scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2022 ◽  
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2021 ◽  
Vol 12 (4) ◽  
pp. 387-400
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

Role of Emotional Intelligence in Academic Achievement

2014 ◽  
pp. 255-263 ◽  
Author(s):  
Tripti Singh ◽  
Manish Kumar Verma ◽  
Rupali Singh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Intelligence ◽  
Engineering Students ◽  
School Level ◽  
First Year ◽  
First Year Students ◽  
Academic Achievements ◽  
Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

scholarly journals A Cognitive-Semantic Analysis of Preposition on: An Experimental Study at University of Baghdad

2020 ◽  
Author(s):  
Sura Muttlak Nasser
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Semantic Analysis ◽  
College Of Education ◽  
First Year ◽  
First Year Students ◽  
Efl Students ◽  
Cognitive Semantic ◽  
The University ◽  
Analyze Data

This study is descriptive quantitative research by using a test to collect the data needed. Iraqi English as a foreign language (EFL) students face difficulties in differentiating between using prepositions correctly. This study has been performed in the Department of English at College of Education for Women, University of Baghdad, to diagnosis the difficulties of English prepositions that face Iraqi first-year students at the University since multi-uses and meanings of prepositions. For Iraqi EFL students, prepositions regarded as a problematic criterion. This study aims at examining the problems that EFL students commit mistakes in using English prepositions of place on. It also highlights the causes of those problems. Correct handling proposition is not because most of them have different functions straightforward, and different prepositions have the same uses. For this reason, the researcher adopted pre and post-tests to evaluate the output of the means of the students' results. The researcher used SPSS to analyze data.

scholarly journals Assessing the student academic workload in the learning process of a technical university

2021 ◽  
Vol 14 (33) ◽  
pp. e16273
Author(s):  
Aygul Z. Ibatova
Keyword(s):  
Oil And Gas ◽  
Academic Progress ◽  
Academic Disciplines ◽  
First Year ◽  
Full Time ◽  
First Year Students ◽  
Factors Affecting ◽  
Technical University ◽  
Academic Workload ◽  
The Impact

The article deals with an assessment of the students' workload influence on the academic progress in a technical university. This study was carried out at Tyumen Industrial University, the Branch of IUT in Surgut. The research participants were the first-year students of full-time and part-time departments of the "Oil and Gas Business" direction. The research was done in 2017-2018. Much attention is given to some of the consequences that first-year students have: neuropsychic stress, declining academic progress, and the quality of education. There are reasons for such a state: lack of time, a large amount of information, many classroom hours, irregular distribution of the students' workload intensity of academic disciplines in the first semester, etc. The research gives valuable information on the necessity to improve the system of students' organizational and educational activities, depending on the specific features of a technical university. This study contributes to the existing research on the impact of academic workload on the students' emotional, mental state in higher education. Specifically, it studies the volume of the freshmen's academic workload in accordance with the curriculum, which is one of the main negative factors affecting the level of mental students' performance.

scholarly journals Authentic Materials for Learning English: A Study on EFL Students in Aceh

2016 ◽  
Vol 3 (2) ◽  
pp. 151
Author(s):  
Diana Fauzia Sari
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Positive Impact ◽  
First Year ◽  
Authentic Materials ◽  
First Year Students ◽  
Authentic Texts ◽  
Efl Students ◽  
Teaching Learning ◽  
Learning English

This study explores the students’ opinions on the use of authentic materials and whether these materials motivate them in learning English in the classroom. Authentic materials have been claimed by many experts to give a positive impact on learners’ interest to learn a foreign language (in the classroom). Therefore, this study was conducted to understand the responses of the sample students about the use of authentic texts in teaching-learning English, especially for university students in the EFL context, such as in Indonesia. The data was gathered from 50 first-year students of English. This research used a questionnaire proposed by Peacock (1997) to collect data on the use of authentic materials and motivation in the learning process. The questionnaire was distributed to the students. After analysing the data, it was found that the learners were mostly motivated by using authentic materials because they are exciting to be discussed in the class, interesting to learn and appealing to the learners. The findings in the present research appear to be similar to those from previous research studies who claim that when learners use authentic materials in the learning process, the overall class interest in learning a foreign language increases significantly.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals English Oral Communication Apprehension in Students of Indonesian Maritime

2017 ◽  
Vol 7 (4) ◽  
pp. 158
Author(s):  
Nur Aeni ◽  
Baso Jabu ◽  
Muhammad Asfah Rahman ◽  
John Evar Strid
Keyword(s):  
Foreign Language ◽  
Public Speaking ◽  
Communication Apprehension ◽  
Oral Communication ◽  
First Year ◽  
Workplace Performance ◽  
First Year Students ◽  
Sound Communication ◽  
Language Classroom ◽  
English Speaking

Oral communication is essential for people’s workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students’ apprehension based on observation and supported by the modified FLCAS were 20% in the low category, 60% in the moderate category, and 20% in the high category. Students in the high apprehension category showed more symptoms than students in the moderate and low apprehension categories. 

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