Research Findings and Foreign Language Requirements in Colleges and Universities*

Jakobovits, Leon A.

doi:10.1111/j.1944-9720.1969.tb00321.x

Cited by 4 publications

(4 citation statements)

References 16 publications

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“…From the theoretical perspective, the findings from this research are concurrent with the predictions suggested by the theories and ideas of Shakespeare & Jakobovits (1971) [3] and Gardner & Lambert (1972) [4], which stated that there were three factors affecting English speaking among students: 1) teaching factors, 2) student factors, and 3) environmental factors.…”

Section: -Results and Discussionsupporting

confidence: 84%

“…In terms of determinant factors affecting English proficiency, this study will focus on two academic works. The first is the study by Jakobovits (1971) [3], which suggests the main factors that make teaching and learning effective are: (1) teaching factors, such as teacher quality, students' learning opportunities, and assessment criteria; (2) Learner factors, including the ability to understand teaching, learners' competence, motivation for achievement, positive attitude towards teachers, and learning strategies; and (3) Social and cultural factors, such as adherence to one's own language, linguistic composition, and biculturalism in society.…”

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confidence: 99%

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Determinants of English Language Proficiency: A Multifaceted Analysis

Vajirakachorn,

Ratasuk,

Anuwong

2023

Emerg Sci J

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This study investigates the determinants of English language proficiency among students at Panyapiwat Institute of Management (PIM) in accordance with the Common European Framework of Reference for Languages (CEFR) standards. The determinant factors under examination encompass students' attitudes, prior English language knowledge, information-seeking behavior, satisfaction with English language learning, teachers' expertise, teacher readiness, teaching methodologies, familial support, environmental factors, and international exposure. Data were gathered through a survey administered to 469 PIM students, and the analysis employed Partial Least Squares Structural Equation Modelling. The findings revealed that five significant factors influence PIM students' English proficiency, namely their prior English language knowledge, inclination toward seeking knowledge, teachers' expertise, classroom environment, and practical language usage experiences. Additionally, the research demonstrated a noteworthy impact of students' Grade Point Average (GPA) and the time dedicated to learning English on their CEFR scores. This study contributes to the field by shedding light on the multifaceted factors influencing English language proficiency among PIM students, offering insights that can inform language education strategies and policies. It emphasizes the importance of prior knowledge, information-seeking behavior, teacher quality, classroom environment, and practical language application in enhancing English language skills. Doi: 10.28991/ESJ-2023-SIED2-020 Full Text: PDF

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Section: -Results and Discussionsupporting

confidence: 84%

mentioning

confidence: 99%

Determinants of English Language Proficiency: A Multifaceted Analysis

Vajirakachorn,

Ratasuk,

Anuwong

2023

Emerg Sci J

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“…It is defined by Jakobovits (1969) as the "use of previously available strategies in new situations" (p.55). Within such a strategy, learners deviate from the basic structure depending on their knowledge of other structures in the foreign language.…”

Section: Developmental Errorsmentioning

confidence: 99%

A Cross-Sectional Investigation of the Difficulties Encounter Arabic Students in Using English Adjectives: Error Analysis

Shaban¹

2017

WJEL

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The author investigated the difficulties encounter Arab second language English learners in using English adjectives across four levels of English proficiency. Sixty students, fifteen from each year, were randomly selected. The subjects were undergraduate students at the English Department, Benghazi University, Libya. Test that covered most of the semantic and structural characteristics of English adjectives was used as an instrument of collecting data in this research. All of the errors were analyzed in the frame of Error Analysis Theory to second language acquisition. A Chi-square test of independence revealed that there is no significant difference in the types of errors (interference and developmental) committed by the students of the four years. Qualitatively, a through analysis of the types of errors and their possible causes were highlighted to assist ESL/EFL teachers and to help them reduce future problems regarding teaching English adjectives to Arab speaking learners of English as a second language.

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“…Since proficiency has been proven to be related to aptitude and achievement (Carroll, 1941, 1959A, B, 1963, 1971, Jakobovits, 1969, the t-test analysis was also performed to find out the difference in English proficiency between the high-listening aptitude group and the low-listening aptitude group.…”

Section: Table IVmentioning

confidence: 99%

Relationship between Learning Modes and the Beginners' Success in English

Wangsotorn

1987

RELC Journal

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BangkokIt is widely accepted that success in learning a foreign language depends on various learner variables. The study of the relationships between success in learning English of beginners and learner variables will pave ways for preparation of materials and the upgrading of teaching and learning processes to best suit the learners.Researchers in Europe, America and Asia have discovered that learner variables which influence language achievement are composed of language aptitude, attitudes towards the teachers and the target cultures, general intelligence, verbal ability, nonverbal ability, and learning strategies. Besides these variables, modes of learning also explain success in learning a foreign language.To investigate the influence of the student modes of learning or their preferences for modes of learning, a group of researchers at the Chulalongkom University conducted a research on a group of Thai students who were beginners of English. In addition to modes of learning, other student variables were also included in the study in order to find the interrelationships as well as the intrarelationships that might exist among student English achievement, other student variables and learning modes. A research grant from the Thai government made this project possible.The research was conducted with the purposes to (1) study the relationships between the beginners' success in learning English through an individualized approach and the modes of learning which were defined as consisting of visual, auditory and both visual and auditory modes combined ; (2) study the relationships between the beginners' success in English and the other learner variables comprising language aptitude, attitudes and motivation, non-verbal I.Q., learning strategies and years of studying English, and (3) study the intra-relationships among the student variables which included learning modes and their combined strength in influencing student success in learning English through individualized programs.The research has the following hypotheses: 1. The following learning modes are related to achievement in Eng-

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Research Findings and Foreign Language Requirements in Colleges and Universities*

Cited by 4 publications

References 16 publications

Determinants of English Language Proficiency: A Multifaceted Analysis

Determinants of English Language Proficiency: A Multifaceted Analysis

A Cross-Sectional Investigation of the Difficulties Encounter Arabic Students in Using English Adjectives: Error Analysis

Relationship between Learning Modes and the Beginners' Success in English

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