Dyslexic students have different difficulties with foreign language learning than non-dyslexic students. The study found that dyslexic students struggle most with learning new words and pronunciation, while non-dyslexic students struggle least with these areas. Dyslexic students also reported greater difficulties with reading and writing in a foreign language compared to other skills. Additionally, dyslexic students felt they received less support for learning than non-dyslexic students. Both dyslexic and non-dyslexic students expressed interest in using e-learning to assist with foreign language acquisition.
This document summarizes a study investigating the role of language proficiency in the academic success of German students studying at a Dutch university. The study examined 139 German students taking an intensive Dutch language course and assessed their proficiency in German, English, and Dutch over time. Test results showed that higher Dutch language proficiency correlated with better academic performance, as measured by course credits and exam grades. While no single factor perfectly predicted Dutch language learning success, higher general educational background and German language skills were slightly better predictors than English skills. The level of proficiency required in both Dutch and English plays an important role in German students' academic achievement in courses taught predominantly in Dutch using English literature.
Analysis of Students’ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
This study analyzed errors made by undergraduate students in Rwanda in their final summative evaluations for an English literature course. Researchers identified over 200 errors across 27 student scripts. The most common errors were related to spelling, subject-verb agreement, pluralization, capitalization, and improper use of prepositions. The study aimed to identify these errors in order to help improve teaching methods and reduce difficulties students face when writing in English as a second language. Identifying error patterns could help teachers better support students and prioritize certain grammar and mechanics concepts.
A case study of first year non-english undergraduateAlexander Decker
This document summarizes a study that investigated levels of English learning anxiety among first-year non-English undergraduate students in Bangladesh. The study surveyed 60 students and found they experienced a moderate level of anxiety that hindered their learning. Sources of foreign language anxiety were identified and ways to reduce anxiety in the English as a foreign language classroom were suggested. The goal was to determine students' anxiety levels, identify factors contributing to language anxiety, and propose ways to decrease anxiety and increase engagement.
Research presentation on " Using English Outside the Classroom ".waad Jamal Almuqbali
In September 2018, we were given the task of studying the characteristic of ESL students outside the classroom zone by the Department of English and Literature so we made the strategy to carry out the research confined to 120 college students based on their individual feedback to our questionnaire. The research was carried out accordingly and the feedback data were presented interms of various statistical graphical representation.
Teaching the Six Traits Holly Bembridge FINALHolly Bembridge
This document summarizes a study that examined the impact of explicit instruction in the six traits of writing model on middle school English language learner students' writing achievement and confidence. The study involved 35 7th grade students, with 18 students receiving six-trait writing instruction for two periods per week over eight weeks, while 17 students did not receive this instruction. While results showed increased confidence for students receiving instruction, this was not statistically significant. However, results did show a statistically significant improvement in writing achievement for students receiving six-trait instruction. The document provides background on the six traits model and reviews previous research supporting its effectiveness in improving student writing.
EAL Hull: Dianne Excell: Embedding Good EAL Practice Across the Secondary Cur...Kamil Trzebiatowski
This document describes strategies used at Feversham College, a secondary school in Bradford, to embed good EAL practices across the curriculum. Some key strategies include providing CPD training for teachers on EAL challenges, recognizing that EAL students are individuals, using baseline test data to identify student needs, analyzing test performance to find weaknesses, and sharing resources and best practices. The goal is to raise awareness of how to support EAL learners and unlock their potential. These embedded EAL strategies have contributed to the school's high academic performance.
Teaching Students with Literacy Problems—Including DyslexiaBrookes Publishing
Teachers and related service providers across early, middle, and secondary grades are invited to review these edWebinar slides, presented by Dr. Nickola Nelson, to gain new insights for identifying struggling readers and writers, understanding their needs, and helping them improve.
Dr. Nelson shared a quadrant model for plotting language/literacy skills along two dimensions that can explain dyslexia and other reading, spelling, and oral language problems. She also presented five tips for working with students who are struggling with reading and writing, including how to:
• Use the quadrant model based on the simple view of reading and the Student Language Scale (SLS) to screen for literacy difficulties and decide when to refer
• Use standardized testing from a tool such as the Test of Integrated Language and Literacy Skills (TILLS) to understand students’ strengths and needs
• Embed explicit instruction on word structure into grade level curricula to develop all students’ reading, decoding, spelling, and vocabulary skills
• Embed instruction within the curriculum to heighten students’ awareness of vocabulary, complex syntax, and discourse organization
• Use writing instruction within curricular assignments to build language/literacy skills for all students and as a collaborative intervention context for students who are struggling
This recorded session was designed for PreK-12 educators, administrators, special educators, speech-language pathologists, psychologists, and reading specialists.
A CASE STUDY:INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
This document summarizes a study investigating the role of language proficiency in the academic success of German students studying at a Dutch university. The study examined 139 German students taking an intensive Dutch language course and assessed their proficiency in German, English, and Dutch over time. Test results showed that higher Dutch language proficiency correlated with better academic performance, as measured by course credits and exam grades. While no single factor perfectly predicted Dutch language learning success, higher general educational background and German language skills were slightly better predictors than English skills. The level of proficiency required in both Dutch and English plays an important role in German students' academic achievement in courses taught predominantly in Dutch using English literature.
Analysis of Students’ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
This study analyzed errors made by undergraduate students in Rwanda in their final summative evaluations for an English literature course. Researchers identified over 200 errors across 27 student scripts. The most common errors were related to spelling, subject-verb agreement, pluralization, capitalization, and improper use of prepositions. The study aimed to identify these errors in order to help improve teaching methods and reduce difficulties students face when writing in English as a second language. Identifying error patterns could help teachers better support students and prioritize certain grammar and mechanics concepts.
A case study of first year non-english undergraduateAlexander Decker
This document summarizes a study that investigated levels of English learning anxiety among first-year non-English undergraduate students in Bangladesh. The study surveyed 60 students and found they experienced a moderate level of anxiety that hindered their learning. Sources of foreign language anxiety were identified and ways to reduce anxiety in the English as a foreign language classroom were suggested. The goal was to determine students' anxiety levels, identify factors contributing to language anxiety, and propose ways to decrease anxiety and increase engagement.
Research presentation on " Using English Outside the Classroom ".waad Jamal Almuqbali
In September 2018, we were given the task of studying the characteristic of ESL students outside the classroom zone by the Department of English and Literature so we made the strategy to carry out the research confined to 120 college students based on their individual feedback to our questionnaire. The research was carried out accordingly and the feedback data were presented interms of various statistical graphical representation.
Teaching the Six Traits Holly Bembridge FINALHolly Bembridge
This document summarizes a study that examined the impact of explicit instruction in the six traits of writing model on middle school English language learner students' writing achievement and confidence. The study involved 35 7th grade students, with 18 students receiving six-trait writing instruction for two periods per week over eight weeks, while 17 students did not receive this instruction. While results showed increased confidence for students receiving instruction, this was not statistically significant. However, results did show a statistically significant improvement in writing achievement for students receiving six-trait instruction. The document provides background on the six traits model and reviews previous research supporting its effectiveness in improving student writing.
EAL Hull: Dianne Excell: Embedding Good EAL Practice Across the Secondary Cur...Kamil Trzebiatowski
This document describes strategies used at Feversham College, a secondary school in Bradford, to embed good EAL practices across the curriculum. Some key strategies include providing CPD training for teachers on EAL challenges, recognizing that EAL students are individuals, using baseline test data to identify student needs, analyzing test performance to find weaknesses, and sharing resources and best practices. The goal is to raise awareness of how to support EAL learners and unlock their potential. These embedded EAL strategies have contributed to the school's high academic performance.
Teaching Students with Literacy Problems—Including DyslexiaBrookes Publishing
Teachers and related service providers across early, middle, and secondary grades are invited to review these edWebinar slides, presented by Dr. Nickola Nelson, to gain new insights for identifying struggling readers and writers, understanding their needs, and helping them improve.
Dr. Nelson shared a quadrant model for plotting language/literacy skills along two dimensions that can explain dyslexia and other reading, spelling, and oral language problems. She also presented five tips for working with students who are struggling with reading and writing, including how to:
• Use the quadrant model based on the simple view of reading and the Student Language Scale (SLS) to screen for literacy difficulties and decide when to refer
• Use standardized testing from a tool such as the Test of Integrated Language and Literacy Skills (TILLS) to understand students’ strengths and needs
• Embed explicit instruction on word structure into grade level curricula to develop all students’ reading, decoding, spelling, and vocabulary skills
• Embed instruction within the curriculum to heighten students’ awareness of vocabulary, complex syntax, and discourse organization
• Use writing instruction within curricular assignments to build language/literacy skills for all students and as a collaborative intervention context for students who are struggling
This recorded session was designed for PreK-12 educators, administrators, special educators, speech-language pathologists, psychologists, and reading specialists.
A CASE STUDY:INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This dissertation examines the efficacy of in-service teacher training programs for teaching English to speakers of other languages (ESOL) in Florida. The study analyzes whether district training sessions adequately cover the state-mandated content and if teachers feel prepared to teach English language learners after the trainings. The author conducted observations, surveys and interviews of training sessions in three large Florida school districts with high English language learner populations. The findings revealed that districts overemphasized cross-cultural awareness to the detriment of other critical areas. Participants also felt the trainings lacked specificity and practical classroom application and were redundant. The author offers recommendations to modify training focus, provide incentives, increase accountability and prioritize these programs.
This document summarizes a research study on Taiwanese students' perceptions of native English-speaking teachers' teaching content. It includes:
1. An introduction providing background on cultural influences on learning styles and preferences. It states the research questions on differences in expectations/experiences and how students and teachers adjust.
2. A literature review discussing cultural gaps in learning/teaching, Western teachers encouraging critical thinking, and the need for cultural responsiveness.
3. A methodology section describing the participants, data collection through questionnaires and interviews, and data analysis using SPSS and t-tests.
4. Appendices including the questionnaires on students' preferences and perceptions, and interview questions for teachers and students.
1) The document analyzes survey results from Japanese university students about their attitudes toward learning English. It finds that while students recognize English is important, two-thirds say they do not enjoy studying it.
2) Tables compare responses from students who like English ("Group A") versus those who do not ("Group B"). Group B studies English mainly for credits, not communication, and feels less motivated by potential interaction with non-Japanese speakers.
3) Both groups are unsatisfied with their English ability and respect/envy fluent English speakers. However, a majority of both groups want to make foreign friends and do not find foreigners annoying.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
The document summarizes research on students' perceptions of using English as the medium of instruction in their classes. It finds that while most students find it reasonably easy to understand, about half only sometimes enjoy it. However, nearly half of students feel it is highly helpful for their learning. The study aims to provide feedback to teachers on students' varying experiences to help improve instruction. It used surveys to assess students' views on the difficulty, enjoyment, and helpfulness of the English medium.
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be “either anxious or relaxedâ€. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
The document discusses different models of medium of instruction in second language classrooms, including monolingual, mixed-language, and bilingual approaches. It reviews research on both sides of the debate around using students' first language in the classroom and recommends a strategic approach that combines inter-lingual methods comparing languages with intra-lingual focus on second language skills.
Kamil trzebiatowski eal assessment framework - for websiteKamil Trzebiatowski
The document summarizes the New and Improved NASSEA's EAL Assessment Framework, which is an updated common assessment tool that can be used across England to monitor and support EAL learners. The framework is contextualized for different key stages and linked to the Common European Framework of Reference for Languages. It provides stages with detailed language descriptors for EYFS, KS1, KS2, KS3 and KS4. The framework also includes general advice for teachers on supporting EAL learners and guidance specific to inducting new EAL students.
The document discusses a study that explored the relationship between English-major students' self-efficacy and English speaking anxiety. It aimed to examine whether students' speaking anxiety decreased through activities like spoken learning logs and reflective journals.
The study involved 93 English-major students who completed a foreign language speaking anxiety scale before and after treatments. Descriptive statistics showed students experienced high speaking anxiety initially. Correlations examined the relationship between anxiety and proficiency levels and self-efficacy. Paired t-tests evaluated anxiety changes after interventions. The results provided insights into students' anxiety experiences and how certain activities may help reduce speaking apprehension.
11.developing written english through multimedia for slow learnersAlexander Decker
1) The study aimed to improve the writing skills of slow learning engineering students in India through the use of a multimedia learning package.
2) 45 slow learning students were identified and trained using a self-learning multimedia package designed by the researchers for 4 weeks.
3) Results showed significant improvements in students' writing test scores and attitudes after using the multimedia package compared to before, with error rates decreasing by over 40%.
4) The findings suggest multimedia learning packages can effectively help develop writing abilities and reduce errors for slow learning students.
Developing written english through multimedia for slow learnersAlexander Decker
1. The study aimed to develop written English skills for slow learners at an engineering college level through the use of a multimedia self-learning package.
2. 45 slow learner students from computer science, IT, civil, and mechatronics engineering were identified using a test and given a pre-test on writing skills.
3. The researchers designed a multimedia self-learning package covering articles, prepositions, voices, and tenses to administer to the students for 4 weeks.
4. Post-tests were given after the package to analyze its effectiveness in reducing errors and improving scores, with results showing significantly better performance than the pre-test.
Refless labour market survey open space eventREFLESS Project
An opinion poll was conducted among students and lecturers of philology programs concerning how well program contents align with the labor market. 827 students and 66 lecturers from several universities participated. The majority of students were in their 3rd or 4th year of study and most lecturers had 6-15 years of experience. Students expressed interest in languages but also in becoming translators or teachers. While most students and lecturers were satisfied, some views suggested intensifying practical translation training and connecting course content more directly to careers.
Collection of papers on english as a second languageZaidi Zakaria
This document provides an overview of various research methodologies that have been used to evaluate the effectiveness of language assistance programs, including bilingual and English as a Second Language (ESL) programs. The most effective methodologies for teachers' usage include action research, case studies, and surveys. These allow teachers to directly study programs and student outcomes. Experimental designs and cross-impact analysis are better suited for larger-scale research comparisons. To develop a comparative analysis of effective Sheltered English programs, researchers might use case studies of exemplar programs, surveys of teachers, and experimental research comparing student outcomes in different program models. The document also discusses federal policies and debates around bilingual education effectiveness.
This document summarizes a study on the reading strategies and perspectives of EFL students in Ecuador. The study found that students were not well adapted to reading in English and lacked effective strategy use. While students understood simple texts using prior knowledge, many found reading difficult and felt anxious. Students recognized the need to translate most words and took a long time to use strategies like skimming and scanning. The study recommends implementing specific reading plans and context-rich activities to develop students' skills and motivate reading. It suggests using descriptive studies to inform curriculum and help low-level English learners improve comprehension through targeted strategy use.
The document provides an overview and agenda for a workshop on the Advanced Placement (AP) French course and exam. It discusses the key components of the AP French Course and Exam Description (CED) including the course skills, themes, and modes of communication assessed. It outlines the format and scoring of the AP French exam, which consists of multiple choice and free response sections assessing interpretive, interpersonal, and presentational communication skills. The document also reviews authentic materials and resources available to help teach the course.
This document discusses identification and assessment of English language learners (ELLs) and their needs. It outlines that under No Child Left Behind, schools must demonstrate that ELLs meet academic standards and provide annual English proficiency assessments. The Individuals with Disabilities Education Act regulates education of students with disabilities. Accurately identifying ELLs' language proficiency and academic achievement is challenging due to interactions between language and disability. Early identification of at-risk ELLs is important to provide appropriate interventions.
FACTORS AFFECTING STUDENTS’ LOW COMPETENCE IN READING ENGLISH AT PRIMARY LEVE...ijejournal
Language learning has four basic skills: listening, reading, speaking and writing. Reading skill is the most important skill and valuable for effective learning process. Poor reading skill affects all other skills related to the process of language learning. English language has become an international language and proficiency in all the language skills has become the symbol of success. Students in Pakistan are facing many problems in reading English. The main focus of this paper is to explore the factors affecting students’ low competence in reading English at primary level in Pakistan. The data were collected from government primary schools from the surrounding area of Khudian Khas Kasur. Questionnaires were used to collect data. Few subject experts English were also interviewed. On the basis of the research some recommendations have been made. The present study will help the learners to eradicate their issues in improving their reading skill.
The document provides information on activities to promote interaction and communication for adult English language learners. It discusses the benefits of communicative activities, including helping learners feel more comfortable in social situations and reducing feelings of loneliness or low self-esteem. Sample communicative activities described are class surveys, conversation grids, and information gap activities. Tips are provided on implementing the activities effectively, such as minimizing teacher talk and ensuring activities are fun and promote independent learning. Challenges with getting learners accustomed to more interactive activities are also addressed.
Sign language as a medium of instructionAmanuelEndale
This document provides an outline for a thesis that will assess the practice and challenges of using sign language as a medium of instruction among deaf students at Yekatit 23 Primary School in Bahir Dar, Ethiopia. The study will employ a mixed methods research design and collect data from 15 deaf student respondents and 7 special needs teachers through surveys and interviews. The thesis will be submitted in partial fulfillment of requirements for a BA degree in Special Needs and Inclusive Education at Bahir Dar University. It will consist of 5 chapters that will introduce the topic, review relevant literature, describe the research methods, analyze the results, and provide conclusions and recommendations.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This dissertation examines the efficacy of in-service teacher training programs for teaching English to speakers of other languages (ESOL) in Florida. The study analyzes whether district training sessions adequately cover the state-mandated content and if teachers feel prepared to teach English language learners after the trainings. The author conducted observations, surveys and interviews of training sessions in three large Florida school districts with high English language learner populations. The findings revealed that districts overemphasized cross-cultural awareness to the detriment of other critical areas. Participants also felt the trainings lacked specificity and practical classroom application and were redundant. The author offers recommendations to modify training focus, provide incentives, increase accountability and prioritize these programs.
This document summarizes a research study on Taiwanese students' perceptions of native English-speaking teachers' teaching content. It includes:
1. An introduction providing background on cultural influences on learning styles and preferences. It states the research questions on differences in expectations/experiences and how students and teachers adjust.
2. A literature review discussing cultural gaps in learning/teaching, Western teachers encouraging critical thinking, and the need for cultural responsiveness.
3. A methodology section describing the participants, data collection through questionnaires and interviews, and data analysis using SPSS and t-tests.
4. Appendices including the questionnaires on students' preferences and perceptions, and interview questions for teachers and students.
1) The document analyzes survey results from Japanese university students about their attitudes toward learning English. It finds that while students recognize English is important, two-thirds say they do not enjoy studying it.
2) Tables compare responses from students who like English ("Group A") versus those who do not ("Group B"). Group B studies English mainly for credits, not communication, and feels less motivated by potential interaction with non-Japanese speakers.
3) Both groups are unsatisfied with their English ability and respect/envy fluent English speakers. However, a majority of both groups want to make foreign friends and do not find foreigners annoying.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
The document summarizes research on students' perceptions of using English as the medium of instruction in their classes. It finds that while most students find it reasonably easy to understand, about half only sometimes enjoy it. However, nearly half of students feel it is highly helpful for their learning. The study aims to provide feedback to teachers on students' varying experiences to help improve instruction. It used surveys to assess students' views on the difficulty, enjoyment, and helpfulness of the English medium.
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be “either anxious or relaxedâ€. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
The document discusses different models of medium of instruction in second language classrooms, including monolingual, mixed-language, and bilingual approaches. It reviews research on both sides of the debate around using students' first language in the classroom and recommends a strategic approach that combines inter-lingual methods comparing languages with intra-lingual focus on second language skills.
Kamil trzebiatowski eal assessment framework - for websiteKamil Trzebiatowski
The document summarizes the New and Improved NASSEA's EAL Assessment Framework, which is an updated common assessment tool that can be used across England to monitor and support EAL learners. The framework is contextualized for different key stages and linked to the Common European Framework of Reference for Languages. It provides stages with detailed language descriptors for EYFS, KS1, KS2, KS3 and KS4. The framework also includes general advice for teachers on supporting EAL learners and guidance specific to inducting new EAL students.
The document discusses a study that explored the relationship between English-major students' self-efficacy and English speaking anxiety. It aimed to examine whether students' speaking anxiety decreased through activities like spoken learning logs and reflective journals.
The study involved 93 English-major students who completed a foreign language speaking anxiety scale before and after treatments. Descriptive statistics showed students experienced high speaking anxiety initially. Correlations examined the relationship between anxiety and proficiency levels and self-efficacy. Paired t-tests evaluated anxiety changes after interventions. The results provided insights into students' anxiety experiences and how certain activities may help reduce speaking apprehension.
11.developing written english through multimedia for slow learnersAlexander Decker
1) The study aimed to improve the writing skills of slow learning engineering students in India through the use of a multimedia learning package.
2) 45 slow learning students were identified and trained using a self-learning multimedia package designed by the researchers for 4 weeks.
3) Results showed significant improvements in students' writing test scores and attitudes after using the multimedia package compared to before, with error rates decreasing by over 40%.
4) The findings suggest multimedia learning packages can effectively help develop writing abilities and reduce errors for slow learning students.
Developing written english through multimedia for slow learnersAlexander Decker
1. The study aimed to develop written English skills for slow learners at an engineering college level through the use of a multimedia self-learning package.
2. 45 slow learner students from computer science, IT, civil, and mechatronics engineering were identified using a test and given a pre-test on writing skills.
3. The researchers designed a multimedia self-learning package covering articles, prepositions, voices, and tenses to administer to the students for 4 weeks.
4. Post-tests were given after the package to analyze its effectiveness in reducing errors and improving scores, with results showing significantly better performance than the pre-test.
Refless labour market survey open space eventREFLESS Project
An opinion poll was conducted among students and lecturers of philology programs concerning how well program contents align with the labor market. 827 students and 66 lecturers from several universities participated. The majority of students were in their 3rd or 4th year of study and most lecturers had 6-15 years of experience. Students expressed interest in languages but also in becoming translators or teachers. While most students and lecturers were satisfied, some views suggested intensifying practical translation training and connecting course content more directly to careers.
Collection of papers on english as a second languageZaidi Zakaria
This document provides an overview of various research methodologies that have been used to evaluate the effectiveness of language assistance programs, including bilingual and English as a Second Language (ESL) programs. The most effective methodologies for teachers' usage include action research, case studies, and surveys. These allow teachers to directly study programs and student outcomes. Experimental designs and cross-impact analysis are better suited for larger-scale research comparisons. To develop a comparative analysis of effective Sheltered English programs, researchers might use case studies of exemplar programs, surveys of teachers, and experimental research comparing student outcomes in different program models. The document also discusses federal policies and debates around bilingual education effectiveness.
This document summarizes a study on the reading strategies and perspectives of EFL students in Ecuador. The study found that students were not well adapted to reading in English and lacked effective strategy use. While students understood simple texts using prior knowledge, many found reading difficult and felt anxious. Students recognized the need to translate most words and took a long time to use strategies like skimming and scanning. The study recommends implementing specific reading plans and context-rich activities to develop students' skills and motivate reading. It suggests using descriptive studies to inform curriculum and help low-level English learners improve comprehension through targeted strategy use.
The document provides an overview and agenda for a workshop on the Advanced Placement (AP) French course and exam. It discusses the key components of the AP French Course and Exam Description (CED) including the course skills, themes, and modes of communication assessed. It outlines the format and scoring of the AP French exam, which consists of multiple choice and free response sections assessing interpretive, interpersonal, and presentational communication skills. The document also reviews authentic materials and resources available to help teach the course.
This document discusses identification and assessment of English language learners (ELLs) and their needs. It outlines that under No Child Left Behind, schools must demonstrate that ELLs meet academic standards and provide annual English proficiency assessments. The Individuals with Disabilities Education Act regulates education of students with disabilities. Accurately identifying ELLs' language proficiency and academic achievement is challenging due to interactions between language and disability. Early identification of at-risk ELLs is important to provide appropriate interventions.
FACTORS AFFECTING STUDENTS’ LOW COMPETENCE IN READING ENGLISH AT PRIMARY LEVE...ijejournal
Language learning has four basic skills: listening, reading, speaking and writing. Reading skill is the most important skill and valuable for effective learning process. Poor reading skill affects all other skills related to the process of language learning. English language has become an international language and proficiency in all the language skills has become the symbol of success. Students in Pakistan are facing many problems in reading English. The main focus of this paper is to explore the factors affecting students’ low competence in reading English at primary level in Pakistan. The data were collected from government primary schools from the surrounding area of Khudian Khas Kasur. Questionnaires were used to collect data. Few subject experts English were also interviewed. On the basis of the research some recommendations have been made. The present study will help the learners to eradicate their issues in improving their reading skill.
The document provides information on activities to promote interaction and communication for adult English language learners. It discusses the benefits of communicative activities, including helping learners feel more comfortable in social situations and reducing feelings of loneliness or low self-esteem. Sample communicative activities described are class surveys, conversation grids, and information gap activities. Tips are provided on implementing the activities effectively, such as minimizing teacher talk and ensuring activities are fun and promote independent learning. Challenges with getting learners accustomed to more interactive activities are also addressed.
Sign language as a medium of instructionAmanuelEndale
This document provides an outline for a thesis that will assess the practice and challenges of using sign language as a medium of instruction among deaf students at Yekatit 23 Primary School in Bahir Dar, Ethiopia. The study will employ a mixed methods research design and collect data from 15 deaf student respondents and 7 special needs teachers through surveys and interviews. The thesis will be submitted in partial fulfillment of requirements for a BA degree in Special Needs and Inclusive Education at Bahir Dar University. It will consist of 5 chapters that will introduce the topic, review relevant literature, describe the research methods, analyze the results, and provide conclusions and recommendations.
This chapter summarizes the findings, conclusions, and recommendations of the research study. Key findings include: as grade level increases, the number of male and female students with learning disabilities also increases; the most common types of learning disabilities are dyslexia and dysgraphia; common characteristics of students with learning disabilities are messy papers, poor letter formation, and difficulty processing language; and response-to-intervention is commonly used to help students with learning disabilities. The conclusion is that classrooms should have appropriate student-teacher ratios and facilities to support students with special needs. Recommendations include training teachers, considering different learning strategies, and raising community awareness of special needs.
English language learning for adult immigrant students in swedenAroshaniLiyanage1
This document provides an abstract for a study on English language learning for adult immigrant students in Sweden. The study aims to highlight and analyze the problems adult immigrant students face when learning English in Sweden based on interviews with teachers. The abstract outlines the background, methodology, results and discussion sections of the full study. It examines how English language learning affects integration into Swedish society and the role of previous language knowledge and varying language proficiency levels among students. The abstract provides an overview of the key areas and concepts that will be further explored in the full study.
The document provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.
The document discusses communicative activities for English language learners. It describes a class survey activity where learners ask each other questions and record answers to gather information. This promotes interaction while building literacy skills. An example survey asks learners' native countries. The teacher models the activity, monitors learners as they complete the survey, and discusses results as a class. Communicative activities help turn the classroom into an enjoyable place for learners to build confidence and language skills through interaction.
An immersion school incorporates a foreign language into everyday classroom activities, teaching, and learning. Students learn subject material through the medium of a foreign language rather than English. The most common immersion languages are Spanish, French, and Cantonese. Students follow the same curriculum as non-immersion students using visuals, songs, and gestures to aid understanding. It takes 2-3 years for children to become fluent in an immersion program without negatively impacting their English development. Immersion schools have grown rapidly over 35 years and show benefits for learning with no known drawbacks.
An immersion school incorporates a foreign language into everyday classroom activities, teaching, and learning. Students learn subject material through the medium of a foreign language rather than English. The most common immersion languages are Spanish, French, and Cantonese. Students follow the same curriculum as non-immersion students using visuals, songs, and gestures to aid understanding. It takes 2-3 years for children to become fluent in an immersion program without negatively impacting their English development. Immersion schools have grown in popularity over 35 years and show students perform equally or better on standardized tests with no known drawbacks.
This document outlines a research project examining the characteristics of good language learners. It discusses the purpose, significance, research questions, methodology, and limitations of the study. The methodology involves distributing a questionnaire to 4th year English students at Al-Quds University to identify which learning strategies (cognitive, metacognitive, affective, social) are most used by successful language learners. A literature review discusses these strategy types and previous related research studies. The goal is to determine how teachers can help less successful students develop strategies used by good language learners.
This document summarizes a session from an English language acquisition course. The session introduces several key concepts:
1) It discusses universals of second language acquisition and five principles of effective practice.
2) It explores biography-driven instruction and how understanding student biographies can improve teaching in EFL classrooms.
3) An essential question is posed about how the course components could impact professional teaching practice.
The summary highlights the main topics covered in the session including second language acquisition universals, effective teaching practices, and biography-driven instruction.
Basic concepts of methodology method, method, principle. Didactics what do we teach is the content of the training. Methodology how do we teach teaching methods and techniques. The concept of method is derived from the Greek Latin word metodos method , which means the way to a particular goal, method. The narrow and broad meanings of the term can be found in various literatures. The term “methodology†in the narrow sense refers to a concept related to the specific teaching process of education. Jurayeva Yulduz Ruzikulovna "Methodology of Foreign Language Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46480.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46480/methodology-of-foreign-language-teaching/jurayeva-yulduz-ruzikulovna
CABE 2019: Biliteracy field developing strong dual language programs Rebecca Field
This workshop is for dual language (DL) administrators and teachers. First we define biliteracy, and explain why DL educators need to focus on biliteracy. Then we explore how different types of DL programs can organize for biliteracy, with attention to curriculum development and assessment planning. We discuss what counts as evidence of students’ biliteracy development, and articulate the kinds of biliteracy outcomes DL educators can expect.
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
This document discusses assessing language learners' needs. It involves systematically gathering information about learners' needs and preferences through various methods like questionnaires, interviews, and discussions. This information is then interpreted and used to make decisions about course content and methodology to best meet learners' needs and help them achieve their goals. Key areas of information include learners' current language abilities, learning preferences, desired goals, and factors like their age, background, and learning styles.
English language learners with learning disabilities face challenges distinguishing between language difficulties and learning disabilities. Teachers should monitor student progress when using effective ELL strategies and seek evaluation if progress is inadequate. A comprehensive dual-language assessment considers skills in both languages to identify learning disabilities across languages. For students identified with disabilities, their IEP should include the language of instruction and educators should consider adaptations to make instruction comprehensible.
The Dominie is a school in London for children ages 6-12 with dyslexia and other specific learning difficulties. It has 24 students and small class sizes of about 8 students. The school aims to help each child reach their potential and promote their strengths. Teachers are qualified to teach dyslexic students and the school uses a multisensory approach tailored to each student's needs.
Incorporate strategies for success in learning a second language. This slide show is connected to my presentation at the TESOL Convention, March 27, 2010.
Choosing to incorporate strategies for learning a second language leads to more success on the part of your students. These slides will provide you with ideas on how to achieve this goal and meet the national standards for teaching foreign language in the United States.
This document presents research on the use of questioning strategies to develop speaking skills for English learners at the B1 level. The researcher observed English lessons at a school to identify the learners' levels and teaching methods used. Questionnaires were used to gather learners' perspectives on speaking lessons and teachers' perspectives on strategies used. The researcher then held lessons using questioning strategies and administered another questionnaire to evaluate the lessons. The goal was to determine how questioning strategies influence B1 learners' speaking abilities and identify the best ways to teach speaking skills to this level.
Similar to DyslexStudentSecondLanguageLearning (20)
This prayer requests blessings for children, including loving parents, security, a healthy environment, calm educators, and an education that encourages learning. It asks that children be granted free activity to learn about themselves, peers to learn from each other, and an open society that teaches cooperation rather than manipulation.
Kimutatottan növekszik az atipikus fejlődésű gyerekek aránya – tanulási, figyelem, hiperaktivitás, autizmus spektrum zavar. A sokszor nem nyilvánvaló eltéréseknek csupán a töredéke kap diagnózist, de ez is felesleges, ha nincsen mellé megfelelő ellátás. A megoldás az atipikus gyerekek fejlesztésében és tanításában az atipikus módszerek használata. Ezek a módszerek viszont csak a kultúrától eltávolodott oktatás számára atipikusak, egyébként az idegrendszer érését fejlesztő mindennapi tevékenységekben is megtalálható lehetőségek, például a mozgás, művészetek, stratégiai játékok.
Az iskola azzal a soha nem látott helyzettel szembesül, amivel a társadalom egésze: a gyerekek tudásszerzése a felnőttektől részben függetlenné vált, és több területen is a felnőttekétől különböző és gyakran nagyobb tudással rendelkeznek. Ebben a helyzetben az iskolának és az iskola fontos szereplőinek fel kell készülni az új feladatra, új szerepre, amely elsősorban a harmonikus fejlődés és tanulás biztosítása, szervezése. A jövő a facilitátoroké.
Az ember gondolkodásában és tanulásában messze nagyobb szerepe van testnek, mint azt az iskolában elismerik. Az oktatás az emberi kogníciót nagyon szüken értelmezi, és a hatékonysága ennek megfelelően szűk. A gyerekek egy igen nagy része számára megnehezíti a tanulást, hogy nem használhatják a mozgást, a testtel tanulást.
A tudatos érzelmi fejlesztés hiányzik az oktatási rendszerből, pedig a társas-közösségi tér nagy lehetőség lenne erre. Az érzelmi intelligencia elválaszthatatlan a személyes hatékonyság és a konfliktusok kezelésének témájától, így kiváló együttes áll rendelkezésre.
A pókábra alkalmas a tanulnivaló algoritmizálására. Ha van egy keret, a diák sokkal könnyebben tud új anyagokat megtanulni, mint ha csupán informciókat gyűjt be. Az algoritmus segíti később is a tudásának és életvezetésének rendezésében., a sok informcáció és változás kezelésében.
Juggling is an ancient way to improve cognitive development and efficiency. The digital age requires more conscious training for the brain, and one very edóffective way is juggling.
Atypical will be typical. The changing environment changes the development of the brains and education should find answers to the new ways children learn.
Az autizmus spektrum zavar az atipikus fejlődés egyik formája. A jellemezője a konkrétumokban való gondolkodás. Emellett mindenféle egyéb neurobiológiai eltérés része lehet.
A minden gyerek számára kedvező homogén oktatási módszer nem működik, és valójában soha sem létezett. Az oktatás csak kirángatja a komfort zónájából a gyerekeket, és nem segíti, hogy megküzdjenek a számukra messze nem optimális helyzettel. Nem megoldás a rendszerbe nem illő gyerekeknek diagnózisokat adni, mert hamarosan az atipikus lesz a tipikus. Most, amikor a gyerekek abban különböznek a korábbi gyerekektől, hogy egymástól nagyon különböznek, lehetetlen egyféle módon sikeressé tenni őket. A diverzitás természetes, és a gyerekekkel foglalkozó szakemberek számára is természetessé kell váljon a sokféleség: sokféle gyerek, sokféle módszer.
Ha az oktatás nem is, de a gyerekek agya reagál a digitális környezetre, és jelenleg az iskola duplán lemaradásba került. Egyrészt nem illik a gyorsan változó környezethez, másrészt nem illik a gyerekekhez, akik ráadásul most leképezik az aktuális kultúrát is. Az iskola egy korábbi kulturális környezethez tartozó intézmény, amely mechanikus szemléletével már akkor sem illett a gyermeki agy fejlődéséhez, de legalább illett a gyerekek szocializációjához. Most még ez sincsen. A kiváló Digitális Oktatási Stratégia egyelőre azért nem tud bekerülni az iskolákba, mert nem kompatibilis a rendszerrel, amely a régi szemléleten alapszik. A szemléletváltás nehéz, de nem bonyolult. Csupán mindent fordítva kell tenni, mint eddig.
A tehetség négyféle történeti szemlélete még most is él, de talán egy nem is létező fogalomról van szó. Miközben tehetséges egyének egyértelműen léteznek, az nem meghatározható, hogy ki a tehetséges gyermek.
A tapasztalat alapú tanulás egyik legfontosabb formája a a probléma alapú tanulás, amely szemben a feladaton alapulóval, sokkal nagyobb önállóségot, kutatást és a bizonytalanság elviselését kívánja meg.
A nem mindig nyilvánvaló és egzaktul azonosítható idegrendszeri érési eltérések, gyakran együtt, és különböző kombinációkban jelennek meg. A szindrómák gyakori közös megjelenésének oka az egymást átfedő fejlődési utak, amelyek az atipikus fejlődéshez vezetnek. A tanulási, figyelem, hiperaktivitás és autizmus spektrum zavarok egy csoportba tartozó veleszületett és/vagy szerzett idegrendszeri eltéréseken alapulnak, és a környezet, így a tanítási módszerek meghatározó jelentőségűek a kialakulásukban.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. Dyslexic Students and the Second Language Learning
A study on the learning needs - European review
by Eva Gyarmathy, Chris Mahlerbe, Paula Pichel,
Borislav Stoyanov, Tiziana Tartari, Giovanni Torrisi
A) Developing the research material
B) Questionnaires
C) Students’ view
D) Trainers’ view
E) Learning needs of the dyslexic students
F) Suggestions for an internet based language learning programme
November, 2009
2. A) Developing the research material
In preparing for the study, the project partners familiarized themselves with the fields of
dyslexia and foreign language learning. In this, we used materials developed in several other
projects, namely: Include, Adytrain, CallDysc.
The partners synchronised their understanding of the concepts of the field and their
professional points of view. These steps constituted the preparatory phase of the whole of
the project, itself.
The point of the present study was to explore in each country the foreign language learning
conditions of dyslexic students in tertiary education, their views, as well as their foreign
language trainers’ knowledge of and views on this topic.
Topics studied:
• Knowledge about dyslexia in different countries
• Existing methods in teaching dyslexics / Existing learning methods for dyslexics
• Difficulties in training dyslexics / in learning for dyslexics
• Difficulties for dyslexics in using foreign languages
• Methodological and tangible resources needed in teaching dyslexics / in learning for
dyslexics
• The use of and the need for the e-learning method
We collected data in the above topics using questionnaires. We drew up separate
questionnaires for trainers and students, but roughly the same questions were asked in
both, so that we could compare their views.
The test groups were formed by selecting English trainers and dyslexic and non-dyslexic
students. We found the participants for the questionnaire through centres for dyslexia and
professionals dealing with dyslexics.
We did not assess dyslexia, but simply asked the students to indicate on the questionnaire
whether they were dyslexic on a 1–3 score scale (not dyslexic, mildly dyslexic and severely
dyslexic). Other international projects (Include, Adystrain) provided questionnaires to assess
dyslexia, identifying the signs of dyslexia, with the help of which the students had the
possibility of self-assessment.
The study was carried out in five countries:
• Bulgaria
• Germany
• Hungary
• Italy
• Spain
Given that we sought to gain information from students with difficulties in reading and
writing, we had to plan the means of collecting the data very carefully. The partners came to
an agreement on the criteria that the questionnaires would definitely have to meet:
3. 1. As much information as possible should be gained from as few questions as
possible.
2. The questionnaires should be easy to fill in.
3. The results should provide numerical data as well as textual information.
4. The questionnaires should be easy to understand an fill in for dyslexics, as
well.
The questionnaires were prepared in agreement with all project partners. We constantly
updated the preliminary versions until they finally complied with everyone’s requirements.
B) Questionnaires
Both the questionnaire for trainers and that for students could be filled in electronically, as
well as with paper and pen. The partners collected the data in their home countries
according to the local opportunities. The data were then unified in a spreadsheet file. In
processing the information, we made no distinction according to the local differences in the
way the questionnaires were filled in, as these did not affect the content seriously.
To guarantee accurate data collection and processing, a questionnaire comprising a data
collection guide was compiled for both the trainers’ and the students’ questionnaire. This
warranted that the partners entered the data into the spreadsheet file correctly, and based
on the same rule.
Attached to this report are the questionnaires and the spreadsheet files for unifying the
data:
1. Questions for trainers
2. Questions for students
3. Questions for trainers - template
4. Questions for students - template
5. Trainer - Blank form
6. Student - Blank form
C) Students’ view
One of the most important questions in processing the data obtained by the questionnaires
was whether the dyslexic students differed from the non-dyslexic students in their views on
language learning. According to the results, dyslexic students have somewhat different
difficulties in language learning as do non-dyslexic students. The views of mildly and severely
dyslexic students, however, do not differ significantly in this respect. This means that the
group of dyslexics can be regarded as homogeneous with respect to the areas under
investigation, independently of how severe their dyslexia is. In the analysis, therefore, we
compared the groups of dyslexic and that of non-dyslexic students.
4. Table 1 shows that the greatest difficulty for dyslexics is learning new words. In this, they
differ significantly from non-dyslexic students, for whom this constitutes the least difficulty
in language learning. Learning the pronunciation comes second for dyslexics. This is also only
one of the minor problems for non-dyslexics.
The results indicate that language learning is significantly different in the case of dyslexics,
as compared to non-dyslexics.
Table 1 Difficulties in foreign language learning, ranked from 1 to 5, where 1 is the most
difficult task.
Average ranks of difficulties in second language learning
Students Pronunc. New words Gram underst Gram use Understand
Ndys (55) score: 1.00 3,62 4,02 2,11 2,20 2,85
Dys (64) score: 2.00 2,76 2,57 3,38 3,16 2,76
Sdys (20) score: 3.00 3,15 2,80 2,85 2,45 3,85
Sdys+Dys (84) score: 2.24 2,86 2,63 3,25 2,99 3,02
Ttest Dys:NDys 0,0010 0,0000 0,0000 0,0001 0,7371
Ttest Dys:SDys 0,3134 0,4917 0,1056 0,0411 0,0088
Ttest (Dys+Sdys):NDys 0,0020 0,0000 0,0000 0,0004 0,5291
One of the Italian dyslexic students wrote: "I have problems in remembering how words are
written and I forgot also soon what I just studied." A number of dyslexics reported similar
problems, but they agree that learning foreign languages is important: "Foreign languages
are difficult for dyslexics but correct methods can help learning them quickier."
Table 2 Difficulties in using a foreign language, ranked from 1 to 5, where 1 is the most
difficult task.
Average ranks of difficulties of aspects of foreign language use
Students Reading Writing Understanding Speaking Grammar
Ndys (55) score: 1.00 4,29 3,09 2,98 2,35 1,95
Dys (64) score: 2.00 3,11 2,27 2,92 2,92 2,98
Sdys (20) score: 3.00 2,37 2,30 4,26 3,75 2,80
Sdys+Dys (84) score: 2.24 2,94 2,28 3,23 3,12 2,94
Ttest Dys:NDys 0,0000 0,0001 0,8235 0,0227 0,0000
Ttest Dys:SDys 0,0268 0,9222 0,0009 0,0243 0,6157
Ttest (Dys+Sdys):NDys 0,0000 0,0001 0,3445 0,0012 0,0000
Table 2 shows what difficulties dyslexics have in using foreign languages. Students were
required to rank from 1 to 5 the five aspects of language use listed, where 1 constitutes the
5. greatest and 5 the least difficulty. The most difficult task for dyslexics is writing and reading
in a foreign language. In this, too, they differ from non-dyslexic students, for whom the
greatest problem is the proper use of grammar.
The results indicate that dyslexics have significantly different problems than non-dyslexics
in using a foreign language.
According to the results in Table 3, it is the severely dyslexics who least feel that they get the
support they need for learning. Non-dyslexics feel most that they get enough support. The
differences are not significant, but the tendency is evident. Whether this is because the
dyslexics need more support, or because they feel they do not receieve enough support, or
perhaps because they indeed do not get suitable support in learning, provision is clearly
unsatisfactory.
Table 3 The support they got (Most=1, None=4) and the wish to learn a second language
through e-learning (Yes=1, No=3)
Students Support E-learning
Ndys (55) score: 1.00 1,04 1,42
Dys (64) score: 2.00 2,30 1,38
Sdys (20) score: 3.00 2,35 1,28
Sdys+Dys (84) score: 2.24 2,31 1,35
Ttest Dys:NDys 0,0000 0,7480
Ttest Dys:SDys 0,8878 0,4950
Ttest (Dys+Sdys):NDys 0,0000 0,5993
Those who received support enumerated several kinds thereof. Some of the examples:
• exercise and individual lessons with a professional
• a supporting teacher
• PC with automatic correction turned on
• teacher explains it more thoroughly when I do not understand something
• Maps and Despeak
• tutor and more time in in-class work / exams
• a teacher beside me
• on-line dictionary with help from teacher and parents
• e-book and pc
• help from parents at home
Typically, dyslexics get support in the primary school, but later they are left alone, as it
transpires from this remark:
"When I was at the primary school, someone read me the text and helped me understanding
and writing; now that I'm at the university I don't know how to do.
Personal trainer both for Italian and foreign languages, multimedia and CDs can help."
6. A Hungarian dyslexic, who went through several foreign language teachers remarked:
"Teachers who teach English have methods, but do not fit them to the individual. What is
needed is a method with which one can learn in their own way and at their own pace."
The answers show that all groups of students would be glad to use e-learning in foreign
language learning (Table 3), and as the remarks indicate, they are already searching for a
learning opportunity like this.
The results indicate that the dyslexics do not receive appropriate support in foreign
language learning and that the students would willingly use e-learning to help them
master a foreign language.
Nevertheless, e-learning is not the most preferred mode of learning. It is, instead, personal
contact.
The examples of support they gave reveal that students do not think exclusively of trainers
as support:
• "low cost travels to interact with mother tongue people"
• "exchange staying with other mothertongue guys";
Students rank e-learning and CD’s as learning methods right after personal contact, but at
this point, differences start to emerge (see Table 4).
Table 4 Ranks of different learning tools, ranked from 1 to 6, where 1 is the most preferred
method.
SL learning preferences
Students Book CD E-learning E-mail Forum Personal
Ndys (55) score: 1.00 3,27 3,11 3,45 4,20 5,40 1,64
Dys (64) score: 2.00 4,23 2,70 2,98 4,34 4,50 1,89
Sdys (20) score: 3.00 4,89 2,58 2,05 4,32 4,79 2,47
Sdys+Dys (84) score: 2.24 4,38 2,67 2,77 4,33 4,57 2,02
Ttest Dys:NDys 0,0029 0,0901 0,1003 0,5700 0,0002 0,2755
Ttest Dys:SDys 0,1152 0,7445 0,0256 0,9485 0,4600 0,1237
Ttest (Dys+Sdys):NDys 0,0002 0,0558 0,0119 0,5550 0,0003 0,0950
Dyslexics like e-learning more than non-dyslexics do, and using books comes at the end for
them significantly, while it is ranked second best in the case of non-dyslexics (Table 4).
However, even among dyslexics, not everyone dislikes books: "I am 21 years old and
personally I feel at my ease using books; I experienced CD (not for dyslexics) but did not liked
them."
7. The results show that e-learning is by more important as a method for foreign language
learning for dyslexics than it is for non-dyslexics. Non-dyslexics feel they can learn well
from books, which is not true for dyslexics.
The results do not differ significantly by country. The small differences that do appear are
due to the fact that the ratio of dyslexics was different in the test group in different
countries.
In the analyses that follow, we will only be using the results of the dyslexic students, because
it is their way of learning we aim to study.
D) Trainer's view
We asked teachers of English as a foreign language in all five countries about dyslexics and
their language learning. Most of the teachers had experiences with dyslexic students. From
123 teachers only 11 stated that had no experiences with dyslexic student. It is the tenth of
the teachers who had no dyslexic student or could not identify the dyslexia. While awarness
of dyslexia is more and more evident in young children age, teachers don't know about
dyslexia in higher education. It is not widely know that dyslexia is a special way of thinking,
which is the base of a lot strengths and weaknesses for the dyslexic person trough the whole
life span.
We examined whether teachers who had already taught dyslexic students had different
views than those who so far had not, or who did not know for sure if they had taught
dyslexics. The results indicate that the trainers’ views on dyslexics and their foreign language
learning are independent of whether they have already had some experience with dyslexic
students.
The point at which significant differences emerged was that trainers who had already taught
dyslexic students were familiar with more teaching methods and could, consequently, name
more of them. Independently of previous experience with dyslexics, teachers regard e-
learning as a useful tool in foreign language learning (see Table 5).
Table 5 Experience with dyslexic students and methods used (Yes=1)
Experience with
dyslexic students
(1–3)
Has methods
(1–4)
Number of
methods listed
Preference for e-
learning (1–3)
Average 1,32 2,36 1,49 1,20
Has had dyslexic student
(N=112)
1,15 2,20 1,64 1,17
Hasn't had dyslexic student
(N=11)
3,00 3,91 0,00 1,44
Ttest 0,0000 0,0000 0,0001 0,0806
8. We examined the relevant differences across countries, but we found no significant
differences between countries. The majority of trainers from Hungary and Spain indicated
that they had already had dyslexic students. Significant difference only showed in the case of
Bulgarian trainers in comparison to others. They had much less experience with dyslexic
students and they also have less tools and methods for teaching them. The latter, however,
is characteristic of most of the other teachers, as well. The German trainers proved to be the
most experienced in the sample, and statistically, they differ significantly from the others
having more methods than the teachers from the other countries. (see Table 6.)
Table 6 Differences in the trainers' experiences accross the four countries
TRAINERS
(87)
Experience with
dyslexic students
(Yes=1, No=3)
Has methods
(Yes=1, No=4)
BG 2,05 3,09
GER 1,13 1,40
HUN 1,09 2,03
ITALY 1,32 3,24
SPAIN 1,22 2,70
Average 1,32 2,36
The trainers’ view did not differ significantly accross countries. Although there were some
differences, these were most probably due to the differences in teaching experience.
The Bulgarian trainers use lots of useful methods, like audio and visual aids, native speaker
sessions, role-play games, group work, multisensory teaching, music, interactive methods,
multimedia. However there are many trainers who make remarks like the following:
• There is not enough information about dyslexia available
• I’m afraid that I have not met dyslexic cases
• Not very well acquainted with the dyslexic problem
• Don’t have first hand experience with dyslexic students
In Italy most of the teachers use images and voice recordings. Another poupular method is
listening and repeating. Very few of the trainers use pc and internet, dialogues and
explanations.
The Hungarian teachers also try to use a variety of solutions, some of them even utilizing the
Mind Map method.
9. The German teachers have the most experience with dyslexic students and most of the
teachers have special methods to treat the special students. They can name methods like
• phonemic awareness
• sitting the students in the front
• interactive whiteboards
• multi-sensory teaching
• spell-check programs
• Davis Dyslexia Correction method
• giving them special attention
• word-building and writing strategies
• learning strategies
• Stevenson language program
Table 7 Trainers' views on the difficulties in second language learning, ranked from 1 to 5,
where 1 is the most difficult task.
TRAINER (N=87) Difficulties in SL learning
Average ranks Pronunc. New words Gram. underst Gram. use Undrstand
BG 2,82 1,36 3,27 3,68 3,18
GER 3,93 4,03 1,83 1,67 3,53
HUN 3,87 2,55 2,56 2,48 3,48
ITALY 4,56 3,72 1,56 1,52 3,64
SPAIN 2,00 2,56 3,00 3,44 3,78
SUM 3,69 2,96 2,33 2,37 3,50
Ranks Pronunc. New words Gram. underst Gram. use Undrstand
BG 2 1 4 5 3
GER 5 3 1 2 4
HUN 5 2 3 1 4
ITALY 5 4 2 1 3
SPAIN 1 2 3 4 5
SUM 5 3 1 2 4
Apparently, there is an increasing call for the use of methods efficient for dyslexics. The
trainers’ familiarity with dyslexia is, however, rather contingent. It is mostly through
experience that they gain knowledge about the problems of dyslexics and they generally also
only enrich their methodological repertoire through practice and experience. There is thus
no principled training behind their knowledge to supply them with a firm basis for teaching
dyslexics. During our research, we found that most of the trainers do not even understand
properly exactly what problems these students face.
The results of the present study show that trainers in general believe that the greatest
problems for dyslexic students are understanding grammar, learning new words and using
grammar rules (see Table 7), but it will turn out that the students themselves are of a
10. different opinion. In other words, trainers do not focus their support on aspects of teaching
where it would truly be needed.
Table 8 shows that trainers fairly consistently regard writing and reading as the most difficult
for dyslexic students. It is especially writing which many of them think of as the number one
problem. It scores under 2 even in average ranking. This fits in with the fact that dyslexics in
general have poor literacy skills.
Table 8 Difficulties in using a second language - trainers' view, ranked from 1 to 5, where 1 is
the most difficult task.
TRAINER (N=87) SL usage
Average ranks Reading Writing Understanding Speaking Grammar
BG 2,82 2,14 3,50 2,18 3,68
GER 1,77 1,70 4,23 4,07 3,23
HUN 2,87 1,90 3,65 3,84 2,74
ITALY 2,20 1,88 3,88 4,88 2,16
SPAIN 2,38 1,44 4,13 3,75 3,88
SUM 2,40 1,85 3,85 3,80 3,00
Ranks Reading Writing Understanding Speaking Grammar
BG 3 1 4 2 5
GER 2 1 5 4 3
HUN 3 1 4 5 2
ITALY 3 1 4 5 2
SPAIN 2 1 5 3 4
SUM 2 1 5 4 3
Table 9 Tools for second language learning - trainers' view, ranked from 1 to 6, where 1 is
the most preferred method.
TRAINER (N=87) SL teaching
Averages Book CD E-learning E-mail Forum Personal
BG 3,77 3,50 3,55 3,86 4,32 1,05
GER 4,93 4,47 3,73 3,30 4,83 1,07
HUN 5,45 3,58 2,69 3,57 3,75 1,38
ITALY 5,24 2,56 2,92 4,16 3,88 2,16
SPAIN 4,00 4,38 3,63 4,00 2,38 2,56
SUM 4,84 3,63 3,25 3,72 4,08 1,49
Ranks Book CD E-learning E-mail Forum Personal
BG 4 2 3 5 6 1
GER 6 4 3 2 5 1
HUN 6 4 2 3 5 1
ITALY 6 2 3 5 4 1
SPAIN 5 6 3 4 1 2
SUM 6 3 2 4 5 1
11. As regards teaching methods, as it has already become apparent, trainers tend to have a
preference for technical tools. They are also aware that language learning is essentially a
form of communication and the most important aspect thereof is personal contact. All other
methods come far below personal contact, including e-learning. Crucially, however, trainers
rank electronic tools and solutions utilizing audiovisual representations higher than books
(Table 9).
E) Learning needs of the dyslexic students
According to the results of our study on the English language learning of dyslexic students,
the trainers and the dyslexic students have somewhat different views on the difficulties
therein. The greatest difficulty for students is learning new words. Trainers rank this as
second most difficult. For trainers, understanding grammar rules comes first among the
difficulties dyslexics face. The students, however, regard not so much the understanding, but
the use of grammar as difficult. Again, trainers do not regard memorizing the correct
pronunciation as difficult, while students rank this difficulty very high. The averages of the
ranks of the difficulties do not differ substantially, which means that all of the problems are
real and existing; it is merely the focus that is different (see Table 10).
Table 10 Comparison of the students’ and the trainers’ view of second language learning,
where 1 is the most and 5 the least difficult task.
Difficulties in SL learning Pronunc. New words Gram. unders. Gram. use Understand
Average – dyslexic student 2,86 2,63 3,25 2,99 3,02
Ranks - dyslexic student 2 1 5 3 4
Average – trainer 4,84 3,63 3,25 3,72 4,08
Ranks – trainer 5 2 1 3 4
The biggest problem for dyslexic students is learning words and the correct pronunciation.
The trainers are not aware of the latter as a problem, and rank understanding grammar
higher as a difficulty.
Table 11 Comparision of the students’ and the teachers’ view of second language usage,
where 1 is the most and 5 the least difficult task.
SL usage Reading Writing Understanding Speaking Grammar
Average - dyslexic student 2,93 2,28 3,23 3,12 2,94
Ranks - dyslexic student 2 1 5 4 3
Average - trainer 2,40 1,85 3,85 3,80 3,00
Ranks – trainer 2 1 5 4 3
12. As regards difficulties in using a foreign language, trainers and students set up a fairly similar
ranking. The results differed only by a few decimals at most in the areas constituting the
greatest difficulties (see Table 11).
The greatest difficulty for dyslexics in using a foreign language is writing. The trainers see
this correctly, as well.
Regarding the best methods in foreign language learning, dyslexic students and trainers,
again, set up a fairly similar ranking. Personal contact is ranked far above any other solution
by all two groups (see Table 12). This does not only mean personal contact between the
trainer and the student, but also, as the comments to this question reveal, it is of immense
help to spend a longer time in a foreign language speaking area and to use the language to
communicate with friends and acquaintances. CD and e-learning also rank high as useful
tools. All other methods, including learning from a book, are ranked far below these.
Table 12 Comparison of the students' and the trainers' view of second language learning
tools, where 1 is the most and 6 the least preferred method.
SL tools Book CD E-learning E-mail Forum Personal
Average - dyslexic student 4,38 2,67 2,77 4,33 4,57 2,02
Ranks - dyslexic student 5 2 3 4 6 1
Average - trainer 4,84 3,63 3,25 3,72 4,08 1,49
Ranks - trainer 6 3 2 4 5 1
Learning language through personal contact is considered the most efficient method by
both the students and the trainers. E-learning and CD’s also appear to be popular tools.
Teachers and students agrees that after the personal relationship these are the most
usable tools.
F) Suggestions for an internet based language learning programme
In light of the results of the study, e-learning appears to be a suitable method in foreign
language learning for dyslexic students. Few have had the opportunity to try this form of
learning, but both the students and the trainers are open to such a solution.
The programme should primarily lay stress on writing and the use of grammar rules.
Grammar should not simply be taught. Instead, students should get help in how to use
grammar through appropriate examples and exercises.
The e-learning method provides an opportunity for dyslexic students to receive support in
learning new words and the correct pronunciation. Multichannel learning is the basis for
efficient learning, and in the case of dyslexics, it is, in fact, a basic obligation to provide a
learning material that can be processed in a multichannel way.
13. Seeing that personal contact is extremely important for students, it is worth using materials
that facilitate and incite communication. Indeed, this is a basic rule in language learning.
It is vital that dyslexics always receive ample help in spelling and correct pronunciation.
These are their weak points, and they need plenty of practice in these areas.
Summary of methodological recommendations:
• on-line dictionary with audible pronunciation
• using automatic correction
• assistive technology, like http://imtranslator.com/ and http://www.readplease.com/
• mind mapping
• exercise and individual lesson
• interactive tasks
• role-play games
• repetitions
• multisensory teaching
• music.
Acknowledgement
Special thanks for their contributions to:
Bulgaria
Езиков Център "Орхидея", Пловдив
Пламена Михайлова
Румяна Ангелова
(Language Centre Orhidea, Plovdiv
Plamena Mihajlova
Rumiana Angelova)
Germany
Dachverband Legasthenie Deutschland e.V.
German Dyslexia Association
Hungary
Dyslexia Centre of the Sun Circle Mental Health Foundation,
Eotvos Lorand Univerrsity,
University of Debrecen,
University of Szeged,
Budapest Technical Collage (now University of Óbuda)
Italy
Sonia Piangerelli, Researcher in Didactics of Foreign Languages, with specialisation in
14. Learning Difficulties
AID (Italian Dyslexia Association) - Ascoli Piceno
Regional Centre for Language and Learning Disabilities - Local Health Unit of Bologna
University of Bologna - Dyslexics Students Service
Spain
Dna. Manuela Escobar Montero
Department of English at the University the Sevilla