THE INFLUENCE OF STUDENT BACKGROUND CHARACTERISTICS ON PROFICIENCY IN ENGLISH AS A FOREIGN LANGUAGE: INDONESIAN CONTEXT

In order to explain differences in English proficiency level, one needs to consider a number of factors frequently considered important at a variety of level of education systems. Among the factors that operate to influence English Foreign Language Proficiency are those associated with the student background variables. This study identifies the student level factors that influence English Foreign Language Proficiency. It is expected that this study can contribute to the development of a theory of foreign language learning that applies to students studying the English language at other universities in Indonesia and South-East Asia. This study involves the employment of an exploratory approach for the examination of the relationships between variables operating at the student level. Data are analyzed using Partial Least Squares Path Analysis (PLSPATH) to identify in an exploratory way the variables that have significant direct and indirect effects on English Foreign Language Proficiency. The study shows that a number of student background characteristics such as sex of student (GENDER), socio-economic of student (SES), Faculty of Instruction (FACULTY), score of English 1 (ENGLISH_1) and semester in which students enrol in English 2 (SEMESTER) have only direct effects on English Language Proficiency, while student prior achievement (PRIOR) has both direct and indirect effects on English Foreign Language Proficienc

THE INFLUENCE OF STUDENT BACKGROUND CHARACTERISTICS ON PROFICIENCY IN ENGLISH AS A FOREIGN LANGUAGE: INDONESIAN CONTEXT

In order to explain differences in English proficiency level, one needs to consider a number of factors frequently considered important at a variety of level of education systems. Among the factors that operate to influence English Foreign Language Proficiency are those associated with the student background variables. This study identifies the student level factors that influence English Foreign Language Proficiency. It is expected that this study can contribute to the development of a theory of foreign language learning that applies to students studying the English language at other universities in Indonesia and South-East Asia. This study involves the employment of an exploratory approach for the examination of the relationships between variables operating at the student level. Data are analyzed using Partial Least Squares Path Analysis (PLSPATH) to identify in an exploratory way the variables that have significant direct and indirect effects on English Foreign Language Proficiency. The study shows that a number of student background characteristics such as sex of student (GENDER), socio-economic of student (SES), Faculty of Instruction (FACULTY), score of English 1 (ENGLISH_1) and semester in which students enrol in English 2 (SEMESTER) have only direct effects on English Language Proficiency, while student prior achievement (PRIOR) has both direct and indirect effects on English Foreign Language Proficienc

Educational research, methodology, and measurment : an international handbook

xxi, 832 p.; 26 cm

Education research, methodology, and measurement : an international handbook

xxi, 832 p. : il.; 26 cm

Keeves, John P., and Gabriele Lakomski, eds., Issues in Educational Research. New York: Pergamon, 1999.

Consists of eleven chapters on specific inquiry approaches in educational research; also addresses epistemological and other related issues

International handbook of educational research in the Asia-Pacific region : part one

xxv, 730 hlm.: 25 c

International handbook of educational research in the Asia-Pasific region : part two

xii, 733-1425hlm.: 25 c

The multilevel analysis of students ’ achievement in learning the Chinese language

A three-level hierarchical or multilevel model is employed to examine the factors that influence students ’ achievement in learning the Chinese language. The factors might be many or various, such as school factors, factors related to teachers, parents and peers. This study, however, only examines student level factors. The first level of the three-level multilevel model is the within-student level; the second level is betweenstudent level; and the third level is between- class level. The results show that different factors at different levels of the model have effects on the students ’ achievement. Interaction effects are also observed between some variables and the achievement. Multilevel Analysis, Student Achievement, Chinese Languag

Science education in nineteen countries : an emprical study

403 p.; 22 cm

Factors Influencing the Learning of Numeracy and Literacy

"Numeracy education is currently a national pnonty in Australia" (Goos, Lowrie and Jolly, 2007, p.8). This statement was in accordance with the preamble to the Adelaide Declaration'. Australia's future depends upon each citizen having the necessary knowledge, understanding, skills and values for a productive and rewarding life in an educated, just and open society. High quality schooling is central to achieving this vision. (MCEETY A, 1999) Literacy was a curriculum goal that underpinned the Adelaide Declaration (1999). It was argued that to be literate in terms of the English language and number was vital for day-to-day living in Australia. In addition, failure to achieve adequate levels of literacy and numeracy limited the educational opportunities beyond schooling and the employment prospects in a highly technological environment