EFL College Students’ Perceptions of the Difficulties of Comprehending Academic English Lectures
EFL College Students’ Perceptions of the Difficulties of Comprehending Academic English Lectures
复制标题
EFL大学生对学术英语讲座理解难度的看法
DOI：
10.22158/wjer.v4n3p466
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
M. Abdul
中科院分区：
文献类型：
--
作者：
Nowreyah A. Al;M. Abdul
学生对学术英语讲座理解难度的感知影响了他们的学术学习。因此，本研究旨在探讨英语专业女本科生对学术英语讲座理解困难的看法，以揭示影响学生学习成绩的因素，并提出克服这些因素的方法。参与者是从科威特基础教育学院四年职前教师教育项目的各个年级随机挑选的365名女大学生。本研究采用描述性设计，采用李克特五点量表分配两个因素：语言困难和非语言困难。自变量包括年龄、国籍、年级和GPA。结果表明，学生的学习困难处于中等水平。民族、年级、平均绩点有显著差异。最后讨论了未来研究的意义和建议。
Students’ perceptions of the difficulties of comprehending academic English lectures affect their academic learning. Therefore, the present study is designed to explore EFL college female undergraduate students’ perceptions of the difficulties of comprehending academic English lectures to bring to light those factors that affect students’ academic performance and suggest solutions to overcome them. Participants were 365 female college students picked randomly from various grade levels enrolled in a four-year pre-service teacher education program at the College of Basic Education in Kuwait. The study adopted a descriptive design employing Likert’s five-point scale assigned under two factors: linguistic difficulties and non-linguistic difficulties. Independent variables include age, nationality, grade level and GPA. Results showed that students’ difficulties were at a medium level. Significant differences were observed for nationality, grade level and GPA. Implications and recommendations for future research were discussed.