PDF superior Verbal comprehension of university students

Verbal comprehension of university students

Verbal comprehension of university students

These results, regardless of the number of right and wrong percentages, lead us to focus on the characteristics of the errors. In the Vocabulary Subtest, even though the answers show a lack of familiarity with the semantic field of the given word, what draw our attention in particular are those responses to certain items. In some cases, we are dealing with frequently used words for students who have reached further studies, such as “yesterday” or “diverse” and they are expected to be known. In other cases, the errors arise from interference among terms and concepts, such as in the definition provided of “plagiar” as “rezar” (“to pray”), possibly due to its strong resemblance in Spanish with the word “plegaria” (“prayer”); or in the definition of “acueducto” as “componente del sistema nervioso” ("component of the nervous system").
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14 Lee mas

Effects of summarization tasks on comprehension monitoring of science texts in university students with elementary or intermediate english proficiency

Effects of summarization tasks on comprehension monitoring of science texts in university students with elementary or intermediate english proficiency

Previous studies have analysed the level of comprehension shown by university students when they read expository texts about science topics in English (as L2), and have related it with their comprehension monitoring skills (Gómez, Solaz and Sanjosé, 2011). In these studies the ‘Error Detection Paradigm’ was assumed (Baker, 1985; Winograd and Johnston, 1982; Baker and Anderson, 1982). Students were asked to evaluate the comprehensibility of the texts and underline any contradictory or non-coherent idea, or any unknown word using a particular key code. Three short texts in English (200-220 words) as well as three texts in Spanish with the same structure and length were used. Each text included two embedded errors contradicting macro-ideas. Results obtained showed that students with elementary or intermediate levels of English showed poor CM on the macro-structural level compared to the one in their mother tongue. However, students showed good CM on the word (or lexical) level. Students’ proficiency in L2 was expected to explain the levels of CM, but that factor only explained about 17 per cent of the individual differences (Gómez, 2011). These students had important obstacles to process textual macro-ideas. Thus, they could find important obstacles to understand academic texts in English or to develop their careers in the European labour market (Sanjosé, Solaz and Gómez, 2011).
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The 21st Century English Language Reading Classroom in Montenegro: the Influence of Metacognitive Strategies on University Students’ Attitudes Regarding the Process of Reading in English

The 21st Century English Language Reading Classroom in Montenegro: the Influence of Metacognitive Strategies on University Students’ Attitudes Regarding the Process of Reading in English

Among the methodological approaches that have been designed towards reading and learning, in general, the effectiveness of metacognitive strategies as both an intensive and extensive approach to developing reading comprehension has been extensively documented (Oxford, 1990; Wenden, 1991; McDonough, 1995; Krudenier, 2002; Nuttall, 2005; Hedge, 2005; Chamot, 2009; McAvoy, 2009; Gough, 2009; Miles, 2010; Almasi and Fullerton, 2012). Metacognitive strategies, also known as “executive processes that help learners plan for a task, […] determine how successfully the plan is being carried out, and then evaluate the success of their performance on the task, thus promoting self-regulation of the learning process” (Chamot, 2009: 58), facilitate understanding, remembering, the linking of background knowledge with new findings, planning, organization, the use of selective attention while reading, the making of “thoughtful revisions” (2009: 51) and evaluation of the manner and the level of reading comprehension.
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Implementation of visual aids on students’ listening comprehension activities

Implementation of visual aids on students’ listening comprehension activities

Taking into consideration the student's language proficiency, it was evidenced that students were lacking on some basis of the language since they were struggling on how to respond to instructions and comments, basic vocabulary and word recognition. However, students’ attitude and motivation towards the class was evident and helped the development of the class. The last aspect mentioned was clearly evident since students were eager to learn and participate in a different class for them apart from the one they usually take. Additionally, this classroom project included two pre-service teachers in 9th semester from an English language teaching program of a public university located in Pereira, who guided the instruction and implementation of this project. Moreover, during all this process, the role of the two pre-service teachers could change in different moments as it was required. It is important to highlight that while a pre-service teacher was guiding the lesson, the other was observing and getting specific and important information from the lesson to probe the relevance of the project.
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69 Lee mas

Analysis of the effect of content familiarity and gender on english as a foreign language reading comprehension by spanish university students

Analysis of the effect of content familiarity and gender on english as a foreign language reading comprehension by spanish university students

Brantmeier (2006) used four different authentic vignettes from short stories. Written recall and multiple choice were the measure of reading comprehension chosen. Participants were intermediate and advanced adults enrolled in English as a second language and Spanish as a second language university courses. Yazdanpanah (2007) used three reading comprehension passages (no indication is given of whether they were authentic or taken from textbooks) and the participants were international students studying English at the intermediate level. Two of the texts had male topics and one had a neutral topic. Different reading comprehension assessment methods were used (multiple choice, true-false questions, fill in the gaps). In Keshavarz and Ashtarian (2008) study a reading comprehension multiple-choice test made on three types of text (history, essay, and short story) and was administered to English university learners at the intermediate level. Participants in Shokouhi and Parvaresh’ (2010) study were secondary education students. The reading comprehension tests were multiple choice, true/ false and free response. They used authentic and non authentic texts. Lin (2010) chose for his study 3 graded readers Penguin levels 2, 3 and 4. Participants were secondary education students. Multiple choice was the reading comprehension assessment method used. This as- sessment method was used by Payne and Lynn (2011) with university students of Spanish as a foreign language. Participants had to read English and Spanish text passages on general topics. Ay and Şen Bartan (2012) used three assessment methods (multiple-choice questions, Yes/No questions, and short-answer formats), three different levels (A2.1, A2.2, and B1 in the CEFR), and five different categories of general topics from reading textbooks.
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16 Lee mas

The Effect of Explicit Metacognitive Strategy Instruction on Reading Comprehension and Self Efficacy Beliefs: The Case of Iranian University EFL Students

The Effect of Explicit Metacognitive Strategy Instruction on Reading Comprehension and Self Efficacy Beliefs: The Case of Iranian University EFL Students

A number of studies have indicated that self-efficacy has a significant and positive co- rrelation with learner’s academic performance and achievement (e.g., Chou, 2007; Coutinho & Neuman, 2008; Mills, Pajares, & Herron, 2007; Wu, 2006; Barkley, 2006; Gahungu, 2007; Nevil, 2008; Chemens, Hu, & Garcia, 2001). According to Margolis & McCabe (2006), stu- dents with a strong self-efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. Self-efficacious students will exert a high amount of effort in order to meet their commitments, and attribute failure to factors which are in their control, rather than to external factors. These students recover quickly from setbacks, and ultimately are likely to achieve their personal objectives. Yet, students with low self-efficacy believe they cannot be successful and thus are less likely to make a concerted, extended effort and may consider challenging tasks as threats that are to be avoided.
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15 Lee mas

Comprehension of basic geneticconcepts by brazilian undergraduate students

Comprehension of basic geneticconcepts by brazilian undergraduate students

In order to evaluate if difficulties to understand basic genetic concepts might be a barrier in professional development, we analysed some answers to a simple questionnaire involving 217 undergraduate students of six different courses of a Brazilian university. Only few studies address the question of differences in the understanding of genetics between students of different courses and the development of genetic knowledge during their time at university. We wanted to know how student’s comprehension of genetic concepts develops during the time course, considering that many undergraduate students held everyday ideas of inheritance. Therefore, we evaluated differences in performance between first-year and last-year students of an undergraduate Biology course. How do future health professionals and future Biology teachers understand elementary genetic concepts? What are the variations in their understandings? To participate on debates involving new biotechnologies and to make decisions related to ethical and social issues in genetics, future professionals must understand some basic principles.
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12 Lee mas

A predictive study of reading comprehension in third-grade Spanish students

A predictive study of reading comprehension in third-grade Spanish students

Background: The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. Method: This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanish- speaking students. Results: Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. Conclusion: These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.
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7 Lee mas

Transferable skills following WAIS-II verbal comprehension index

Transferable skills following WAIS-II verbal comprehension index

In this document the results and the reflections brought about by the research for the standardization of the verbal comprehension index of Wechsler scale subtests for measuring adult intelligence, WAIS –III for the general population from 16 to 24 years for the city of La Plata, using the collective administration modality are reported In this opportunity, the performance of 229 students from secondary school from 16 to 18 years, both genders, is being analyzed in the information subtest, as well as that of 155 university and non-university tertiary students from 19 to 24 years, both genders in the same subtest The information subtest is of particular interest because of the implication of previous knowledges in the text comprehension and the personal transferable skills.
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8 Lee mas

The impact of Moodle based worksheets to enhance students' reading comprehension

The impact of Moodle based worksheets to enhance students' reading comprehension

Likewise, Alfonso (2014) conducted an action research study about the use of metacognitive strategies and its impact on the enhancement of reading comprehension in undergraduate students. She worked with a group of twelve students ascribed to the Tourism program in a public university in Bogotá, Colombia, attending three week hour sessions of English instruction. To collect data, she used questionnaires, field notes, and checklists. The researcher found that university students could resort to metacognitive strategies (planning, monitoring, problem-solving and evaluating), to improve reading comprehension and promote autonomy and self-reflection. This study, as well as my own, worked on reading comprehension at university level, by exploring different learning strategies and providing material design innovations to meet the needs of this population. Besides that, she analyzed the possibilities that metacognitive strategies offer to improve the readers‟ general process.
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The influence of communicative activities to enhance listening comprehension skill of english one students at espol university during the academic year 2018 2019

The influence of communicative activities to enhance listening comprehension skill of english one students at espol university during the academic year 2018 2019

Total Physical Response (TPR) is often seen as a form of CLT, but an important difference is that CLT encourages dialogue from the start. With this method the students will be engaged to the learning of the target language using real life situation that help them to acquire the knowledge of any grammar structure through practicing and developing of topics that are very useful in the life. In CLT method the teacher in not more an instructor, but a facilitator who monitors and guides students in the activities. The authors Rosero, E. and Elau, J. in the project Communicative Language Teaching CLT Activities to Lower Foreign Language Speaking Anxiety in First Bachillerato at Unidad Educativa Fiscal Batalla de Tarqui During the School Year 2016 – 2017 propose that this research from Laica Vicente Rocafuerte University from Guayaquil which used similar methodology as this study and shows how useful this approach is. This project mainly focuses on speaking as a tool to become used to communicating in the target language in a natural way. As students reduce speaking anxiety they can produce better oral exchange of information, becoming their speaking clearer and more accurate, thus it is easier for the listener to get the information.
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Improving the reading comprehension of low proficiency students

Improving the reading comprehension of low proficiency students

Adriana Gordillo Alfonso and María del Pilar Flórez in the study “ Reading Comprehension Levels: Towards an Investigative and Reflective Statement to Improve University Students’ Reading Comprehension” in 2009, address the reading comprehension level of some students entering the first semester of the degree Native Language, English and French at La Salle University; the research used the cognitive linguistic perspective. This study analyzed three levels of reading comprehension (literal, inferential and critical) the results show that most of the students comprehend at the literal level and therefore are called as reading apprentices. Finally, the researchers explained a pedagogical proposal in order to improve students’ reading comprehension. This study provides evidence of a problem that seniors at the Jose de San Martin School have, low reading comprehension; this fact confirms the importance of my research in helping students to improve their reading comprehension so that they can be more proficient at the university level.
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Improvement of Students‘ Reading Comprehension in the EFL Classroom at University

Improvement of Students‘ Reading Comprehension in the EFL Classroom at University

Some courses, such as English literature and culture, are also taught in English, which requires students to have a considerably high level of proficiency. To contribute to the accomplishment of this linguistic goal, there is a well equipped practice area called the Self-Access Centre, in which students can review their lessons, and put into practice the four language skills by using computer and software programmes, worksheets, and tape recorders, amongst others. Also, the university has a Resource Centre (a library specialised in language books) and a virtual library, through which students can access a great amount of information related to foreign language learning. In contrast classrooms are characterised by a lack of equipment (i.e. slides- projector, laptop, tape-recorder) and so, if needed, it has to be carried there by the teachers and installed, at times, with the help of students, who are mostly collaborative.
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83 Lee mas

Text comprehension and production in university students: text reformulation

Text comprehension and production in university students: text reformulation

This paper sets out to report on findings about features of task-specific reformulation observed in university students in the middle stretch of the Psychology degree course (N=58) and in a reference group of students from the degree courses in Modern Languages, Spanish and Library Studies (N=33) from the National University of La Plata (Argentina). Three types of reformulation were modeled: summary reformulation, comprehensive and productive reformulation.The study was based on a corpus of 621 reformulations rendered from different kinds of text. The versions obtained were categorised according to the following criteria: presence or absence of normative, morphosyntactic and semantic difficulties. Findings show that problems arise particularly with paraphrase and summary writing. Observation showed difficulties concerning punctuation, text cohesion and coherence, and semantic distortion or omission as regards extracting and/or substituting gist, with limited lexical resources and confusion as to suitability of style/register in writing. The findings in this study match those of earlier, more comprehensive research on the issue and report on problems experienced by a significant number of university students when interacting with both academic texts and others of a general nature. Moreover, they led to questions, on the one hand, as to the nature of such difficulties, which appear to be production-related problems and indirectly account for inadequate text comprehension, and on the other hand, as to the features of university tuition when it comes to text handling.
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1998 Ostrosky et al Neuropsychological Test Performance in Illiterate Subjects

1998 Ostrosky et al Neuropsychological Test Performance in Illiterate Subjects

The purpose of this study was to further analyze the effects of education across different age ranges on neuropsychological test performance. Two different analyses were performed. The first analysis was conducted in order to pinpoint the impact of school attendance on neuropsychological testing. A group of 64 illiterate normal subjects was selected in the Mexican Republic. Their performance was compared with two barely schooled control groups (1–2 and 3–4 years of schooling). The sub- jects’ ages ranged from 16 to 85 years. In the second analysis, the illiterate subjects were further matched by age and sex with individuals with 1 to 4, 5 to 9, and 10 to 19 years of formal education. The Spanish version of the NEUROPSI neuropsychological test battery (Ostrosky, Ardila, & Rosselli, 1997) was used. Results indicated a significant educational effect on most of the tests. Largest educa- tional effect was noted in constructional abilities (copying of a figure), language (comprehension), phonological verbal fluency, and conceptual functions (similarities, calculation abilities, and se- quences). Aging effect was noted in visuoperceptual (visual detection) and memory scores. In the first subject sample, it was evident that, despite using such limited educational range (from 0–4 years of formal education), and such a wide age range (from 16–85 years), schooling represented a stronger variable than age. It is proposed that education effect on neuropsychological test perfor- mance represents a negatively accelerated curve, tending to a plateau.  1998 National Academy of Neuropsychology. Published by Elsevier Science Ltd
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Exploring the role of integrative and instrumental motivation in an english conversation class of a teaching english as a foreign language (TEFL) program

Exploring the role of integrative and instrumental motivation in an english conversation class of a teaching english as a foreign language (TEFL) program

Secondly, another group shows their video to the class. In this case the video is a TV show of Friends called cheesecake, this video is shorter than the previous one, it lasts four minutes approximately and it has subtitles in English. This video seems to be more interesting for the students. Sb is sitting next to the teacher, two places away from the observer. Sometimes Sb laughs aloud and moves his hands; he also waves his body when something is funny. His face tends to get flushed when he laughs. Sb is looking at me, then he points out to the observer‟s camera with his finger and at the same time he points out me. Sb tries to say something by moving his lips without using his voice, he points out to my camera and me, but I do not get the message.
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89 Lee mas

Effects Of Genre Based Approach (GBA) In EFL Reading Comprehension And Writing

Effects Of Genre Based Approach (GBA) In EFL Reading Comprehension And Writing

In 1949 the Protector of Aborigines with the Native Welfare Department visited the sandhill camps. All the families living there were to be moved to other campsites or to the Moore River Aboriginal Settlement. Because my parents were fair in complexion, the authorities decided us kids could pass as whitefellas. I was four years old and that was the last time I was to see my parents again. Because my sisters were older than me they were taken to the Government receiving home at Mount Lawley. My brother Kevin was taken to the boys home in Kenwick. Colin and I were taken to the Sister Kate’s Home. We were put in separate accommodation and hardly ever saw each other. I was so afraid and unhappy and didn’t understand what was happening. (Australian Human Rights Commission, 2010, p. 100)
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The effect of cooperative learning on improving college students' reading comprehension

The effect of cooperative learning on improving college students' reading comprehension

Reading plays and important role as well, it count for a big proportion in English language. What mean, that when we join both cooperative learning and reading comprehension it is beneficial to learners’ achievement. Students are encouraged to perform in their own way without worrying about social evaluation, anxiety is relieved, motivation arises and there are willing to participate. Moreover, tasks should be chosen carefully and be divided in three stages: Pre-reading: looking up unknown words to find difficult points knowledge of the topics. While reading: familiarize with the content and structure of the text. Skimming and scanning. Post-reading: opportunity to relate what they have read, feel or know. These steps will provide platform for cooperative learning and strengthen what student have learned in class.
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CONCEPTIONS POLICIES OF A GROUP OF STUDENTS FROM THE UNIVERSITY OF QUINDIO

CONCEPTIONS POLICIES OF A GROUP OF STUDENTS FROM THE UNIVERSITY OF QUINDIO

Los estudiantes apuntan a que han aprendido sobre política teniendo contacto o estando vinculados a entidades del Estado, o participando de espacios políticos como las elecciones; [r]

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Creating Conditions for students to flourish: a Case study of Capabilities developed through a non formal learning community in a Collegiate university

Creating Conditions for students to flourish: a Case study of Capabilities developed through a non formal learning community in a Collegiate university

Critical reflection on the goal of human life beyond productive knowl- edge, with participation and dialogue as central teaching methodologies, is a focus within the capability approach (Lozano et al., 2012: 138). There is an emphasis on internal demand, with learners deciding what they value and being able to choose their own way as a principle aspect of their freedom and agency. Like Mezirow’s (2000) transformative learning theory, Sen encour- ages a critical view of society, challenging taken-for-granted assumptions and the idea of agency as the capacity to generate social change (1999: 19). Sim- ilarly, the goal of conscientizaçao for students to reflect on the world around them and take action on it (Freire, 1972), is clearly mirrored in much of the capabilities literature.
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