This document discusses implementing multiple intelligences theory to improve academic achievement among Hmong English language learners. It begins by introducing the traditional teaching approach and need for strategies that support diverse learning styles. It then provides background on Hmong students as English learners who often struggle due to cultural differences like preference for cooperative learning. The purpose is to examine whether incorporating multiple intelligences increases achievement for Hmong ELs by engaging their varied strengths. While research has studied these topics separately, no work has looked specifically at their intersection.
Factors affecting language learning strategies usagezaa92
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males.
3) Cultural background - Learners from different cultures prefer certain types of strategies, such as Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of language learning strategies.
Factors Affecting Language Learning StrategiesRiduan Huda
There are a host of factors which appear to influence the use of language learning strategies by language learners. These factors may be sociocultural, situational or related to the personality of the language learner. Some factors are said to affect the type of learning strategy used by the language learner, whilst other factors are said to affect frequency of use of particular learning strategies. In this presentation. I will describe only five factors affecting language learning strategies.
5 factors affecting language learning strategies (lls)Salma Razak
The document discusses 5 key factors that influence language learning strategies:
1. Motivation - Highly motivated students use more strategies. Motivation can be intrinsic or extrinsic.
2. Gender - Some studies found females use more strategies while others found no significant difference.
3. Proficiency level - More proficient learners use a wider variety of strategies, especially metacognitive and social strategies.
4. Socioeconomic status - Learners from wealthier backgrounds can access more resources and native speakers to support their language learning.
5. Age - Younger learners may develop fluency faster while older learners grasp grammar concepts more quickly. Both age groups use different strategies effectively.
In a study, teacher candidates who specialized in teaching English as a second language (ESL) were surveyed about their readiness to teach culturally and linguistically diverse students. The majority felt their strengths came from strategies learned in their teacher education program or from exposure to diverse groups. Some cited personality traits like patience and respect. A few felt their own diverse backgrounds prepared them. Recommendations were made to improve ESL teacher preparation programs based on candidates' perceptions of their strengths and challenges in teaching diverse students.
5 factors affecting language learning strategies usageAmrien Hamila
1) Five factors that affect language learning strategy usage are motivation, gender, proficiency level, age, and learning styles.
2) More motivated learners use a greater range and more metacognitive strategies than less motivated learners. Integrative motivation leads to greater proficiency than instrumental motivation.
3) Females generally use more language learning strategies than males, though some studies found no difference or males using more strategies.
Factors affecting language learning strategieshannu938
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
Factors Affecting Language Learning Strategies_GE6533Vino_thini
This task has been done as a course requirement (GE6533 Language Learning Strategies Instruction), a program offered for Masters in Education (TESL) at National University of Malaysia. Our instructor Prof Amin Embi has required us to present some points on 5 factors affecting language learning strategies based on previous researches.
Factors affecting language learning strategiesAkhmaShabani
This document discusses several factors that affect language learning strategies:
Gender - Studies have found both minor and some significant differences in the strategies used by males and females. Females generally tend to use social interaction and metacognitive strategies more frequently.
Background - Learners from different cultural backgrounds often prefer different types of strategies, with Asian learners favoring rote learning strategies and Hispanic learners using dictionaries more.
Proficiency level - More proficient learners tend to use metacognitive and cognitive strategies more, while less proficient learners rely more on communication and compensation strategies.
Motivation - Motivation is a primary factor in language learning achievement, as more motivated learners put more effort
Factors affecting language learning strategies usagezaa92
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males.
3) Cultural background - Learners from different cultures prefer certain types of strategies, such as Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of language learning strategies.
Factors Affecting Language Learning StrategiesRiduan Huda
There are a host of factors which appear to influence the use of language learning strategies by language learners. These factors may be sociocultural, situational or related to the personality of the language learner. Some factors are said to affect the type of learning strategy used by the language learner, whilst other factors are said to affect frequency of use of particular learning strategies. In this presentation. I will describe only five factors affecting language learning strategies.
5 factors affecting language learning strategies (lls)Salma Razak
The document discusses 5 key factors that influence language learning strategies:
1. Motivation - Highly motivated students use more strategies. Motivation can be intrinsic or extrinsic.
2. Gender - Some studies found females use more strategies while others found no significant difference.
3. Proficiency level - More proficient learners use a wider variety of strategies, especially metacognitive and social strategies.
4. Socioeconomic status - Learners from wealthier backgrounds can access more resources and native speakers to support their language learning.
5. Age - Younger learners may develop fluency faster while older learners grasp grammar concepts more quickly. Both age groups use different strategies effectively.
In a study, teacher candidates who specialized in teaching English as a second language (ESL) were surveyed about their readiness to teach culturally and linguistically diverse students. The majority felt their strengths came from strategies learned in their teacher education program or from exposure to diverse groups. Some cited personality traits like patience and respect. A few felt their own diverse backgrounds prepared them. Recommendations were made to improve ESL teacher preparation programs based on candidates' perceptions of their strengths and challenges in teaching diverse students.
5 factors affecting language learning strategies usageAmrien Hamila
1) Five factors that affect language learning strategy usage are motivation, gender, proficiency level, age, and learning styles.
2) More motivated learners use a greater range and more metacognitive strategies than less motivated learners. Integrative motivation leads to greater proficiency than instrumental motivation.
3) Females generally use more language learning strategies than males, though some studies found no difference or males using more strategies.
Factors affecting language learning strategieshannu938
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
Factors Affecting Language Learning Strategies_GE6533Vino_thini
This task has been done as a course requirement (GE6533 Language Learning Strategies Instruction), a program offered for Masters in Education (TESL) at National University of Malaysia. Our instructor Prof Amin Embi has required us to present some points on 5 factors affecting language learning strategies based on previous researches.
Factors affecting language learning strategiesAkhmaShabani
This document discusses several factors that affect language learning strategies:
Gender - Studies have found both minor and some significant differences in the strategies used by males and females. Females generally tend to use social interaction and metacognitive strategies more frequently.
Background - Learners from different cultural backgrounds often prefer different types of strategies, with Asian learners favoring rote learning strategies and Hispanic learners using dictionaries more.
Proficiency level - More proficient learners tend to use metacognitive and cognitive strategies more, while less proficient learners rely more on communication and compensation strategies.
Motivation - Motivation is a primary factor in language learning achievement, as more motivated learners put more effort
LEARNING STYLES OF SMPN 1 DAGANGAN STUDENTS AND THEIR IMPLICATION TO ENGLISH ...Zainal Arifin
This document summarizes a thesis that investigated the learning styles of students at SMPN 1 Dagangan Madiun in East Java. The study classified students into three competence levels (high, middle, low) and by gender. A questionnaire was used to identify students' visual, auditory, kinesthetic, tactile, individual and group learning styles. The results showed differences in learning style use between competence levels and some differences between genders. The study concluded it is important for teachers to be aware of students' diverse learning styles to better match teaching methods.
Motivation, gender, culture background, attitude, beliefs, socioeconomic status, language skills, age, target language period, and purpose of learning all influence an individual's language learning strategies. Students who are highly motivated, come from a higher socioeconomic background, and are older tend to employ more language learning strategies than others. Factors such as culture, religion, ethnicity, parental education and family income can also impact what strategies a learner adopts. A student's strategies also vary depending on their gender, language skills, and purpose for studying the target language.
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies a learner employs. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies students employ. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
INFLUENCE OF THE GENDER FACTOR ON A STUDENT’S LEARNING STYLE AND ACHIEVEMENT...btlsvr
This document discusses research on the influence of gender on students' language learning styles and achievements. It finds that males and females have different learning preferences, with males tending to be more visual, kinesthetic, and competitive, while females are more auditory, collaborative, and oriented towards authority figures. Specific language tasks also show gender differences, with females generally outperforming males on tasks involving verbal skills and memory, while males do better on spatial and logical problem-solving tasks. These differences may be partly due to biological factors like differences in the corpus callosum region of the brain between males and females. The conclusion advocates designing language learning to match students' individual gender-based learning styles in order to improve their achievements.
Factors affecting language learning strategyAizud Din
This document discusses five key factors that affect language learning strategies: gender, motivation, cultural background, proficiency levels, and years of language learning. It summarizes several studies that found females tend to use language learning strategies more frequently than males. Motivation level also influences strategy use, with more motivated learners adopting more strategies. Cultural background impacts strategy preferences, and higher proficiency learners tend to use cognitive and metacognitive strategies more. The number of years learning a language can impact an individual's strategy use as well.
Five factors affecting learning language strategiesafzannazam95
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
This document discusses factors that may contribute to English proficiency among Chinese students in Johor Bahru, Malaysia. It introduces the study which examines how parental influence, peer influence, teacher role, attitude, and learning style impact students' English proficiency and perception of English. The study uses a questionnaire to collect data from 119 students at a Chinese community college in Johor Bahru. The document provides background on the emphasis on Chinese language and culture in Malaysia and complaints about graduates' lack of English proficiency, highlighting the need to better understand factors that influence English acquisition.
Does applying vocabulary learning strategies vary based on gender the case of...Alexander Decker
1. The document examines differences in vocabulary learning strategies used by male and female Turkish EFL learners.
2. It analyzes data from a study that assessed the frequency of 44 vocabulary learning strategies, including psycholinguistic and metacognitive strategies, among undergraduate students.
3. The findings showed that female respondents reported slightly higher use of psycholinguistic strategies, metacognitive strategies, and overall strategy use compared to male respondents.
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
The document discusses ways to modify a classroom environment and curriculum to support five ESOL students in a third grade classroom on the first day of school. It would recommend placing visual aids and using gestures to communicate important information. Interactive strategies like partnering ESOL students with peers and allowing hands-on activities are suggested. It also provides an overview of the stages of language acquisition and how to use leveled questioning appropriately for each student's level. Modifications to the curriculum like scaffolding, building background knowledge, and thematic units are also discussed. The document reviews assessment strategies for ESOL students such as drawings, discussions and portfolios that are less dependent on language. It provides this plan to create a supportive learning environment and ease the transition
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
The document discusses many factors that can affect language learning strategy use, including motivation, gender, cultural background, attitudes, learning style, career goals, language proficiency level, and age. Motivation is found to have a particularly strong influence, with integrative and instrumental motivation positively correlating with language achievement. Gender differences in strategy use are also explored, though findings are inconclusive. Learning style and proficiency level are also discussed as impacting strategy selection and use.
This document summarizes a study that investigated English language anxiety and motivation to learn English among 177 Form 4 students in Malaysia. The study found that 17.5% of students experienced low language anxiety, 68.4% experienced moderate anxiety, and 14.1% experienced high anxiety. Girls reported higher anxiety than boys in some areas. Students with high anxiety reported less effort to improve their English skills than those with low anxiety. The study aimed to provide insights into how students' anxiety and motivation are related to their experiences learning English in the classroom.
Internal and external factors influence how quickly and easily someone learns a new language. Internal factors include cognitive ability, personality, age, motivation, and experience. External factors are outside the learner's control and include aspects of instruction, curriculum, culture and status, access to native speakers, and motivation from teachers/parents. Both internal and external factors interact complexly to determine the speed of new language acquisition for each learner.
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
Factors affecting second language strategy useamira9377
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
This document discusses factors that affect language learning strategies. It examines motivation, gender, socioeconomic status, ethnicity and culture, and belief and religion. Motivation is found to be the main factor influencing language learning strategies. Gender differences do not significantly impact strategies, but socioeconomic factors like parents' education and income do influence a student's ability and strategy use. Culture and education experiences can impact learning styles and strategies. Belief and religion are also found to create a domain that can develop attitudes supporting language learning.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
LEARNING STYLES OF SMPN 1 DAGANGAN STUDENTS AND THEIR IMPLICATION TO ENGLISH ...Zainal Arifin
This document summarizes a thesis that investigated the learning styles of students at SMPN 1 Dagangan Madiun in East Java. The study classified students into three competence levels (high, middle, low) and by gender. A questionnaire was used to identify students' visual, auditory, kinesthetic, tactile, individual and group learning styles. The results showed differences in learning style use between competence levels and some differences between genders. The study concluded it is important for teachers to be aware of students' diverse learning styles to better match teaching methods.
Motivation, gender, culture background, attitude, beliefs, socioeconomic status, language skills, age, target language period, and purpose of learning all influence an individual's language learning strategies. Students who are highly motivated, come from a higher socioeconomic background, and are older tend to employ more language learning strategies than others. Factors such as culture, religion, ethnicity, parental education and family income can also impact what strategies a learner adopts. A student's strategies also vary depending on their gender, language skills, and purpose for studying the target language.
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies a learner employs. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies students employ. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
INFLUENCE OF THE GENDER FACTOR ON A STUDENT’S LEARNING STYLE AND ACHIEVEMENT...btlsvr
This document discusses research on the influence of gender on students' language learning styles and achievements. It finds that males and females have different learning preferences, with males tending to be more visual, kinesthetic, and competitive, while females are more auditory, collaborative, and oriented towards authority figures. Specific language tasks also show gender differences, with females generally outperforming males on tasks involving verbal skills and memory, while males do better on spatial and logical problem-solving tasks. These differences may be partly due to biological factors like differences in the corpus callosum region of the brain between males and females. The conclusion advocates designing language learning to match students' individual gender-based learning styles in order to improve their achievements.
Factors affecting language learning strategyAizud Din
This document discusses five key factors that affect language learning strategies: gender, motivation, cultural background, proficiency levels, and years of language learning. It summarizes several studies that found females tend to use language learning strategies more frequently than males. Motivation level also influences strategy use, with more motivated learners adopting more strategies. Cultural background impacts strategy preferences, and higher proficiency learners tend to use cognitive and metacognitive strategies more. The number of years learning a language can impact an individual's strategy use as well.
Five factors affecting learning language strategiesafzannazam95
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
This document discusses factors that may contribute to English proficiency among Chinese students in Johor Bahru, Malaysia. It introduces the study which examines how parental influence, peer influence, teacher role, attitude, and learning style impact students' English proficiency and perception of English. The study uses a questionnaire to collect data from 119 students at a Chinese community college in Johor Bahru. The document provides background on the emphasis on Chinese language and culture in Malaysia and complaints about graduates' lack of English proficiency, highlighting the need to better understand factors that influence English acquisition.
Does applying vocabulary learning strategies vary based on gender the case of...Alexander Decker
1. The document examines differences in vocabulary learning strategies used by male and female Turkish EFL learners.
2. It analyzes data from a study that assessed the frequency of 44 vocabulary learning strategies, including psycholinguistic and metacognitive strategies, among undergraduate students.
3. The findings showed that female respondents reported slightly higher use of psycholinguistic strategies, metacognitive strategies, and overall strategy use compared to male respondents.
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
The document discusses ways to modify a classroom environment and curriculum to support five ESOL students in a third grade classroom on the first day of school. It would recommend placing visual aids and using gestures to communicate important information. Interactive strategies like partnering ESOL students with peers and allowing hands-on activities are suggested. It also provides an overview of the stages of language acquisition and how to use leveled questioning appropriately for each student's level. Modifications to the curriculum like scaffolding, building background knowledge, and thematic units are also discussed. The document reviews assessment strategies for ESOL students such as drawings, discussions and portfolios that are less dependent on language. It provides this plan to create a supportive learning environment and ease the transition
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
The document discusses many factors that can affect language learning strategy use, including motivation, gender, cultural background, attitudes, learning style, career goals, language proficiency level, and age. Motivation is found to have a particularly strong influence, with integrative and instrumental motivation positively correlating with language achievement. Gender differences in strategy use are also explored, though findings are inconclusive. Learning style and proficiency level are also discussed as impacting strategy selection and use.
This document summarizes a study that investigated English language anxiety and motivation to learn English among 177 Form 4 students in Malaysia. The study found that 17.5% of students experienced low language anxiety, 68.4% experienced moderate anxiety, and 14.1% experienced high anxiety. Girls reported higher anxiety than boys in some areas. Students with high anxiety reported less effort to improve their English skills than those with low anxiety. The study aimed to provide insights into how students' anxiety and motivation are related to their experiences learning English in the classroom.
Internal and external factors influence how quickly and easily someone learns a new language. Internal factors include cognitive ability, personality, age, motivation, and experience. External factors are outside the learner's control and include aspects of instruction, curriculum, culture and status, access to native speakers, and motivation from teachers/parents. Both internal and external factors interact complexly to determine the speed of new language acquisition for each learner.
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
Factors affecting second language strategy useamira9377
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
This document discusses factors that affect language learning strategies. It examines motivation, gender, socioeconomic status, ethnicity and culture, and belief and religion. Motivation is found to be the main factor influencing language learning strategies. Gender differences do not significantly impact strategies, but socioeconomic factors like parents' education and income do influence a student's ability and strategy use. Culture and education experiences can impact learning styles and strategies. Belief and religion are also found to create a domain that can develop attitudes supporting language learning.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
This document discusses 5 factors that influence language learning strategies: motivation, socioeconomic status, ethnicity and culture, religion, and age. Motivation includes integrative and instrumental motivation. Socioeconomic status is influenced by parents' education level and family income. Ethnicity and culture can lead to differences in learning styles. Religion connects language and culture as many religions have sacred languages. Age affects strategy use, with more mature students employing more complex strategies.
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
Effects Of Classroom Interaction On Language LearningDeb Birch
This document discusses considerations for understanding children's language learning in the classroom. It notes that young learners are more enthusiastic but also get distracted more easily. It emphasizes adjusting teaching to how individual children learn and develop, rather than solely focusing on curriculum. It stresses understanding the child as a language learner beyond just the classroom. This involves considering the social and developmental aspects of a child's language learning, as theorized by Vygotsky, who saw language as developing through social interaction from infancy.
Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT ClassroomsZohre DehghanNezhad
This document summarizes a study on teachers' attitudes toward critical pedagogy and its practice in English language teaching classrooms in Nepal. The study found that while teachers expressed support for critical pedagogy in theory, classroom observations revealed they did not embrace it in practice. Critical pedagogy aims to empower learners and promote social justice. Some key tenets discussed are using localized varieties of English, allowing the use of students' first language, and involving learners in decision making.
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
This dissertation examines the relationship between language learners' anxiety and motivation when speaking up in English language learner (ELL) classrooms and mainstream classrooms with native English speakers. The study surveyed 132 high school English language learners and found that: 1) Their task orientation and language ego orientation differed between ELL and mainstream classrooms; 2) They reported feeling less pressure to speak but more anxious and participated less in mainstream classrooms; 3) Their task orientation was lower and avoidance orientations were higher in mainstream classrooms; and 4) High task orientation and encouragement from teachers/classmates in mainstream classrooms related to higher anxiety and lower participation. The results are discussed in relation to language ideology and power dynamics between native and non-native
An exploration of undergraduate students’ motivation andfaridnazman
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had favorable attitudes toward English and rated their reading skills higher than listening, and writing higher than speaking. Most students agreed that knowing English would help with career opportunities and understanding English speakers. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. 38% of variance in integrative orientation was explained by instrumental orientation. Overall, the results suggest that Iranian students are mainly instrumentally motivated to learn English for its practical benefits rather than integrative motivation.
An exploration of undergraduate students’ motivation andFudgie Fudge
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had favorable attitudes toward English and rated their reading skills higher than listening, and writing higher than speaking. Most students agreed that knowing English would help them get a good job, and understood English speaking people better. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. While students were mainly instrumentally motivated to learn English for its utilitarian benefits, integrative orientation was also a significant factor and correlated with better performance on English exams.
An exploration of undergraduate students’ motivation andfaridnazman
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had generally favorable attitudes toward English. Their reading skills were rated higher than listening skills, and writing skills higher than speaking skills. Most students agreed that knowing English would help them get a good job and understand English speakers. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. Instrumental orientation, focusing on practical benefits of English, appeared to be the main motivation for most students rather than integrative orientation of engaging with English cultures.
This document summarizes a study on integrating language learning strategies to promote active cooperative learning. The study examined the impact of interactive teaching methods on student motivation and learning in high schools in Tirana and Shkoder, Albania. Surveys and classroom observations of 60 students found that interactive teaching strategies had a strong positive impact on student motivation and led students toward more active cooperative learning. The findings suggest that applying these interactive strategies can be effective for teachers and rewarding for students, helping students improve their language skills.
This document summarizes a study that compares the inductive and deductive approaches for teaching English verb tenses to Taiwanese university students. The study examines the effects of the two approaches on students with different cognitive styles (field independent vs field dependent). Students were assigned to either an inductive or deductive group and their learning outcomes were assessed. Results showed that both approaches were effective, with the deductive group showing more significant improvement. Field dependent students improved more than field independent students, regardless of the teaching approach used.
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This study investigated the relationship between multiple intelligence, effective study skills, and academic achievement among university students. 250 students from 4 universities participated. The study assessed students' multiple intelligences using Gardner's inventory, study skills using Congos' inventory, and academic achievement via prior semester grades. Results found a positive relationship between multiple intelligence, study skills, and academic achievement. Students at private universities had stronger study skills and achievement than public university students. The research suggests university environments should support developing students' intelligence and skills to enhance learning and performance.
This document discusses a study that investigated the relationship between multiple intelligences, self-efficacy, and academic achievement in gifted and regular Saudi female intermediate students. The study used three instruments to assess students' multiple intelligences, self-efficacy, and English language achievement. Results showed that interpersonal intelligence was the most preferred among both gifted and regular students, while musical intelligence was the least preferred. Differences were found in the order of other intelligence preferences between the two groups. Certain multiple intelligences correlated with achievement in specific English language skills and aspects for both groups. However, self-efficacy did not correlate with overall language achievement, though it was found to be a predictor of success. The study recommends that teachers support students' varied
This document outlines a study that aims to investigate the relationship between multiple intelligences and academic achievement among secondary school students. The study will identify the types of multiple intelligences and most effective learning styles present in this group. A literature review will examine prior work on multiple intelligence theory, art education, and academic achievement. The research design will use a quantitative survey approach with stratified random sampling. Data will be collected through questionnaires and interviews, analyzed within the theoretical frameworks of Gardner's multiple intelligences theory, Eisner's artistic evaluation, Bruner's constructivist theory, and the relationship between multiple intelligences and academic achievement.
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This document outlines a study on the relationship between multiple intelligences and academic achievement among secondary school students. The study aims to investigate this relationship, identify the types of multiple intelligences possessed by students, and determine which type is most common. It will employ a quantitative survey approach using stratified random sampling of students. Data will be collected through questionnaires and interviews to analyze the multiple intelligences and academic performance of participants.
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This document summarizes the status of elementary art education in the United States between 1997-2004 based on trends in state policies and survey data. It finds that while most states had art education standards, only a minority clearly mandated art instruction. Teacher preparation requirements for art were minimal, with many teachers lacking a major or minor in art. Few states implemented statewide art assessments, and NCLB's focus on reading, math, and science scores reduced emphasis on other subjects like art.
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1. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
1
Multiple Intelligences and Academic Achievement
Amongst Hmong English Language Learners
Literature Review
Koy Saechao
2. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
2
Introduction
For many years, educators have implemented the traditional teaching method in the
classroom that tends to classify learners as a homogeneous group where teachers use the
executive approach to transmit knowledge to all the students with a similar set of teaching
methods (Sulaiman, Hassan, & Yi, 2011). With the traditional teaching approach, teachers
struggle to find ways to reach the diversity of individual learning styles and needs. Learning
styles is connected to individual characteristics and preferences, which reflect how a person
perceives and interacts with the environment (Sulaiman, Hassan, & Yi, 2011). As more and more
linguistically and culturally diverse children are entering the public schools in America, teachers
are now exploring strategies that will ensure the highest learning for English Language Learners
(ELLs). Provide statement on implications of this work.
A group of students these teachers are learning to work with are the Hmong English
Language Learners. According to the 2010 U.S. Census, there are over 260,000 Hmong currently
residing in the United States. Within the California public schools, there are approximately 1.4
million English Language Learners with 1.2 percent being Hmong (California Department of
Education, 2012). With the number of Hmong students on the rise, researchers are finding that
many teaching strategies used in the classroom today do not accommodate the different learning
styles that many Hmong ELLs need (Hien, 1994).
Researchers argued that Hmong students are at a disadvantage in American schools due
to teachers putting an emphasis on more independent approaches to learning (Ngo and Lee,
2007). Researchers found that Hmong value kinship and cooperation over individualism, which
indicates that Hmong students prefer to work with others, desire external support and guidance,
and focus on social cues. This contrasts with the competitive culture of American schools (Ngo
and Lee, 2007).
Comment [JI1]: Simply to a topic statement
based on your research question that frames entire
paper.
Comment [JI2]: Pull Hmong into opening
paragraph above since this is your target
population.
Comment [JI3]: Keep developing based on pop
statistics.
Want each paragraph to be framed w/ a topic
statement to frame discussion of paragraph.
3. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
3
Hmong students, like all ELLs, need teaching strategies that promote the highest
learning. Best practices for ELLs include strategies that stimulate interest, motivation, and brain
growth (Lombardi, 2008). Lessons that implement interactive activities, visuals, tapping into
prior knowledge, think-pair-share, teacher modeling, and brain-based approaches will promote
academic achievement of ELLs. When students can make connections to what they are learning,
they are more likely to grasp the concepts faster. Visuals like charts, videos, graphs, mind maps,
and graphic representations help ELLs see and understand when they struggle with
understanding the word or language. Language skills for ELLs can be developed through teacher
read-alouds, readers’ theater, think-pair-shares, rhythmic games and songs. Cooperative learning
also helps build social language skills. Research also shows that effective strategies to teach
ELLs also include front-loading, pre-teaching, teacher modeling, and provide adequate time to
practice. These are all strategies that will support Hmong ELLs in every classroom.
One contemporary teaching approach that teachers can implement to recognize Hmong
ELLs different learning styles is the Multiple Intelligences (MI) Theory. This approach focuses
on allowing the students to learn and absorb knowledge better by emphasizing on their dominant
intelligences or their preferred learning methods (Sulaiman, Hassan, & Yi, 2011). Using this
approach, teachers utilize the diverse learning styles of the students to create lessons that engage
students in their SMARTs, a term created by Howard Gardner.
With the increase in implementation of the Multiple Intelligences theory in the
classroom, researchers have conducted various researches to prove its effectiveness in the
classroom (citations). Their findings show that both teachers and students agreed that the
implementation of the MI theory in their teaching and learning had a positive impact (Sulaiman,
Hassan, & Yi, 2011). It increases the students’ self-confidence and motivation throughout the
Comment [JI4]: Be sure each paragraph
substantive & meaningful. Should be around 5
statements & no less than 4.
4. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
4
learning process by engaging them in the construction of their own meaning. The MI classroom
allows teachers to cater to a broader range of learners with different strengths and weaknesses.
The success of the MI classroom has led to the objective of this study. The purpose of
this lesson is to examine the effectiveness of the MI theory in a classroom consisted mainly of
Hmong English Language Learners. Hmong English Language Learners, like all English
Language Learners, have diverse learning styles and needs. Due to the sudden adaptation to a
literate society from an illiterate society and varying from different learning styles, many Hmong
students experience low academic achievement (Ngo and Lee, 2007). In a traditional classroom,
Hmong students are not performing as high as their fellow subgroups under the Asian American
group. In fact, they are performing significantly lower than the Hispanic and African American
students. The achievement gap can be closed for the Hmong students if classroom teachers
began to implement the MI teaching approach into the classroom.
The objective of this research is to test the directional hypothesis that incorporating the
Multiple Intelligences teaching approach increases the academic achievement amongst Hmong
English Language Learners. Researchers have conducted research on Hmong students and
academic achievement. They have also conducted research on the effectiveness of the MI theory
in the classroom with English Language Learners. However, there is no research on the
effectiveness of the MI theory teaching approach implemented in a classroom consisting mainly
of Hmong English Language Learners.
Hmong English Language Learners
The Hmong people immigrated to the United States from Laos nearly 30 years ago (Ngo
and Lee, 2007). This migration happened when the communist-allied military forces took over
the fall of Saigon (Bulk, 1996). During the Vietnam War, thousands of Hmong people were
Comment [JI5]: Perhaps leave open-ended at
this point & state as question, not testable
hypothesis. Can explore this later but just want to
examine literature for this paper at this point.
5. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
5
recruited by the U.S. CIA to fight against the North Vietnamese and Pathet Lao troops (Hein,
1994). When the United States withdrew from the war, the communists retaliated against the
Hmong people. Thousands fled to the refugee camps in Thailand to escape retaliation. Many
immigrated to the United States and resided in California, Michigan, Wisconsin, and Minnesota
(Hein, 1994).
Once the Hmong families arrived to the United States, they immediately felt the pressure
of adapting to a literate society. The Hmong people came from a tradition of oral storytelling,
and everything had been told orally from generations to generation. It was not until after the
1950s that a written language was established for the Hmong language (Hein, 1994). Hmong
refugee students faced issues in adapting to a literate society once they entered the American
school system. They struggled in reading, writing, and speaking the English language. Like
many immigrant parents, many Hmong parents were not able to help their own children due to
linguistic and cultural barriers (Ngo and Lee, 2007).
For many Hmong students, the Hmong language is still the primary language used at
home. This characteristic identifies them as English Language Learners (ELLs). ELLs is a term
used to identify students whose primary language is a language other than English. These are
also students who are in the process of acquiring English language skills and knowledge. Some
ELLs are born in other countries and some are born in the United States. It is estimated that by
the year 2030, about 40% of the school population will speak English as a second language
(Artiles, Barletta, & Klinger, 2006).
With the increase of ELLs in the United States, the number of Hmong ELLs has also
risen in the past number of years. It is important to acknowledge that in addition to language
barriers, some challenges for Hmong ELLs include low academic achievement due to school’s
lack of effective instructional strategies to meet their cooperative learning styles. According to
6. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
6
Walker-Moffat (1995), Hmong students have difficulty with standardized tests due to its focus
on an independent approach to learning (Ngo and Lee, 2007). A traditional classroom where the
teacher lectures while standing at the front of the classroom, writes on the board, and questions
students about the assigned readings lowers the academic achievement amongst Hmong ELLs.
They come from a cooperative learning style culture, which is a reason why a Multiple
Intelligence classroom can benefit Hmong ELLs academically. According to Marjorie Haley
(2004), classrooms need to provide opportunities for students to learn in ways they are most
receptive to maximize their potential for success in the academic setting and in real life.
Hmong ELLs, like all ELLs, benefit from a classroom environment where it is
welcoming and non-threatening when acquiring new language skills. Teachers who teach ELLs
can put second-language learners at ease by integrating cooperative learning activities like pair-
share and jigsaw (Lombardi, 2008). Hmong ELLs will increase their language acquisition in
classrooms where teachers use receptive and expressive language skills through read-alouds,
vocabulary explorations, pair-shares, manipulatives, graphic organizers, visuals, autobiography
writing, role-playing, and content-based instruction. Due to their cooperative learning style
culture, a Multiple Intelligence classroom can significantly increase the academic achievement
amongst Hmong English Language Learners.
The Multiple Intelligences Theory
According to Pokey Stanford (2003), the Multiple Intelligence theory (MI theory) is
described as a philosophy of education or an attitude towards learning. It was founded by
Howard Gardner in 1983 to help educators broaden the perception of human potential beyond
just test scores or the traditional IQ scores. Gardner suggests that intelligence should be viewed
as the capacity for solving problems and creating products in context-rich and naturalistic
Comment [JI6]: Good section & so keep
developing by editing out extra wording. Keep
cogent & only words that are needed.
7. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
7
settings. He defined intelligence into nine SMARTs (Stanford, 2003). They include
interpersonal, intrapersonal, logical-mathematical, bodily-kinesthetic, linguistic, musical,
naturalistic, visual-spatial, and existential (Stanford, 2008). Students come with different
learning styles and intelligences; therefore, a MI classroom allows teachers to develop innovative
teaching strategies that include a broader range of methods, materials, and techniques to reach
the diverse range of learners. Teachers in a MI classroom are given the opportunity to use a
variety of teaching strategies, expanded curricula, and authentic assessment to provide creative
and active learning that engages all students in the construction of their own learning (Stanford,
2003).
The multiple intelligences theory is connected with the body-brain compatible education
that promotes action-based learning. Brain research applies these twelve principles of how the
brain works: (1) the brain is a complex adaptive system, (2) the brain is a social brain, (3) the
search for meaning is innate, (4) the search for meaning occurs through patterning, (5) emotions
are critical to patterning, (6) every brain simultaneously perceives and creates parts and wholes,
(7) learning involves both focused attention and peripheral perception, (8) learning always
involves both conscious and unconscious processes, (9) we have at least two ways of organizing
memory, (10) learning is developmental, (11) complex learning is enhanced by challenge and
inhibited by threat, , and (12) every brain is uniquely organized (Lombardi, 2008).
In a MI classroom, the teacher continually shifts method of presentation from linguistic to
spatial to musical, combining many intelligences in creative ways (Stanford, 2003). Teachers
who integrate the theory of multiple intelligences apply the different teaching methods due to
students’ interests, abilities and skills. It means that the best way to use the multiple intelligence
theory is to know how to adapt the subject for different intelligences (Akkuzu and Akçay, 2011).
8. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
8
This approach has increased academic growth, even for students who were identified as
unsuccessful and unmotivated (Stanford, 2003).
Insert concluding paragraph to each section to indicate take home message. It can also transition
reader to next section of paper.
The MI Effectiveness on Academic Achievement in English Language Learners
Academic achievement is defined by Wikipedia as the outcome of education. It is the
extent to which a student, teacher, or institution has achieved their educational goals. Suzanne
Graney (2008) defines academic achievement as a formulation of teachers’ judgment based on
informal observations on student performance on daily tasks and classroom-based assessment
procedures, such as writing samples, weekly assessments, and running records.
Through the implementation of the Multiple Intelligence teaching approach in the
classroom, both teachers and students learn together and develop their multiple intelligences
through diverse and natural ways of learning (Sulaiman, Hassan, & Yi, 2011). Students
experience diverse and natural ways of learning and participating as an active member of the
learning community. The MI teaching approach enables teachers to learn the abilities and
interests of the students, thus in return, create learner-centered environment of the classroom. In
this environment, students have a better learning connection and retention of the lesson
(Sulaiman, Hassan, & Yi, 2011). It also fosters personal autonomy, responsibility, and
empowerment.
In an action research conducted by Marjorie Haley (2004), the results have showed that
the MI theory can have a positive impact on both teachers and students. Haley also found that
teachers who plan and organize their instruction around the learning preferences of individual
learners helped to unlock the full learning potential of their students (Haley, 2004). Many
Comment [JI7]: Do not use wikis, as discussed
in class. Only use the peer-review journals or other
credible sources.
9. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
9
teachers find that the MI teaching approach contributes to their overall effectiveness as
educators, which in turn improves the academic achievement of students.
Based on another action research conducted by Guneysu, Ozdemir, and Tekkaya (2006),
MI instruction does lead to the better acquisition and retention of knowledge for students. Third
grade students were able to improve their academic achievement of outer space when the teacher
organized the classroom into seven learning centers, each dedicated to one of the seven multiple
intelligences. The data showed the integration of musical and bodily-kinesthetic activities helped
the retention of knowledge acquired in the space unit (Guneysu, Ozdemir, & Tekkaya, 2006).
Study Purpose
Despite the fact that the Hmong Americans have lived in this country for more than 30
years, very little research has been conducted on Hmong American education. The purpose of
this research is to determine the effectiveness of the multiple intelligence theory on the academic
achievement in English Language Arts among 3rd
grade Hmong English Language Learners.
Although there is research about the Multiple Intelligence theory’s effectiveness on other ELLs,
there has not been research conducted on its effectiveness on the Hmong student population.
The MI theory has received much attention over the past 20 years (Stanford, 2003). It has
been implemented in many classrooms throughout the world to help differentiate instruction to
students of diverse learning needs. Hmong ELLs have diverse learning needs and come from a
culture of cooperative learning styles. The MI teaching approach provides students with different
learning styles, whether they are music smart, word smart, people smart, nature smart, number
smart, body smart, picture smart, or self smart. Hmong ELLs, like many ELLs, need instruction
that cater to meet their individual learning needs.
Comment [JI8]: For each study, review the
following:
1)Purpose
2)Methods to address
3)Key findings
4)Implications to research/practice.
Want to use this info to build a case for your
research.
10. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
10
With incorporating the MI teaching approach in the daily instruction of a classroom
consisting mainly of Hmong ELLs, this research question is asked, “Will incorporating the
Multiple Intelligence teaching approach increase the academic achievement in English Language
Arts among Hmong English Language Learners?” The research will test the MI theory’s
effectiveness and compare the results to high-concentrated Hmong ELLs classrooms where the
MI theory is not implemented. The data will determine whether the MI theory has an impact on
the learning abilities of Hmong ELLs in the area of English Language Arts. The study will
determine if there are substantial differences in a MI classroom with Hmong ELLs and a
traditional classroom with Hmong ELLs.
Comment [JI9]: Ok, & so keep building on the
text you have in the paper. In particular, be a bit
more direct in terms of what findings of studies are
& how they build a case for your work.
The entire study purpose section uses this research
to identify the purpose of your study & how it will
impact practice & research.
11. Multiple Intelligences and Academic Achievement Amongst Hmong English Language
Learners
11
Reference List
Akbari, R. , & Hosseini, K. (2008). Multiple intelligences and language learning strategies:
Investigating possible relations. SYSTEM, 36(2), 141-155.
Akkuzu, N. , & Akçay, H. (2011). The design of a learning environment based on the theory
of multiple intelligence and the study its effectiveness on the achievements, attitudes and
retention of students. Procedia Computer Science, 3, 1003-1008.
Artiles, A. , Barletta, L. , & Klingner, J. (2006). English language learners who struggle with
reading: Language acquisition or ld?. Journal of Learning Disabilities, 39(2), 108-128. Bulk, J.
(1996). Hmong on the move: Understanding secondary migration. Ethnic Studies Review,
19(1), 7-6.
Graney, S. (2008). General education teacher judgments of their low‐performing students'
short‐term reading progress. Psychology in the Schools, 45(6), 537-549.
Haley, M. (2004). Learner-centered instruction and the theory of multiple intelligences with
second language learners. Teachers College Record, 106(1), 163-180. HEIN, J. (1994). From
migrant to minority - hmong refugees and the social construction of identity in the united-
states. Sociological Inquiry, 64(3), 281-306.
Lombardi, J. (2008). Beyond learning styles: Brain-based research and english language
learners. The Clearing House, 81(5), 219-222.
Ngo, B. , & Lee, S. (2007). Complicating the image of model minority success: A review of
southeast asian american education. Review of Educational Research, 77(4), 415-453.
Ozdemir, P. , Guneysu, S. , & Tekkaya, C. (2006). Enhancing learning through multiple
intelligences. Journal of Biological Education, 40(2), 74-78.
Stanford, P. (2003). Multiple intelligence for every classroom. Intervention in School and
Clinic, 39(2), 80-85.
Sulaiman, T. , Hassan, A. , & Yi, H. (2011). An analysis of teaching styles in primary and
secondary school teachers based on the theory of multiple intelligences. Journal of Social
Sciences, 7(3), 428-435.
Comment [JI10]: Check APA throughout.