11. Educational Improvement and Quality Assurance
Paper
The Effect of the “Parallel Text” Method on the Students’ Understanding of Physics in English and Improve Their Language Skills
Ainur Amanbayeva, Bauyrzhan Ilyasov, Saken Nurzhautov, Marzhan Yemelbekova, Aigul Beskempirova
Nazarbayev Intellectual School, Kazakhstan
Presenting Author: Amanbayeva, Ainur;
Beskempirova, Aigul
Since the students of the high school continue to study all the profile subjects in English after completing the basic school, it is more difficult for them to study in English. Each year, when analyzing the results of the final summary evaluation of 12th-grade students, it was determined that the majority of students do not understand the command words in chemistry, biology, physics, and informatics, some terms, and the meaning of dialect words found in context. To this end, in the course of studying the methods of light learning of the subject in English, we decided that it is better to consult with English experts and try one of the most common methods of their use "parallel text". In the vast majority of articles and books published in Scholar.google.com, the definition of parallel text is a text within its translation. Based on the research of world-class scientists and educators:
Michael Cysouw and Bernhard Wälchli (2007) highlight the role of parallel texts in facilitating theorists' work, transcribing texts like the "Biblical" in 400+ languages.Alex M. Kushnir (2018) emphasizes accessing master-level translations using parallel texts for a deeper understanding.MOHSEN GHADESSY and YANJIE GAO (2000) mention the importance of parallel texts for designing dictionaries and teaching translation methods.
Yudina (2022) notes the use of parallel texts in learning Russian and provides an example in physics.
Among the articles listed above, some authors prioritize not providing a full translation version of the script during task compilation. Therefore, we decided to take into account the level of knowledge of students before using the method of "parallel text". The study was attended by high school students with a basic and average level of English. In the study, educational materials in physics were given in two different directions. First, an English translation of team words and some terms was offered for students who were constantly confused about the meaning of team words. In the second direction, 70-80% of the context of the assignment was translated for students with very low English levels, and command words and keywords were underlined. The reason we gave the text is that when the students studied in English, the translation in their native language was given so that they could not search the context for a long time. It is noted that many world-class teachers and psychologists adhere to this direction. According to experts who use the method, it is not necessary to provide a full translation of the parallel text to avoid the risk of students becoming dependent on translation in their native language, rather than the context given in English. Another solution to avoid ingenuity, interactive lessons were organized, where students discussed the material in English, and teachers drew attention to the importance of working independently with English texts. Particular attention was paid to the quality of translation of educational materials. It was noted that the translation not only accurately represents the meaning of the original, but also adapts to the level of language proficiency of students. That is, by the level of education of students, the level of assignments was given.
The main objective is to assess parallel texts' effectiveness in enhancing understanding of physical concepts in English. The study aims to address issues like command word comprehension, terminology understanding, and English language difficulties. Key questions include the impact on students' understanding of physics concepts and the effect on language achievements and motivation.
The study also highlights the importance of accurate translations adapting to students' language proficiency levels. Interactive lessons and discussions in English aim to prevent dependence on native language translations.
Methodology, Methods, Research Instruments or Sources UsedTo implement this study, we used surveys, interviews, and analysis of the results of Term1.
According to the results of Term 1, students' grades in Physics were not satisfying. The quality of knowledge in physics in the 1st quarter amounted to 45%. Having reviewed the results of Term 1 marks, it was determined that the students had a poor understanding of context.
Students were surveyed to determine the reasons for the lower grades in Term 1.
As a result of the survey, 82% of students reported that they do not fully understand the meaning of assignments given in English in physics. He suggested confusing the meaning of team words, often difficult under Section B, and a written translation of some physical terms by the teacher.
As part of the study aimed at improving the understanding of physical concepts by students studying in English, they were interviewed to assess the effectiveness of the method.
The interview was conducted with a group of students. The questions were related to the frequency of use of the method, its impact on the understanding of physical concepts and language progress, changes in the attitude towards studying, and interest and interest in the learning process.
Most of the students noted that the method of parallel text helped them to better understand physical concepts. The students noted that the presence of native texts next to English versions makes it easier to understand complex topics and terms.
Several students noted the improvement of their English language skills, in particular, filling out the scientific terminology and academic dictionary fund. Almost everyone who participated in the interview noted that the use of parallel texts was interesting for the reading process, contributed to better participation in the reading process, and increased their motivation to study physics. Most of the students noted that they began to use parallel texts not only in classes but also in their training, which allowed them to get deeper into the material.
The students noted that this method makes it easier to remember new terms, reduces the stress of reading, and makes the learning process interesting and attractive. This not only improved their language skills but also increased their level of knowledge of physics as a whole.
Conclusions, Expected Outcomes or FindingsStudents’ feedback showed there was a significant change in their progress in the study of the subject, the results of the quality of education in the second quarter amounted to 90%. Learning Objectives in Term 2 may have been influenced by the increase in the quality of education as a result of life-related factors, but we think that the influence of the method is more significant. Students’ academic achievements significantly improved.
However, there were some difficulties in the study. Students become addicted to their mother tongue too dependent on translation, and there was a side of not making enough effort to understand English-language material. As a solution we suggest to gradually reduce the use of the native language in parallel texts by encouraging students to pay more attention to English text, marking only by underlined command words and offering alternatives to rare terms. Another challenge was the waste of time and resources.
We offer to use of ready-made resources, increasing the quality of materials, as well as the exchange of materials with other partners.
We hope feedback from students, team control and the results of the survey will confirm the effectiveness of the method used and the answers to our research question. We plan to apply this method to our lower classes in the following quarters. We are confident that this short-term study of the high estuaries has reached its goal. We can confidently say that this method will allow our students to develop academic literacy, prepare for international exams, and learn the subject in another language easily and quickly. In the future, we plan to study the impact of this method on different aspects of pupils' academic performance, the impact on the development of other skills, as well as its effectiveness in subjects that are related to physics.
References1.Michael Cysouw & Bernhard Wälchli Max Plank Institute for Evolutionary Anthropology Deutscher Platz 6 D-04103 Leipzig cysouw@eva.mpg.de . “Parallel texts: Using translational equivalents in linguistic typology”. (2007).
2.Alex M.Kushnir (2018). “Parallel texts” as a metodical universal...
3.A.N. Yudina Federal State Budgetary Educational Institution «International Center of Education «Interdom» named after E.D. Stasova» THE METHOD OF READING PARALLEL TEXT AS ONE OF THE EFFECTIVE WAYS TO STUDY PHYSICS IN A FOREIGN LANGUAGE. (2022).
4.Michael Barlow. Pages: (106–115), DOI:https://doi.org/10.1163/9789004485204_008. “Parallel Texts in Language Teaching”. (2000).
5.William A. Gale Kenneth W. Church I AT&T Bell Laboratories Murray Hill, N.J., 07974 gale@research.att.com. “Identifying Word Correspondences in Parallel Texts”. (1991).
6.Jisong CHEN1 , Rowena CHAU2 , Chung-Hsing YEH3 School of Business Systems, Faculty of Information Technology Monash University, Clayton, Victoria 3800, Australia. “Discovering Parallel Text from the World Wide Web”. (2004).
7.Poznań Studies in Contemporary Linguistics 46(3), 2010, pp. 349–365 © School of English, Adam Mickiewicz University, Poznań, Poland doi:10.2478/v10010-010-0018-2. “NATIVE AND NON-NATIVE MODELS IN ELT: ADVANTAGES, DISADVANTAGES, AND THE IMPLICATIONS OF ACCENT PARALLELISM” (2010).
8.Kunstová, Adéla, Univerzita Karlova, Filozofická fakulta. “The position of scene-setting adverbials in English and Czech. A comparison on the basis of parallel texts” (2013).
11. Educational Improvement and Quality Assurance
Paper
Relationship between Emotional Intelligence and Reading Comprehension Among Secondary School Students
Ainur Amanbayeva, Aigul Beskempirova, Baglan Kojahmet, Serik Zholdasov
Nazarbayev Intellectual School, Kazakhstan
Presenting Author: Amanbayeva, Ainur;
Beskempirova, Aigul
The primary objective of the present investigation was to empirically examine the potential correlation between the emotional intelligence of students and their reading comprehension. The study focused on 53 eleventh-grade students from Nazarbayev Intellectual School in Turkistan, Kazakhstan, selected from two classes. A reading comprehension test, specifically the IELTS reading comprehension section, was administered to assess the students' reading comprehension abilities. Additionally, the participants completed the USMEQ-i, as developed by Yusoff (2010), to measure their emotional intelligence. Statistical analyses, employing the Pearson Product Moment formula and Regression Analysis through the SPSS program, were conducted to ascertain both the correlation and the influence between emotional intelligence and reading comprehension.
The findings revealed a statistically significant positive correlation between students' emotional intelligence and reading comprehension, as indicated by an r-value of .661. Furthermore, it was determined that students' emotional intelligence exerted an influence of 43.7% on their reading comprehension.
The concept of Emotional Intelligence (EI) originated in 1990 with Salovey and Mayer, aligned with earlier work on social intelligence and Gardner's intrapersonal and interpersonal intelligences. Daniel Goleman popularized it in 1995 with his book "Emotional Intelligence: Why It Can Matter More than IQ." Emotional intelligence involves using emotions to guide thinking and action, as well as facing challenges. It combines emotions and intelligence, considering emotions as valuable sources of information for navigating the social environment.
Reading comprehension is now recognized as a multifaceted skill, involving both lower-level and higher-level processing. This complexity affects slow readers, leading to a lack of motivation and self-efficacy in processing target language reading. Consequently, individuals with poor reading comprehension struggle to grasp the essential meaning. To address this issue, there's a suggestion that developing students' emotional intelligence is crucial. High emotional intelligence, as highlighted by Downey et al. (cited in Abdolrezapour, 2013), is linked to enhanced motivation, planning, and decision-making. These emotional competencies positively impact academic performance.
Human behavior is influenced by emotions, and individuals with strong emotional intelligence can manage their emotions effectively, leading to clearer thinking. Reading comprehension, a cognitive task, can be challenging, with readers sometimes feeling bored, hindering cognitive processing. Bryant (2007) suggests that reading comprehension involves emotional processing. Emotional intelligence integrates intellect and emotion, considering emotions as valuable sources of information for sense-making (Salovey & Grewal, 2005). Proficiency in comprehension correlates with emotional intelligence, as language learning involves communication, and understanding and controlling emotions are integral (Fani, 2015b).
This research supports Nurhasnah's (2014) discovery of a significant positive correlation between students' emotional intelligence and reading comprehension in eighth-grade students. The correlation between emotional intelligence and comprehension proficiency is expected, given that language learning involves communication, understanding emotions, and the ability to control them. However, it differs from Ghabanchi and Rastegar's (2014) study, where emotional intelligence showed a weak correlation compared to intelligence quotient and reading comprehension.
The study emphasizes the importance of emotional intelligence in English language education, as supported by the influence of emotional intelligence (43.7%) on reading comprehension. This aligns with Motallebzadeh's (2009) findings, suggesting that reading comprehension is significantly influenced by emotional intelligence. Dehkordi and Bidabadi (2015) also acknowledge emotional intelligence's impact on EFL learners' reading comprehension, while Zarezadeh (2013) asserts that emotional intelligence affects English language learning. Recognizing emotional intelligence as a crucial component in education, Elias (2004, as cited in Fatum, 2008) and Downey et al. (2008, as cited in Abdolrezapour, 2013) highlight its contribution to increased motivation, planning, and decision-making, positively influencing academic performance.
Methodology, Methods, Research Instruments or Sources UsedThe study focused on eleventh-grade students (N=60) from Nazarbayev Intellectual School in Turkistan, Kazakhstan, with 53 selected as samples. Emotional intelligence was assessed using the Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i) by Yusoff (2010), featuring 46 items across seven domains and a faking index. Faking index scores were categorized as low (0.00–2.00), average (2.01–2.99), and high (3.00–4.00). A high faking index suggests unreliable results, warranting validation through additional analysis. USMEQ-i, validated for construct validity, demonstrated a high Cronbach's alpha coefficient (0.96) for reliability across four intervals (2, 4, 6, and 8 months). Reading comprehension was evaluated using the TOEFL Junior section with 42 multiple-choice questions, ensuring validity and reflecting language testing best practices. The reading section's reliability coefficient was 0.89, with a standard error of measurement of 10.0. USMEQ-i scores were calculated following guidelines, with domain totals divided by the respective item count. The global emotional intelligence score, excluding the faking index domain, was obtained by summing the domain scores and dividing by 39. TOEFL Junior reading comprehension was scored using a standard system, with correct answers receiving 1 point and incorrect ones scoring 0. The total score ranged from 0 to 100.
Students' emotional intelligence, analyzed descriptively, exhibited a USMEQ-i score range of 1.33 to 3.23, with a total sum score of 137.26 and a mean of 2.5898, indicating an average level among eleventh-grade students. Distribution showed 15 students in high emotional intelligence (2.81-4.00) and 38 in average (1.21-2.80), with none in the low category.
For reading comprehension, TOEFL Junior scores ranged from 31 to 67, with a sum of 2523 and a mean of 47.60, categorizing students as having poor comprehension. Normality and linearity tests indicated normal data. There was a linear relationship between emotional intelligence and reading comprehension.
The Pearson correlation revealed a significant positive correlation (r = .661, p < .05) between emotional intelligence and reading comprehension. Students' emotional intelligence significantly influenced reading comprehension (t = 6.290, p < .05).
Conclusions, Expected Outcomes or FindingsFirstly, the Pearson Product Moment Correlation revealed a positive and significant correlation (r = .661) between the reading comprehension and emotional intelligence of eleventh-grade students at NIS Turkistan. This positive correlation suggests that as students' emotional intelligence scores increase, their reading comprehension scores tend to increase, albeit with a modest impact on their reading comprehension achievement. The results indicate a possible connection between emotional intelligence and the approach students take during reading comprehension tests, including factors like attention-building, motivation promotion, and the activation of their will to complete the test, even when their capabilities are less proficient.
This outcome aligns with prior theoretical and empirical studies, particularly supported by Motallebzadeh (2009), who found a positive relationship between emotional intelligence and reading comprehension. The contribution of emotional intelligence to improved performance on reading comprehension tests may be explained by cognitive processes involving both lower and higher-level processing. Higher-level processing involves assembling clause-level information into a text model, allowing students to build interpretations consistent with their goals, attitudes, and background knowledge.
The findings also resonate with Karbalaei and Sanati (2014), indicating a strong positive relationship between emotional intelligence and reading comprehension. The study emphasizes the role of emotional processing in reading comprehension.
In conclusion, the research underscores a positive and significant correlation between emotional intelligence and reading comprehension, emphasizing the importance of emotional intelligence in students' English learning, particularly in reading comprehension. Students are encouraged to be mindful of, explore, and enhance their emotional intelligence, while teachers should also consider and integrate emotional intelligence into the learning process.
References1.Abdolrezapour, P. (2013). The relationship between emotional intelligence and EFL learners' writing performance. Procedia - Social and Behavioral Sciences, 70, 331-339.
2.Abdolrezapour, P., & Tavakoli, M. (2010). The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Innovation in Language Learning and Teaching, 6(1), 1-13.
3.Bryant, H. C. (2007). The relationship between emotional intelligence and reading comprehension in high school students with learning disabilities. Dissertations. (Graduate’s Dissertations). Andrews University, Michigan, United States
4.Fani, T. (2015a). Reading comprehension performance viewed in the light of Bar-on’s emotional intelligence scales and subscales. International Journal of Innovation and Research in Educational Sciences, 2(3), 2349–5219.
5.Fani, T. (2015b). Factors affecting English reading comprehension ability: investigating the role of EI, gender, and major. The IRES 4th International Conference, 59-63.
6.Karbalaei, A., & Sanati, F. (2015). The study of the relationship between emotional intelligence, reading motivation, and anxiety with reading comprehension among Iranian EFL learners. International Journal of English Language and Literature Studies, 4(4), 171- 183.
7.Mayer, J. D., Roberts, R. D., & Barsade, S.G. (2008). Human abilities: emotional intelligence. Annual Review of Psychology, 5, 507–536.
8.Motallebzadeh, K. (2009). The relationship between the emotional intelligence of Iranian EFL learners and their reading comprehension and structural ability. Journal of Teaching English as a Foreign Language and Literature, 1(4), 39-55.
9.Nurhasna. (2014). The correlation between students’ emotional intelligence and their reading comprehension at islamic junior high school Sawah Kampar regency (Undergraduate’s Thesis). State Islamic University of Sultan Syarif Kasim Riau, Pekanbaru, Indonesia.
10.Salovey, P., & Mayer, J. (1990). Emotional intelligence, imagination and cognition, and personality. Educational Psychologist, 9, 185-211.
11.Yılmaz, C. (2012). An investigation into Turkish EFL students attributions in reading comprehension. Journal of Language Teaching and Research, 3(5), 823-828.
12.Yusoff, M. S. B., Rahim, F. A., & Esa, A. R. (2010). The USM Emotional Quotient Inventory (USMEQ-i) Manual. Kelantan, Malaysia: KKMED Publications.
13.Yusoff, M. S. B. (2012). Stability of USMEQ-i in measuring emotional intelligence in medical students. ASEAN Journal of Psychiatry, 13(1), 1-6.
14.Zarezadeh, T. (2013). The effect of emotional intelligence in English language learning. Procedia - Social and Behavioral Sciences, 84, 1286-1289.
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