The Pedagogical Needs of Low Achievers

Wigzell, Roy; Al-Ansari, Saif

doi:10.3138/cmlr.49.2.302

Cited by 3 publications

(2 citation statements)

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“…As noted above, virtually all the previous related research has been based almost exclusively on French, German, and Spanish (languages of Groups I and 11 difficulty, according to the Foreign Service Institute classification), on students studylng only one of those languages (e.g., Holmquist 1993), or on students of a certain type (e.g., minority students [Davis & Markham 19911, low achievers [Wigzell and Al-Ansari 19931, or gifted students [Carlson 19811). Research in this area involving less commonly taught languages has tended to focus on foreign nationals studying English in their own countries or in the United States (e.g., Wigzell and Al-Ansari 1993). Even among students of more commonly taught languages there may, in fact, exist significant differences in attitude.…”

Section: Introductionmentioning

confidence: 99%

Revisiting Beliefs about Foreign Language Learning¹

Rifkin

2000

Foreign Language Annals

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Research on the beliefs of American university students about foreign language learning has been limited in three ways: First, students surveyed have generally been drawn only from beginning language classes. Second, research in this area has been conducted almost exclusively with students of French, German, and Spanish, the beliefs of learners of other languages —such as Arabic, Chinese, Japanese, and Russian — have been largely ignored. Third, published studies have focused on the beliefs of learners at only one institution, rather than at a number of institutions; the results of such studies are, therefore, also likely limited by the local conditions of the given institution. This paper presents an investigation of these three issues. The study is based on a survey of over 1,000 learners of 10 different languages at different levels of instruction in three different institutions. Data collected over a three‐year period are analyzed in order to compare the beliefs about language learning reported by learners in the present study with those held by learners in Horwitz's 1988 study, “The Beliefs about Language Learning of Beginning University Students.” Moreover, this paper presents comparisons of the beliefs of learners in their first year of instruction with the beliefs held by learners at other levels, of the beliefs of learners of commonly versus less commonly taught languages, and of the beliefs of learners at a public research institution with the beliefs of learners at small, private liberal arts colleges.

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Section: Introductionmentioning

confidence: 99%

Revisiting Beliefs about Foreign Language Learning¹

Rifkin

2000

Foreign Language Annals

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“…While such corequisite models have had some documented successes, this approach essentially necessitates that all support occurs exclusively during supplemental course time, since at-risk and non-at-risk students enroll in the same lecture portion of the course. Instructors may elect not to incorporate support in these mixed settings under the assumption that the majority of students may find it superfluous or unnecessary. − …”

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confidence: 99%

Diversifying Undergraduate Chemistry Course Pathways to Improve Outcomes for At-Risk Students

et al. 2020

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A lack of preparedness for college-level coursework has been shown to negatively impact student success rates in STEM. Remedial instruction has been the most widespread approach to helping at-risk students attain college-level competencies; however, studies have shown that remediation has had null or negative impacts on degree completion for students placed into these courses. This study examines two decades worth of data from one institution to evaluate the efficacy of course pathway diversification as an alternative model to traditional remediation on general chemistry students' firstand second-semester outcomes. In this approach, students with low mathematics placement exam scores take a separate lecture offering of general chemistry I with a corequisite support course (GCI-S) that is offered in parallel with the mainstream course (GCI-M). The course content across these offerings is the same, and successful students in either course are rejoined in a common general chemistry II course (GCII) in the subsequent semester. Our results indicate that first-semester outcomes for at-risk students have improved markedly since the inception of GCI-S relative to non-at-risk students. However, these improvements are not as apparent in GCII. Additionally, while the achievement gap in first-semester general chemistry outcomes between GCI-S and GCI-M students has improved, corresponding achievement gaps in GCII have worsened. We discuss the implications of our findings in ways that might guide the efforts of others in better supporting our most vulnerable students in chemistry.

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Relationship between Learning Styles and Motivation for Higher Education in EFL Students

Ghaedi¹,

Jam²

2014

TPLS

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Abstract-This article aimed to examine the relationship between learning styles and motivation for higher education in EFL students. To this end, a total of 90 EFL students from Shahrekord University were selected. The students answered two questionnaires. Students learning styles were determined by one of the questionnaire and students motivation for higher education was identified by the second questionnaire. The data analysis of the first questionnaire revealed that visual learning styles was major learning styles preferences. About the second questionnaire, mostly students have high motivation for higher education. The analysis with respect to the relationship between learning styles, and motivation for higher education revealed significant relationship. It is hoped that the finding add useful information to L2 research on learning styles, and pedagogically speaking, the findings of the study may have implication for students and EFL teachers.

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The Pedagogical Needs of Low Achievers

Cited by 3 publications

References 0 publications

Revisiting Beliefs about Foreign Language Learning¹

Revisiting Beliefs about Foreign Language Learning¹

Diversifying Undergraduate Chemistry Course Pathways to Improve Outcomes for At-Risk Students

Relationship between Learning Styles and Motivation for Higher Education in EFL Students

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The Pedagogical Needs of Low Achievers

Cited by 3 publications

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Revisiting Beliefs about Foreign Language Learning1

Revisiting Beliefs about Foreign Language Learning1

Diversifying Undergraduate Chemistry Course Pathways to Improve Outcomes for At-Risk Students

Relationship between Learning Styles and Motivation for Higher Education in EFL Students

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Revisiting Beliefs about Foreign Language Learning¹

Revisiting Beliefs about Foreign Language Learning¹