It is generally believed that teachers are important both to student learning and achievement. Apart from teacher qualification and experience, some studies have shown that teacher gender may relate significantly to student achievement. The purpose of the study was to find out the following- (a) Does teacher gender significantly influence student academic achievement in English Language Arts at the junior secondary school level? (b). Does teacher gender significantly influence student academic achievement in Mathematics at the junior secondary school level? (c) Does teacher gender significantly influence student academic achievement in Biology at the junior secondary school level? Data was obtained from 570 students in seven junior secondary school students in South-East area of Nigeria. An analysis of data showed the following- In the English Language Arts area, and at the junior secondary school level, female students performed significantly higher than male students under a female teacher and male students performed better (but not statistically significant) under male teachers. In the area of Mathematics, female students performed significantly higher under male teachers. Based on the findings, recommendations were made on improving the teaching of English Language Arts, Mathematics and Integrated Science in Nigerian junior secondary schools.

The study investigated the effect of the flipped class method implemented in a general English program in the tertiary level. The treatment variable of the experiment was a teaching method: a flipped class for the experimental group and a traditional class for the control group. A total of 13 class sessions were completed. The model of the experiment was a nested design with repeated measures. The dependent variables were positive affective experience, negative affective experience, class satisfaction, and language achievement. This study analyzed the data using factorial analysis, t-test, and repeated measures analysis of variance. The results showed that learners in the experimental group improved their positive experience during the treatment through statistically significant differences in pre-test and post-test scores; while the control group did not. The negative experience decreased at the end of the class in both groups. Although the mean differences were not statistically significant, the mean of the negative experience in the experimental group was lower than that in the control group. The class satisfaction was significantly different between the two groups. The experimental group improved language achievement on their final exam, while the control group’s mean decreased.

본고에서는 외국어로서의 한국어 교육에서 한자 어휘 교육이 효과적으로 이루 어질 수 있도록, 학습 내용 및 그 수준과 범위의 실질적인 근거를 제시하기 위해 성취기준을 개발하였다. 영역은 한자, 한자어, 한자성어 3개로 나누었고 급별은 기 본과 심화로 구분하였다. 일반적인 성취기준의 개발 원리에 입각하여 진술하였고 영역 간에는 일정한 연계를, 급별 간에는 일정한 위계를 가질 수 있도록 하였다. 성취기준의 내용이 실제적인 교수․학습 및 평가의 지침으로 기능할 수 있고 아 울러 교재에서 성취기준이 구현될 수 있도록 하였다. 교육과정, 성취기준 등은 고 정불변의 것이 아니다. 대상 학생, 교수․학습 현장의 특성 등에 따라서 적절한 변화, 재구성이 필요할 것이다. 본고의 논의가 추후 완정하게 개발될 성취기준에 일조할 수 있기를 기대한다.

The purpose of the study was to identify Korean high school students’ beliefs about L2 learning and a structural model that best explains the belief factors associated with L2 achievement using structural equation modeling (SEM). It has furthermore explored the effect of gender on the structural model of belief factors affecting L2 achievement. A total of 447 students (253 boys, 194 girls) at two schools completed a questionnaire containing 26 Likert-scale items. The results produced five underlying constructs: selfefficacy of English learning, importance of grammar learning, role of teacher feedback, importance of accuracy, and nature of English learning. The final SEM model showed that both self-efficacy of English learning and importance of grammar learning were positive, direct, and significant predictors of L2 achievement. Role of teacher feedback and nature of English learning, however, were indirectly related to the L2 achievement through the mediating role of self-efficacy of English learning. The study also provided empirical evidence that gender moderated the causal relationships among belief factors affecting L2 attainment. Based on the findings, pedagogical implications to improve L2 instruction were suggested.

This experimental study investigated whether language anxiety differentially influences the extent to which two corrective feedback (CF) techniques of recasts and prompts affect the L2 learning process and its outcome. Four experimental groups were formed according to their anxiety level and the type of CF received during question recall tasks they completed: the high-anxiety recasts-receiving group, the low-anxiety recasts-receiving group, the high-anxiety prompts-receiving group, and the low-anxiety prompts-receiving group. Two high- and low-anxiety control groups were additionally formed, who did not engage in the tasks. Learners’ anxiety level was judged based on their responses to a language anxiety questionnaire. CF efficacy in processing L2 was measured by examining the extent to which CF induced modified output and repair. Learners’ L2 knowledge was assessed at explicit and implicit levels on pretests, immediate posttests, and delayed posttests. Results revealed that language anxiety had no impact on prompts’ efficacy but displayed some influence on recasts’ efficacy. Recasts were more effective in promoting repair and L2 explicit knowledge for low-anxiety learners. It was also found that the differential effects of learner language anxiety were closely related to the level of anxiety aroused by the way the tasks were implemented. The finding highlights the significance of considering both learner language anxiety and task anxiety in providing CF.

This study investigated the relationship among foreign language learning anxiety, achievement goals, and multidimensional perfectionism.Incorporating approach and avoidance into mastery goal and performance goal, a 2X2 framework of achievement goals comprised mastery approach, mastery avoidance, performance approach, and performance avoidance in this article. Three factors, self-oriented, others-oriented, and socially-prescribed perfectionism, were explored to understand the relationship between perfectionism and foreign language learning anxiety. Results indicated that all factors of achievement goals and only socially-prescribed perfectionism were correlated to the foreign language learning anxiety. Analysis of the regression between the scale of language learning anxiety and the other factors showed that master approach, mastery avoidance, and performance approach could predict the language learning anxiety significantly