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1.
Institutions for higher engineering education encourage the admission of foreign students, mostly for economic reasons. Data from the situation of foreign students at Delft University of Technology, however, show that admitting foreign students will be profitable only if the students are carefully selected in the country of origin. Furthermore, language proficiency must play an important role in the procedure of admission in the host country. Foreign students' academic achievement has proven to be sufficient although the students appear to suffer from starting problems. Offering social and educational support at the beginning of their stay abroad may help to overcome problems of adjustment. As yet, any possible positive effects of the presence of foreign students on the quality of education or on the general education of regular students in the host country have not been empirically established. They seem to depend highly upon the amount of interaction between foreign and regular students. 相似文献
2.
本研究用自编的大学生外语学习认识问卷对832名大学生进行测试，考察了大学生的外语学习认识的特点．研究结果表明：1)大学生外语学习认识在性别上有显著差异，女生的外语学习认识普遍强于男生．2)大学生外语学习认识在外语水平上有显著差异，已过级者强于未过级者．3)大学生外语学习认识存在年级差异，一年级高于二、四年级，三年级高于四年级，其他年级之间不存在差异． 相似文献
3.
Students with learning disabilities in higher education: academic strategies profile 总被引：6，自引：0，他引：6
This study compared 191 college students with learning disabilities (LD) and 190 students without LD in four main areas: academic difficulties, learning strategies, functioning during examinations, and students' perception of factors that help or impede their academic success. Analysis of the personal data of students with and without LD revealed no significant differences between groups on grade point average, number of courses taken, and family status, but students with LD reported having more difficulties in humanities, social sciences, and foreign language than students without LD. Regarding academic strategies, students with LD devised unusual strategies and preferred additional oral explanations or visual explanations, whereas nondisabled students preferred more written examples. These differences indicated that students without LD used more written techniques than did students with LD. During examinations, the students with LD had difficulty concentrating and were concerned about lack of time. They experienced stress, were nervous, and felt more frustrated, helpless, or uncertain during examinations than students without LD. The implications for college students with LD are discussed. 相似文献
4.
Din Yan Yip Wing Kwong Tsang 《International Journal of Science and Mathematics Education》2007,5(3):393-413
A longitudinal study has been conducted to explore the impact of a new language policy for Hong Kong secondary schools on
science learning. According to this policy, only schools that recruit the best 25% of students can teach science in English,
the students' second language, while the other schools have to teach science in Chinese, the students' native language. The
study involved a student cohort of 100 schools starting from S1 for three years. The outcome of science learning is conceptualized
as consisting of students' achievement and self-concept in science. This paper reports the possible effects of English-medium
instruction (EMI) and Chinese-medium instruction (CMI) on students' self-concept in science, as measured by students' responses
to a questionnaire. Comparing with the CMI students, the EMI students showed higher self-concepts in Chinese, English and
Mathematics, but a lower self-concept in science. This finding suggests that the EMI students might experience greater learning
problems in science than in other subjects, probably because science learning involves abstract thinking and the mastery of
scientific terminology which make a high demand on language proficiency. The EMI students showed a greater interest in learning
science than the CMI students, indicating that they were more academically oriented. The EMI students, however, formed a lower
perceived self-competence in science than their CMI peers, despite that they performed better in the science achievement test
than many of the CMI students. This perception supports the view that using English for instruction may have negative effects
on science learning. It is also consistent with the observation that the EMI students perceived science as more difficult
to understand and learn than the CMI students. 相似文献
5.
The goal of this study was to illustrate survival analysis with higher education data and gain insight into a limited set of factors that predict when students passed their first‐year examination at a Dutch university. Study participants consisted of 565 first‐year students in four departments. Data were collected on when students pass their first‐year examination, prior achievement and procrastination. The analysis showed that 69% of the students had not passed their examination within the nominal study length of 12 months. The estimated median lifetime, the time when 50% of the students had passed their examination, was after 23 months. Students from the 2nd department passed their examination fastest. Female students reached the estimated median lifetime at 20 months, younger students at 16 months, older students at 24+ months and students with high prior achievement scores at 12 months. The analysis finally indicated that age, prior achievement and procrastination predicted passing first‐year examinations. 相似文献
6.
Jasperina Brouwer Andreas Flache Ellen Jansen Adriaan Hofman Christian Steglich 《Higher Education》2018,76(3):483-500
A common assumption about Freshmen Learning Communities (FLCs) is that academic relationships contribute to students’ success. This study investigates how students in learning communities connect with fellow students for friendship and academic support. Longitudinal social network data across the first year, collected from 95 Dutch students in eight FLCs, measure both social and academic relational choices within and beyond the FLCs. Using stochastic actor-based models, the study tests two competing hypotheses. The alignment hypothesis states that students connect with their similar-achieving friends for both academic and social support, leading to an alignment of both types of networks over time. In contrast, the duality hypothesis states dissimilarity between academic support networks and friendship networks: students should connect with better-achieving fellow students for academic support and to more similar peers for friendship. The data support the alignment hypothesis but not the duality hypothesis; in addition, they show evidence of achievement segregation in FLCs: the higher the students’ achievement level, the more they connect with other students for both academic support and friendship, relating in particular to peers with a similarly high achievement level. The results suggest that lower-achieving students are excluded from the support provided by higher-achieving students and instead ask similar lower achievers for support. They thus cannot benefit optimally from the academic integration FLC offer. The article concludes with recommendations of how to support students in an FLC so that they can reach optimal achievement potential. 相似文献
7.
陈小琴 《桂林师范高等专科学校学报》2008,22(3):99-102
通过问卷调查,利用描述性统计和皮尔逊相关系数分析,探索大学生的英语学习焦虑与学习成绩之问的关系,同时挖掘产生焦虑的根源,并提出一些减轻焦虑的策略。笔者通过实证研究,证明了学生的英语学习成绩确实与学生的学习焦虑存在显著的负相关。研究还发现：男生的焦虑指数高于女生,来自农村的大学生的焦虑指数高于来自城市的学生,但男、女生的成绩与焦虑并无显著性相关,不同生源学生的成绩与外语学习焦虑也不存在显著性相关。 相似文献
8.
吴琛 《广东技术师范学院学报》2005,(3):93-95
在大学英语教学中，语言听说运用能力较弱一直是外语教学中的瓶颈。发达国家的外语学生一般都在学习期间去目的地语言国家生活一段时间，以此接触当地的文化和语言环境，这对学好一门外语无疑是很好的帮助。本文着重探讨了在有限条件下，教师如何在大学英语教学中利用外语视频资料，有针对性地创造语言环境，并有效提高学生的外语实际运用能力。 相似文献
9.
我国目前外语写作教学中"教师的一次性评定"的传统评改模式仍然普遍,这在很大程度上制约着学生写作产出能力的发展.而大学生英语写作实行发展性评价,即一方面,让学生与教师共同参与评价的过程,把评价的一部分责任放手交给学生;另一方面,把教学过程与写作结果结合起来,进行整合式评价.按教师观察--学生自评--学生互评--教师点评-... 相似文献
10.
In the Netherlands internationalization of higher education may lead to an increasing use of a foreign language-for example English-as the medium of instruction. This may raise the issue whether learning in a foreign language affects academic performance, given the language problems international students are faced with when studying abroad. The present article reviews research in this field and presents a study into the academic achievement of 90 Indonesian engineers. These subjects took a one-year English-medium postgraduate course at the International Institute for Hydraulics and Environmental Engineering in Delft. Language proficiency was measured by TOEFL and academic success was defined as the average score on seven written examinations. A most remarkable finding is the observation of a cut-off point in the relationship between English proficiency and academic success. This has led to the hypothesis that there is a range of TOEFL scores within which a better command of English increases the chance of being academically successful. The lower and upper limits of this range may vary according to academic discipline or may even be institution-specific. Additional findings are presented as well as implications and directions for further research. 相似文献
11.
利用外语阅读焦虑量表,对随机抽样的95名高中二年级学生进行测试,以考察高中生外语阅读焦虑与阅读成绩及性别的关系。研究结果表明:我国高中生普遍存在外语阅读焦虑,其焦虑程度明显高于国外学生;外语阅读焦虑与阅读成绩呈负相关,但是阅读焦虑和阅读成绩在性别上不存在显著差异。 相似文献
12.
The present study was conducted to analyze whether in-class friends influence each other's grades, and whether adolescents tend to select friends that are similar to them in terms of academic achievement. During 1 academic year, 542 eighth-grade students (M age = 13.3 years) reported on 3 different occasions on their in-class friendship networks. At these occasions their report card grades for 3 subjects were copied from their files. We tested whether academic achievement functions as a selection criterion for friendship, and whether academic achievement is influenced by in-class friends, using social network analytic techniques. Socialization effects for Dutch and English language grades, but not for mathematics grades, were found. We found no support for selection effects of grades. 相似文献
13.
Robert B. Prophet Nandkishor B. Badede 《International Journal of Science and Mathematics Education》2009,7(2):235-251
Teaching and testing in science in junior secondary schools in Botswana, takes place in English which is a second language
for the majority of Batswana (Citizens of Botswana are called Batswana [sing. Motswana] and the national language is Setswana.)
students and a third language for many. The understanding of textual material in science has been shown to be problematic
for first language speakers, which means that difficulties in comprehension are likely to be even greater for second language
readers. This study set out to test the hypothesis that improving the readability of junior certificate science examination
questions would improve student achievement. Results show that changing certain readability factors, such as sentence length,
simplified vocabulary and the removal of obscure information, brought about an improvement in achievement. The conclusion
considers the implications of the study for the writers of examinations and other texts in science. 相似文献
14.
15.
Kevin Wai Ho Yung 《Assessment & Evaluation in Higher Education》2020,45(4):629-642
AbstractSecondary school-leaving English examination results are often regarded as indicators of students’ competence to study in English-medium universities, which is usually demonstrated through source-based academic writing. In English as a second or foreign language (ESL/EFL) contexts, many English-medium universities require local undergraduates to enrol in an academic writing course, unless they received outstanding English results in secondary school-leaving examinations. This study investigates the relationship between ESL undergraduates’ secondary school-leaving English examination results and their academic writing performance through latent profile analysis. Results show that students can be grouped into four classes of academic writing performer (AWP), namely Complex-AWP, High-AWP, Medium-AWP and Low-AWP. Surprisingly, the Complex-AWP group had the highest means in structure, argument and language, but the lowest in citation. Secondary school-leaving English examination results can generally predict students’ class membership in language, argumentation and, to some extent, structure, but not citation. An important implication is that students with high English proficiency do not necessarily do well in all aspects of academic writing. This study can inform university senior management on how to set policies about who needs an academic writing course and provide appropriate training in various aspects of academic writing for university students with diverse English proficiency. 相似文献
16.
李杰 《天津师范大学学报(基础教育版)》2005,6(4):49-51
在对220名来自广东省和广西壮族自治区的高一学生问卷调查中，获得了这两个地区部分高一学生对目前的考试制度的认识。发现高一年级的学生对目前的考试制度非常不满，主要表现在以下三个方面：一是认为考试次数太多，试题太难；二是考查内容过于狭隘，不能体现学生的真实的、全面的情况；三是考试成绩的呈现方式不够人性化。此外，不同地区和不同性别的学生对考试次数和内容的态度有明显的差异。 相似文献
17.
认知风格与外语学习关系探索 总被引：1，自引：0，他引：1
在外语学习中,学生的自主性和个性化学习需要学生了解自身的认知风格,同时教师也要了解学生的学习风格。然而,对学习风格在外语学习中的作用与影响的研究起步晚,研究少且范围窄。在对艾尔曼(Ehrman)和利物尔(Leaver)的10种认知风格类型中的学习者特征及与外语学习的关系进行探讨的基础上,应用认知风格,提出了外语教学和学习的建议。 相似文献
18.
动机是影响二语学习诸个体因素中最具能动性的因素,对于语言学习的结果具有较强的预测性。本研究运用定量研究的方法,以语言型大学二外日语学习者为对象,进行问卷调查,通过因子分析和多元回归分析考察语言型大学二外日语学习者的学习动机与成绩之间的相关性。研究结果显示:考试竞争型、兴趣型及成就型动机与成绩呈明显的正相关,而盲目从众型动机对成绩呈负相关。 相似文献
19.
Rebecca Oxford Young Park‐Oh Sukero Ito Malenna Sumrall 《The American journal of distance education》2013,27(1):11-25
Abstract This article reviews previous research and reports on a study relating to six factors relevant to achievement in learning a new language: motivation, language learning styles, language learning strategies, gender, course level, and previous experience in learning a foreign language. Although motivation, learning styles, gender, and learning strategy use were all found to be influential, motivation was the single most important predictor of success. The authors suggest that awareness and understanding of the influence and interaction of student characteristics on achievement will allow instructors to provide optimal learning opportunities for all students. 相似文献