The English reading proficiency of future teachers in Ghana
作者： John H.A.L. de Jong , Lieke Stoffelsma
DOI:
关键词: Pearson's chi-squared test 、 Academic reading 、 Student assessment 、 Teacher education 、 Psychology 、 Positive attitude 、 Linguistics 、 Almost Every Day 、 Reading (process) 、 Mathematics education 、 Test (assessment)
摘要: In this study we investigated the English reading proficiency, behaviour and attitude of 496 first-year B.Ed. students in Ghana. A test was compiled from two internationally recognized tests: Pearson Test Academic (PTE-Academic) Programme for International Student Assessment (PISA). The results experiment indicated that most samples drawn could adequately deal with texts which they might encounter as citizens (PISA standard). However, on PTE academic only about 48% manifested a ability at CEFR B2 level or higher. Reading were measured through questionnaire. 73.5% reported books every day almost day. Students demonstrated positive towards school. No correlations found between students’ proficiency their behaviour, attitude. Possible explanations are discussed.
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