This study explored the academic integrity of tertiary students during the pandemic. Sixty-six students and nine faculty members were participants in the study. Two adapted survey questionnaires and a validated researcher-made interview guide were used to obtain pertinent data. Quantitative results revealed that most students committed academic dishonesty; however, they considered those misconducts moderate cheating. Teachers observed that students committed cheating more than once; however, they only call students’ attention. Qualitative information showed that most students knew the importance of academic integrity; lack of time, procrastination, lack of comprehension, lack of study habits, having a job, low self-esteem, and having the desire to get better marks were the reasons why students committed academic misconduct. Students suggested that the academic institution needs to initiate innovations and implement stricter sanctions on those who committed academic misconduct. A pledge of academic honesty was developed for students to commit to academic integrity.
The study was conducted to understand the language learning anxieties and how these affect students’ speaking performance. It also attempted to give clarifications on the conflicting researches on the relationship between language anxiety and oral performance. Data was collected among 150 college freshmen enrolled in a semestral six-unit English course at the University of Mindanao, Panabo Campus. Using the Foreign Language Classroom Anxiety Scales (FLCAS) by Howritz, Howritz, and Cope (1986) and standardized telephone conversation activity test to determine the language anxiety and oral performance of respondents respectively, the researchers found that language anxiety specifically apprehension had an effect on oral performance in pronunciation, grammar, comprehension, fluency, and vocabulary while tension impinged grammar. However, results generally revealed no significant relationship between language learning anxiety and oral performance. It is noteworthy to point out that tension, nervousness, and worry do not affect respondents’ oral performance. The researchers attributed this result to the respondents’ awareness of their weaknesses in the spoken English, to the length of time they were exposed in learning the English language and to the type of learning environment the respondents had.Keywords: Language learning anxiety, Oral Performance, College Freshmen students, University of Mindanao Panabo Campus
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This study was conducted to examine the outcome of role play as an approach in developing the communicative competence of freshmen. Moreover, the focus of this study was on how the role-play as an approach was conducted; hence, necessary enhancement should be offered if needed. The information were gathered through Focused Group Discussion (FGD). Guide questions were prepared and validated; interviews were recorded, transcribed, interpreted and analyzed. Results revealed that role play as a type of communicative activity was a valuable classroom approach to assist students in developing their communicative competence and to provide the students an opportunity to practice the English language with fluency and accuracy. It was also discovered that role play was beneficial in developing students’ communicative competence provided that it was not done too long. It encouraged students to express themselves; provided self-confidence and opportunity for practicing the rules of social behavior; and allowed learners to use their learned language.
This qualitative - multiple case study highlights the linguistic experiences, gained insights and actions developed by the five dyslexic adult learners. Four research tools and in-depth interview were utilized to concretize the selection of participants and to obtain their linguistic encounters, respectively. Results revealed that participants’ linguistic difficulties were in the areas of spelling, vocabulary, in distinguishing directions and organizing and in keeping time. Apparently, word movement was also manifested. Mispronunciation of words emerged as the common embarrassing language incidents. Gained insights were varied such as self-pity, self-prophecy, and optimism. Reported coping mechanisms included reading ahead, pushing oneself, studying harder, becoming gregarious, asking for help from classmates and professors, practicing, and referring from websites. However, remaining passive was also expressed. It was recommended that further study should be conducted on the role of parents and teacher’s gender in the linguistic development of the dyslexic learners.
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