การสอนภาษาอังกฤษ
Permanent URI for this collection
บทความวิจัยด้านสถานภาพการเรียนการสอน เทคนิควิธีการสอน การวัดและประเมินผล ปัจจัยที่เกี่ยวข้องกับกระบวนการเรียนรู้
Browse
Browsing การสอนภาษาอังกฤษ by Subject "Academic Achievement"
Now showing 1 - 5 of 5
Results Per Page
Sort Options
- PublicationCo-Curricular Activities and Achievement in Language Learning of Secondary School Students in NigeriaAjoke, Alabere Rabiat; Shapii, Aspalila Bt.; Hassan, Md. Kamrul; Meesing, Absorn (Assumption University, 2015)English as a Second Language (ESL) students in Nigeria lack access to interact with the native speakers of English, but with co-curricular activities they can be good speakers of English language. This paper investigates the impact of co-curricular activities out-side the classroom on Secondary School Students’ achievement in Nigeria. Out-of-classroom events can be devised by schools to make students feel that they are surrounded by the language if they participate in active use of the language among themselves during activities like games, debating, press updates, social gathering, etc. The variables that were considered in the study were Press club and Literary and Debating society, the involvement period, and their academic achievement. Eight out of 17 secondary schools were randomly selected with one hundred students from each school. The questionnaires for the data collection relate students’ personal data and twelve questions on press club and literary and debating society. The mock examination results show that there is a positive significant influence in co-curricular activities on senior secondary school students’ academic achievement in English. The result of this study shows that students who spend longer time in participating in the activities perform tremendously better than other students who spend less time or do not participate at all in the activities in English, and they perform academically better as well and speak English language fluently.
- PublicationLearning Styles and Academic Achievement of English III Students at Assumption University of ThailandBrahmakasikara, Laura; Komolmas, Prathip M. (Assumption University, 2013)This study identified the learning styles of English III students and how these relate to their academic performance. Sixty seven students participated in the study who answered the DVC Learning Style Survey for College. This instrument was written by Catherine Jester of Diablo Valley College in northern California and is available on-line. Results showed that majority of the students are auditory/verbal learners and this group of students had the most number of students who passed the course with no failure while the tactile learners had the least number of students who passed the course. Kruskal-Wallis test was used to determine if there was significant difference in the grades obtained by students with respect to their learning styles. Results of the test showed that there was no significant difference in the grades of the students with respect to their learning styles.
- PublicationPredictive Validity of the CU-TEP as an Indicator of Students’ Academic Achievement in EnglishCharnchairerk, Chalatip (Research Department, Chulalongkorn University Language Institute, 2021)The Chulalongkorn University Test of English Proficiency (CU-TEP) is an institutional standardized English proficiency test designed to measure students’ ability to use English for academic purposes. It is required for admission to graduate programs and undergraduate English programs at Chulalongkorn University and some other educational institutions. This study examined how accurate CU-TEP was as a predictor of the academic achievement of a total of 520 first-year Chulalongkorn University students as measured by three compulsory English course results and two English writing task scores. The participants were selected from a cohort of 5,564 freshmen taking CU-TEP in 2014, using the systematic random sampling technique. To analyze the data, multiple regression analysis was applied to assess the relationship between the CU-TEP scores and students’ English course results, whereas Pearson’s correlation was used to explain the correlation of CU-TEP writing scores with the writing task scores. The findings exhibited significant evidence for the validity of CU-TEP as an effective indicator of students’ academic success. Also, although the predictive validity of CU-TEP was found to vary marginally according to different academic disciplines as indicated by their similarly high correlation coefficients, the discipline-specific correlations revealed a clear distinction in the predictive power of individual CUTEP sections. Finally, correlations between the CU-TEP writing scores and the two English writing task scores confirmed the CU-TEP writing section as a relatively good predictor of students’ writing ability.
- PublicationStudent Motivation and Academic Achievement in Online EFL Classes at the Tertiary LevelOzer, Omer; Badem, Nebahat (Language Institute, Thammasat University, 2022)This study examines the impact of EFL learners’ learning experiences in a virtual classroom on their academic motivation and achievement. It also explores students’ reasons for changes in their motivations and their perspectives on learning a foreign language online. The study used the explanatory, sequential mixed-methods design. A total of 144 foreign-language learners at a state university in Turkey participated in this study. An online survey was used to collect students’ academic motivation scores at the beginning and the end of an academic term. Ten students from the decreased and the increased motivation groups were recruited for online semi-structured interviews. Besides motivation, students’ language development was measured using pre- and post-test scores on skill-based exams. Correlations show a moderate positive correlation between motivation and academic achievement. Motivation was also a significant predictor of students’ grades. The findings also showed that students’ motivation to learn English in a digital classroom decreased over time. Through thematic analysis of the qualitative data, three major themes emerged: motivation-related factors, negative attitudes towards online learning and the benefits of online learning. One common characteristic was that students would prefer face-to-face learning and they also believed that in-class and out-of-class interactions were limited in online learning.
- PublicationThe Influence of Perceived Classroom Environment on Student' Listening Skills and Academic AchievementD'souza, June Bernadette; Chaisomboon, Phuwadon (Association of Private Higher Education Institutions of Thailand, 2017)Classroom environment plays an integral part in the learning process. This study examined the perceptions of psycho-social aspects of classroom environment with listening skills and academic achievement of Thai and Foreign students at an international university in Bangkok, Thailand. Using the simple random sampling technique, a sample of 400 Thais and Foreign students, both male and females students were selected and administered the “What is Happening in This Class?” Scale consisting of 7 sub-scales (Fraser, Fisher, & Mc Robbie, 1996). For listening skills the Listening-self Inventory which is the edited version developed by Steven Robbins (1999) was used. Pearson’s Correlation of Coefficient (r) of analysis was used to test all four hypotheses. Hypothesis one findings indicated an insignificant and negative significant relationship of perceived classroom environment and listening skills for Thai and male students. For females and foreign students a low and negative relationship existed indicating that when classroom environment was good listening declined. Hypothesis two findings indicated that perceived classroom environment was poorly and positively significant with students’ academic achievement for Thai and male students. For females and foreign students a low and positive significance existed indicating that when classroom environment was good GPA’s were better.Hypothesis three indicated that when dimensions of classroom environment were examined it was found that, out of seven dimensions of perceived classroom environment only two had low and negative significance with listening skills. Involvement and investigation dimensions had an inverse relationship with listening which shows that when the classroom involvement and investigation were higher their listening skill was lower. Hypothesis four indicated that when student cohesiveness, cooperation, equity and task orientation dimensions of classroom environment were better their academic achievement was slightly better. Hence, all hypotheses were very marginally accepted because of the low level of significance between perceived classroom environment, listening skills and academic achievement. The above findings can be attributed to classroom environment in Thai culture and succinctly described in the conclusions of the study.