Author: Linda A. Burks
Publisher:
ISBN:
Category :
Languages : en
Pages : 298
Book Description
The Effects of English Language Proficiency on Self-perceived Academic Needs of Foreign Students from Developing Nations Attending Iowa State University
The Impact of English Language Proficiency, Social Connectedness and Perceived Discrimination on Academic Performance and Self Efficacy Amongst International Students
Author: Jessika Guerard
Publisher:
ISBN:
Category : Counseling psychology
Languages : en
Pages : 0
Book Description
The number of international students attending colleges and universities in the United States (U.S.) has been increasing over the past several years and is projected to continue to expand. International students encounter unique challenges during their transition of moving to the U.S. for academics. The present study employed a quantitative correlational cross-sectional design such that data was collected at one point in time and did not employ a longitudinal research design. Measures included in the study were the EPS, the SCS, the ASSIS, ASICS, and the GSE. Research question included (1) Does English language proficiency (ELP), social connectedness (SC), and perceived discrimination (PD) predict academic performance (AP) for international college students with self-efficacy (SE) as a mediator? Data was collected from a sample of 139 participants whom self-reported being a college international student who currently studying in the United States. A Structural Equation Modeling (SEM) was used to test if a significant direct effect was observed between academic performance and self-efficacy, and between academic performance and English language proficiency, between self-efficacy and social connectedness, and self-efficacy and academic performance. Moreover, a significant effect was also observed between English language proficiency and TOEFL scores. No significant effect was found between academic performance and perceived discrimination, and between academic performance and social connectedness. In addition, the results of the analysis revealed no significant effect between self-efficacy and English language proficiency, and between self-efficacy and perceived discrimination. Finally, no significant effect was found between academic performance and the observed variable GPA, between self-efficacy, and GPA.
Publisher:
ISBN:
Category : Counseling psychology
Languages : en
Pages : 0
Book Description
The number of international students attending colleges and universities in the United States (U.S.) has been increasing over the past several years and is projected to continue to expand. International students encounter unique challenges during their transition of moving to the U.S. for academics. The present study employed a quantitative correlational cross-sectional design such that data was collected at one point in time and did not employ a longitudinal research design. Measures included in the study were the EPS, the SCS, the ASSIS, ASICS, and the GSE. Research question included (1) Does English language proficiency (ELP), social connectedness (SC), and perceived discrimination (PD) predict academic performance (AP) for international college students with self-efficacy (SE) as a mediator? Data was collected from a sample of 139 participants whom self-reported being a college international student who currently studying in the United States. A Structural Equation Modeling (SEM) was used to test if a significant direct effect was observed between academic performance and self-efficacy, and between academic performance and English language proficiency, between self-efficacy and social connectedness, and self-efficacy and academic performance. Moreover, a significant effect was also observed between English language proficiency and TOEFL scores. No significant effect was found between academic performance and perceived discrimination, and between academic performance and social connectedness. In addition, the results of the analysis revealed no significant effect between self-efficacy and English language proficiency, and between self-efficacy and perceived discrimination. Finally, no significant effect was found between academic performance and the observed variable GPA, between self-efficacy, and GPA.
香港研究博士论文注释书目
Author: Frank Joseph Shulman
Publisher: Hong Kong University Press
ISBN: 9789622093973
Category : Language Arts & Disciplines
Languages : en
Pages : 878
Book Description
A descriptively annotated, multidisciplinary, cross-referenced and extensively indexed guide to 2,395 dissertations that are concerned either in whole or in part with Hong Kong and with Hong Kong Chinese students and emigres throughout the world.
Publisher: Hong Kong University Press
ISBN: 9789622093973
Category : Language Arts & Disciplines
Languages : en
Pages : 878
Book Description
A descriptively annotated, multidisciplinary, cross-referenced and extensively indexed guide to 2,395 dissertations that are concerned either in whole or in part with Hong Kong and with Hong Kong Chinese students and emigres throughout the world.
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 946
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 946
Book Description
An Assessment and Analysis of English Language Needs of Arabic-speaking Students Particularly for the Arabian Gulf Region Attending Iowa State University
Author: Cris Deanna Fisher
Publisher:
ISBN:
Category :
Languages : en
Pages : 276
Book Description
This study explores the English language needs and weaknesses of Arabic-speaking students at Iowa State University with regard to reading, writing, listening, and speaking. For this purpose, three methods of needs analysis were used. First, separate but similar questionnaires for students and faculty were developed, piloted, and distributed (Students, N=37; Faculty, N=15). The student questionnaire investigated three main issues: experiences of students in their English language programs prior to beginning study at ISU, English language requirements students faced in their current academic program, and perceptions of both English language needs and weaknesses faced by Arabic-speaking students upon entering university. The faculty questionnaire investigated English language needs in faculty courses and English language weaknesses of Arabic-speaking students as perceived by faculty. Second, interviews of students and faculty were conducted (Students, N=20; Faculty, N=21). The interviews investigated English language needs and weaknesses of Arabic-speaking students as well as suggestions for addressing the same. Third, observation of five classes was conducted to determine the English language needs faced by students. The study identifies particular needs with regard to sub-skills in the language categories of reading, writing, listening, and speaking. It shows which sub-skills students had been exposed to and which were most important and required most often in their then-current degree programs. It points out weaknesses of Arabic-speaking students in all four language categories and, in addition, identifies weaknesses related to English language. It also identifies particular challenges teachers may face when relating to and teaching Arabic-speaking students and how to deal with those challenges. Finally, the study provides insight into life coping skill needs Arabic-speaking students have when coming to the U.S. to study. The findings lend themselves well to pedagogical applications including curriculum development, assessment of Arabic-speaking learners, and instructor education.
Publisher:
ISBN:
Category :
Languages : en
Pages : 276
Book Description
This study explores the English language needs and weaknesses of Arabic-speaking students at Iowa State University with regard to reading, writing, listening, and speaking. For this purpose, three methods of needs analysis were used. First, separate but similar questionnaires for students and faculty were developed, piloted, and distributed (Students, N=37; Faculty, N=15). The student questionnaire investigated three main issues: experiences of students in their English language programs prior to beginning study at ISU, English language requirements students faced in their current academic program, and perceptions of both English language needs and weaknesses faced by Arabic-speaking students upon entering university. The faculty questionnaire investigated English language needs in faculty courses and English language weaknesses of Arabic-speaking students as perceived by faculty. Second, interviews of students and faculty were conducted (Students, N=20; Faculty, N=21). The interviews investigated English language needs and weaknesses of Arabic-speaking students as well as suggestions for addressing the same. Third, observation of five classes was conducted to determine the English language needs faced by students. The study identifies particular needs with regard to sub-skills in the language categories of reading, writing, listening, and speaking. It shows which sub-skills students had been exposed to and which were most important and required most often in their then-current degree programs. It points out weaknesses of Arabic-speaking students in all four language categories and, in addition, identifies weaknesses related to English language. It also identifies particular challenges teachers may face when relating to and teaching Arabic-speaking students and how to deal with those challenges. Finally, the study provides insight into life coping skill needs Arabic-speaking students have when coming to the U.S. to study. The findings lend themselves well to pedagogical applications including curriculum development, assessment of Arabic-speaking learners, and instructor education.
Needs of Foreign Students from Developing Nations at U.S. Colleges and Universities
Author: Motoko Y. Lee
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 204
Book Description
The overall objective of Phase II was to conduct the national survey to assess the needs of foreign students from developing nations at U.S. colleges and universities and to compare importance and satisfaction of their needs by sponsorship categories (i.e. AID-sponsored vs. others) and other characteristics of students. A multi-stage cluster sample with probability proportionate to size was used to select schools and students in the nation, based on the sampling procedure determined in Phase I. Copies of the questionnaire developed in Phase I were mailed to students chosen in thirty universities. Nearly 1900 students responded to the questionnaire. In every category of needs, need were not satisfied to the level of students' expectations, even through most of the needs were satisfied to a certain degree rather than unsatisfied. Needs for practical experience (work experience and opportunities to apply knowledge), and anticipated post-return needs were among the least satisfied to the students' expectations and the most problematic ones for educational institutions to accommodate. Financial needs and pre-return informational needs were also least met to the students' expectations, however meeting these needs was less problematic.
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 204
Book Description
The overall objective of Phase II was to conduct the national survey to assess the needs of foreign students from developing nations at U.S. colleges and universities and to compare importance and satisfaction of their needs by sponsorship categories (i.e. AID-sponsored vs. others) and other characteristics of students. A multi-stage cluster sample with probability proportionate to size was used to select schools and students in the nation, based on the sampling procedure determined in Phase I. Copies of the questionnaire developed in Phase I were mailed to students chosen in thirty universities. Nearly 1900 students responded to the questionnaire. In every category of needs, need were not satisfied to the level of students' expectations, even through most of the needs were satisfied to a certain degree rather than unsatisfied. Needs for practical experience (work experience and opportunities to apply knowledge), and anticipated post-return needs were among the least satisfied to the students' expectations and the most problematic ones for educational institutions to accommodate. Financial needs and pre-return informational needs were also least met to the students' expectations, however meeting these needs was less problematic.
Resources in Education
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 532
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 532
Book Description
The Effects of English Language Proficiency on English Language Learners' Self-efficacy and Academic Achievement
Author: Diana Gonzalez
Publisher:
ISBN:
Category : Academic achievenement
Languages : en
Pages : 90
Book Description
Publisher:
ISBN:
Category : Academic achievenement
Languages : en
Pages : 90
Book Description
Comprehensive Dissertation Index
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
Book Description