were identified as major barriers to learning. These findings suggest that improvements in teaching quality, classroom environments, and student support services could enhance academic performance at PAAET, providing a more supportive learning environment for all students.
Keywords: : Academic Performance, English Language, Students, teaching quality
A Model to Train English Language Teachers at Mexican Universities (Published)
This work evaluates the preparation of English language teachers at Mexican universities. In order to develop a model for training future English language teachers, curricular, operational, and contextual factors are analysed. Extensive professional teaching of English in Mexican universities is necessary given the extensive social, economic and cultural exchanges within North America that require workers to speak English with a certain level of proficiency. The preparation of English language teachers in Mexico has not been adequately researched and there is little objective data on its status. Therefore, there is a need for systematic empirical information to fully understand the status quo of English teacher training in Mexican universities. A case study of a typical university English teacher training programme provides curricular considerations and information from faculty, students and administrators. As a result, this work proposes a model for English teacher training at the university level and discusses its implications for curriculum development.
Keywords: English Language, English language proficiency, English language teaching programmes
Applying of English Teaching Materials based on HOTS to Support Students’ Understanding Concepts: Indonesia (Published)
This research aims to apply English teaching materials to improve students’ understanding of concepts in the learning process at SMA Negeri 10 Pandeglang in English subjects. Students feel bored more quickly and are dissatisfied with conventional delivery of material or assignments. By applying English teaching materials based on Higher Order Thinking Skills (HOTS), students can improve their language skills from the material provided by the teacher. This research used qualitative methods with the type of research used namely a qualitative descriptive approach. The research was conducted at SMA Negeri 10 Pandenglang. The research subject is Class X. The data collection technique used triangulation techniques (observation, interviews and documentation). From the results of research that researcher has conducted, it shows that students are more enthusiastic about implementing HOTS-based English teaching materials. They also do not feel that the learning provided will feel monotonous. And students also want HOTS-based teaching materials to be applied to English subjects so that students don’t feel bored when teachers provide materials that still use conventional methods and hope they can improve language skills in higher thinking processes.
Keywords: Education, English Language, HOTS, Teaching Materials
Oracy Skills Instruction: Evaluating, Adapting and Creating Listening and Speaking Activities (Published)
The objective of this paper is to evaluate, modify and formulate activities related to the development of ‘oracy’ skills in the English as a Foreign Language (EFL) classroom. In this context, ‘oracy’, as defined by Sifakis (2004/2018), specifically encompasses the skills of listening and speaking. Spoken discourse is differentiated from written in that it requires real-time interaction, presenting a notable challenge for the learners. (McDonough et. al., 2013). It is apparent that oracy skills play a crucial role in the overall development of students’ language proficiency as they emphasize their ability to engage effectively in real-life communication situations. In the course of evaluating materials, the paper will utilize relevant literature and employ sets of criteria, tailored to the communicative requirements of spoken interaction. Subsequently, adjustments to existing activities and the creation of original ones will be proposed in line with the theoretical framework. To facilitate this process, the paper will draw on materials deriving from two teaching textbooks and examine two distinct teaching contexts, each aligned with one of the aforementioned language skills; listening and speaking.
Keywords: English Language, Foreign Language, Listening, Speaking, oracy skills
The Difference in the Speaking Proficiency in English between the Students of the English Medium Schools in Mohammadpur Area (New Dhaka) and in Postogola-Sutrapur Area (Old Dhaka): A study (Published)
We expect that the students of English medium schools are good and fluent in English than the students of Bengali medium schools in Bangladesh, and usually we find them as per our expectation. But in some cases we do not find it true. The students of the English medium schools of Mohammadpur area in Dhaka are fluent enough in English but the students of the English medium schools in Postogola-Sutrapur area of Old Dhaka are not. In this study, I have explored the fact that there is a big difference in the speaking proficiency in English between the students of the two areas. Not only this, the research work has found out that the socio-economic factors of the two areas are mainly responsible for this condition. We see in the study that the educational and the social-cultural and economic backgrounds of the parents and teachers of the two areas are different. We also see how these factors affect achieving the speaking proficiency in English. The study suggested the measures to improve the speaking proficiency of the students of Postogola-Sutrapur area staying in the existing socio-cultural and economical frame, as it is not possible to change the social and economic scenario of the area within a short time.
Keywords: English Language, English medium schools, Socio-Economic Factors, learning a foreign language, speaking in English
An Evaluation of the Implementation of the English Language Curriculum in Nigeria under the Nine-Year Universal Basic Education Curriculum (Published)
The major goal of the Universal Basic Education (UBE) curriculum is to realign all Primary and Junior Secondary School curriculum to meet the key target of the UBE programme. Proficiency in the use of English language is the key to achieving this goal. However, it has been observed that many individuals, after spending a good number of years in primary and secondary school, still have problem in their use of English; especially the spoken form. Consequently, this study set out to find the reason for such incompetence among students. Four (4) research questions and four (4) hypotheses aided this study. A sample of eighty (80) pupils and eighty (80) students from primary and Junior Secondary Schools and forty (40) teachers from six (6) public schools (one from each of the six (6) states) in the South-South geo-political zones in Nigeria were used. Two questionnaires called Teachers’ Questionnaire and Students’ Competence Questionnaire were used to obtain data for the study. Validity and reliability of the instruments were carried out and data was analyzed using the Statistical Package for Social Science (SPSS) version 25. Descriptive Statistics and Pearson Product Moment Correlation was used to answer the research questions, while regression analysis was used to test the hypotheses. The findings indicate that the curriculum is well planned with the four language skills in consideration, however there is inadequate funds and infrastructures in schools. The study recommended that there should be availability of funds, infrastructures and instructional materials to aid effective teaching and learning of English language. Also, learners should consider and employ the appropriate teaching methods and endeavor to incorporate the four language skills in their teaching content in the classroom.
Keywords: Curriculum, English Language, Universal Basic Education
Gamification – Influence on Elementary Pupils’ Learning Outcomes and Engagement in English Language (Published)
This research examined the influence of gamification on the learning outcomes and engagement of English Language Pupils in Bonny Local Government Area of Rivers State, Nigeria. It adopted the two (2) group pre-test post-test quasi-experimental research design. The sample comprised forty-four (44) primary three pupils. Twenty (20) for the experimental group and twenty-four (24) for the control group. Two (2) sets of instruments were employed to gather data from the sample namely: English Language Achievement Test (ELAT), and Gamification Questionnaire (GQ) which had two (2) sections: Demographic data of pupils, and games engagement. Three objectives, three research questions, and two hypotheses were used for the study. Mean and standard deviation were employed to answer the research questions. Hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using independent sample t-test. Kuder-Richardson (KR20) was employed to test the ELAT and a reliability coefficient of .857 was obtained. Cronbach Alpha was used for the GQ with a reliability coefficient of.689. The findings revealed that learners taught with games had a higher mean score than those taught without games but the difference was not statistically significant; and their engagement level was high. Recommendation was therefore made that gamification be used in classrooms because it has a positive influence on learners’ learning outcomes.
Keywords: English Language, Gamification, Learning Outcome, engagement
Contrastive Study of the Phonological Systems of the English Language and the Izzi Dialect of the Igbo Language (Published)
This exploration is a contrastive assessment of the sound systems of the English language and the Izzi dialect of the Igbo language. It highlights areas of similarities and differences of the two tongues in order to predict the difficulties that Izzi speakers of the English language would experience in the study of the English Language as a second language. This inquiry therefore, concentrates on the similarities and differences found at the segmental level of both languages. The Primary, Secondary and the cannons of Contrastive Analysis are employed in the course of this investigation, and this survey reveals that some sounds in the English Language such as /ʌ/ɜ:/and /∂/ are absent in the sound system of Izzi dialect, and recommends that Izzi speakers of the English Language should make keen efforts to master the correct pronunciation of the English sounds in order to make themselves intelligible to other users of the English Language.
Keywords: Contrastive Analysis, English Language, Izzi Dialect, Segmental Sounds
The Challenges Facing the Students of the Higher Basic Stage in Jordanian Public Schools in Writing English (Published)
The study aims to identify the challenges facing the tenth grade students in Jordanian public schools in writing the English language. To achieve the objectives of the study, the researcher followed the analytical descriptive approach in terms of applying the study tool and data collection and analysis, While the sample of the study consisted of (50) teachers of English language. The study found that there are a number of challenges facing students in writing the English language was the most prominent Letters followed by a vowel, the researcher recommended The need for many of the studies on different regions of the Hashemite Kingdom of Jordan to find out the real reasons for poor students in learning English writing.
Keywords: Challenges, English Language, writing
Quality of Teaching English and Factors Influencing Chinese Students to Prefer English as Their Major in University Education: An Example of School of Foreign Languages at Northeast Normal University; China (Published)
The purpose of this study is to understand the quality of teaching at school of foreign languages, Quality of teaching in terms of (Teachers’ Classroom Preparation, Subject Knowledge, Teaching Methodology, Assessment, Time Taken for Assessment, Course Contents, Classroom Environment, Consultation Hours, Learning Material used, Pace of Course, Course Requirements and Outcomes, and Students’ Respect). And to identify the factors that influence the Chinese students to prefer English as their major at undergraduate and graduate level of their study programs at university; rather than choosing other languages; such as Korean, German; French, Russian or other; as their major. The scope of this study is limited to the school of foreign languages; Northeast Normal University; where students come from different parts of China; most specifically from Southern, Central and Southeastern parts of China. Research Design: Mixed method research design is adopted in this study; in which “four point likert scale questionnaire” and “structured interview” are used to collect data. Quality of teaching is measured through questionnaire; which measures the “Teacher’s Performance” on the basis of twelve factors: Teachers’ Classroom Preparation, Subject Knowledge, Teaching Methodology, Assessment, Time Taken for Assessment, Course Contents, Classroom Environment, Consultation Hours, Learning Materials (Lesson Plans, Course Notes etcetera), Pace of Course, Course Requirements and Outcomes, and Students’ Respect. While structured interviews were conducted to identify the factors that influence Chinese students to prefer English as their major. Findings: Out of these twelve evaluation bases for teaching quality; almost every base has different rankings but the; Pace of Course; is ranked good and pedagogy and classroom environment; ranked poorly. Study also shows that there are three main factors which influence Chinese students to choose English as their major in university education, First and most common factors are the psychological factors; such as ‘getting new experience and wish to see other countries, preferably western countries. Second are the social factors; such as high school teachers and friends and family influence specially the suggestion of parents make Chinese students decide to learn and choose English as their major in university and prefer English over other languages. Third are the economic factors; that Chinese students perceive that after getting 4 years undergraduate and graduate degrees in English as major language will increase the job opportunities for them locally in China as well as in other countries
Keywords: Chinese students, English Language, Influencing Factors, Quality of Teaching