Essay on Exploring Factors Impacting Student Learning: Social, Emotional, Economic, and Religious

Introduction

The learning needs of students keep changing, with the focus expanding from grasping the content in subjects to other factors affecting a student’s life. Teachers and parents now understand that it is not only a student’s sharpness that affects their learning but also their surroundings. As such, researchers have also explored the impact of social, emotional, economic, and religious factors affecting a student’s learning abilities. Similarly, studies have also covered some of the activities that affect English students in a low socioeconomic school and a male-dominated class. The knowledge of English as a subject is affected by such factors as socio-economics that play a vital role in the dissemination and acquisition of knowledge (Stanley,s 34). Therefore, most high school students would think of creating more time for their students to nature their comprehension skills and writing expression. In a class containing 27 male students of a low-class high school, this paper examines the impact of weekly comprehension studies on the student’s written expression.

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Statement of the Problem

Does setting aside weekly comprehension tasks improve the writing expression of English Students in Class nine of High School? What other strategies can be used to improve writing speech among male high school students in low socioeconomic society.

Taking an English course is a common factor among international students visiting Australia, and learning English guarantees one of the better chances in the job market while in Australia or other states. Therefore, local students have a positive attitude in grasping the language content for educational, career, and personal benefits. However, most of these students are faced with challenges, especially when in remote areas in Australia (Stanley, 46). The study focuses on 27 male students in a low socioeconomic school. Such students are not only affected by their family’s social status but also the local dialect that they have known since birth. Therefore, the research focuses on how extra comprehension class can improve such student’s writing experience.

Importance of the Study

The essence of this study is to achieve ways in which English comprehension schools can be improved among high school students from poor backgrounds. For instance, Aboriginal children in Australia are affected in their language as they try to access formal education in Australian schools. Therefore, such students are initially conversant with Aboriginal English, which causes communication barriers while they mingle with other students in school. Therefore, parents should allow students to learn English and other languages, not just for local needs but for their future global capacities (Sharifian et al., 86). Fundamentally, this study discovers various ways in which a teacher can improve comprehension skills for such students, including creating weekly extra lessons for them. As such, teachers play a vital role in expanding the learning abilities of their students. Male Australian students may show less interest in the English language since they discern that their skills are elsewhere in other fields like reengineering, science, and medicine. As a teacher, it is essential to change the mindset of students and let them understand why the subject is necessary even if they will choose other fields later in life. Creating extra lessons will be the beginning of impactful writing experience for high school students.

From classroom observations, most students need a helping hand to change their experience and attitude towards learning English as this will impact their future. I discovered that most of my students think that English is for women and that their passion is in other technical fields. Therefore, their learning of this language was only inspired by the grading value it impacts on their final transcripts. Most of their hard work was generated from the eventual grading outcome that affects their learning outcomes. However, comprehension of the language for future needs was in the least of their concerns. Therefore, I found this as vital for my research to transform their learning needs and content grasping abilities.

Literature Review

English Literature

Teaching English in Australia should go beyond native to international. Most students are conversant with Australian English, which makes it hard for them to understand Korean, American, or British English (Parr et al., 176). The Taylor and Francis study shows that students who only learn one type of English have trouble conversing internationally. Therefore, if Australian students only learn native Australian English, this implies that they can only work locally and that going abroad will cause conversational misunderstandings. Researchers also agree that American English is the correct one. Thus, both local and international learners must be conversant with Australian, American, and any other type of English for purposes of cultural diversity (Patterson, 177).

Aboriginal people in Australia are among the underprivileged in terms of education. Their learning abilities are controlled by government policies that, more often than not, disfavor them. As a result, they have been among the poverty-stricken families in Australia. The 2008 government initiatives to include the in the equality program is among the known policies of the Australian nation (Sawyer, 100). The government seeks to clo0se the gap between Aboriginal Australians and other locals in terms of health and education. One of the significant efforts is incorporating the Aboriginal culture into the Australian education curriculum. The essence of such initiatives is to ensure that the natives are recognized alongside their communication inabilities. In the end, teachers in Australian local schools are encouraged to incorporate Aboriginal English into their lessons as they teach English lessons. Nonetheless, all the right or wrong English differences cannot be covered in high school alone. Therefore, Australian colleges and universities continue to teach culture through English and Literature as courses pursued by both local and international students.

The National Statement and Plan for Languages Education in Australian schools (NSPLEA) has Brought debates on the intensity of the English language among local students. The agenda of NSPLEA is to ensure that accents are put as a priority in Australian Education (Salam et al., 44). There have been no political parties prioritizing language education as part of their manifesto during campaigns. What is even worse is that the federal government puts the priority on assimilating new arrivals off non-Australians into the local culture as their idea of multiculturalism. Cultural diversity by assimilation is slowly killing the English language and prowess among Australians. Sadly, the government had not done anything to salvage the situation until the proposition of NSPLEA. It is the role of states’ governments to push for educational programs that benefit all Australians (Sawyer, 106). As politicians have ignored such moves, NSPLEA brings forth a new start in the argument about language education. If teachers are to impact on the comprehension skills of the students, then the government should realize the importance of such efforts. Allocating time to help students achieve more in language may be futile, especially if the initiative is unrecognized by the community and government as a whole.

A study by Language Teachers on the Pivot Policy of 1996 shows that debates on the language representation in the Australian curriculum have been on since the 1980s (Salam et al., 45). Therefore, NSPLEA is not something new to the government. Unfortunately, the efforts that language teachers make remain unrecognized, thus killing the morale of most teachers. Whereas a teacher may be dedicated to creating extra time for their students, unsupported plans are usually very discouraging. The NSPLEA statement explains the reasons why languages, especially English, should be taught in high school (Patterson, 90). If citizens and political leaders can support this document, then Australia will be at a better place in a language like British and America. The report provides arguably that the educational juries should firmly offer a position for language education in the curriculum.

Feedback

Feedback is an essential aspect of learning. Similarly, when learning a language like English, it is necessary to understand that feedback will rapidly improve your grades and expand your knowledge (Parr et al., 89). A student deserves to know that they are improving or lagging. Positive feedback encourages students to continue growing in their strongholds to become experts. Conversely, negative feedback allows students to change their learning methods for the better. Therefore, both negative and positive feedback is necessary when learning. Australian high school students in my class have shown positive feedback in their mastery of local English. However, their main weakness is understanding the grammar and vocabulary in American English or other global languages. As a result, they are likely to develop communication problems when they join college locally or internationally since non- Australians will not understand them.

Peer Reviews

Other students joining Australian universities have reported that they find it hard to communicate with the locals. Basically, during their high school years, international students were not taught any other form of English language or learn different words. Therefore, most likely, American students believe, as research alludes, that their style is perfect. They think that their English is excellent; hence do not make an effort as they join Australian Universities. Similarly, Australian students participating in American universities reported various cases of communication breakdown. Manuel et al. (34) report that most high school students joining international universities away from are likely to understand American students even though Americans may need a translator to decipher what Australians say. The native language speakers ought to The Australian Institute of Family studies also reports that the socio-economic background of students significantly affects the language abilities while in school. As such, it is essential to understand that English cannot be sufficiently learned in high school alone. Therefore, progressing language lessons through colleges and universities can be a better way of enhancing English and languages in Australian schools. Thus, the appreciation and enhancement of the English language in Australia surpass the teachers’ efforts to those of the government.

Methodology

Objectives of the Study

The action research proposed in this study intends to explore the impact of setting aside weekly reading comprehension classes for high school students on their writing expression. In a country where cultural diversities range from Aboriginal natives to international students, putting more emphasis on the English language during high school can be of significant impact to the students (Moon et al., 79). The study examines how students can improve their writing experiences by learning from extra lessons created by their teachers. Therefore, the study focuses on the teacher’s contribution to the writing abilities of students in an Australian remote high school by examining the research question below.

Research Question

Can setting aside weekly reading comprehension tasks improve a student's written expression?

Participants

My participants in this study include my English students in class nine of high school. My class has only 27 students, all of whom are male. The school is located in a low Socio-economic environmen...