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Introduction
This paper summarizes articles that provide important insights into the literacy challenges experienced at the postsecondary level. Instructional methods that focus on literacy improvement can help college students learning more and excel in academics.
Summary One
Introduction
Learning is a complex process that is dependent on many factors that are present in the learning environment. In this view, the article asserts that student learning is less effective when classes are large and the material taught is new to the learners.
Anonymity and Self-directed Learning
The feelings of anonymity and lack of self-directed learning on the part of the student result in poor academic outcomes. Moreover, pedagogical challenges that instructors face due to a large number of students in courses such as political science result in poor academic outcomes (Truby, Weiss & Rousseau 2014). When the number of students in a class is high, instructors should encourage active learning to help students learn more, enhance their familiarity with new material, and develop critical thinking skills (Truby, Weiss & Rousseau 2014). Among the active learning strategies an instructor can use are collaborative learning, assigning low-rated tasks, and approaches that encourage student participation. Collaborative learning involves long-term study groups under the guidance of the instructor.
Certain conditions must be met for collaborative learning to be effective. First, the supervisor must oversee the formation of the study groups and supervise them throughout the semester (Truby, Weiss & Rousseau 2014). Second, learners must exhibit a high level of responsibility and teamwork. Third, group tasks should aim to improve collaboration within each group. Fourth, continuous monitoring and evaluation of the performance of each team as well as group members are needed. The second strategy is assigning low-rated tasks based on educational videos or newspaper articles to help students discover new concepts on their own. The third strategy is participatory learning, which engages students through discussion forums and simulations. Discussion forums help students learn how to develop an argument while in-class simulations enhance their familiarity with different issues.
Conclusion
The article notes that the application of collaborating learning techniques such as discussion groups and teamwork, and customization of tasks as promoting effective learning in large-class contexts.
Summary Two
Introduction
English is the preferred language of instruction in most institutions of higher learning. Foreign universities offer English programs to students in a bid to improve their proficiency in the language. Even in countries where English is not a native language, students must learn it to improve their communication as well as reading and writing skills before enrolling for programs taught in English.
English and Academic Performance
Researchers have found no relationship between tests such as IELTS or TOEFL and academic performance (Harrington & Roche 2014). Often, non-proficient speakers encounter communication problems during learning, which results in poor grades, diminished career prospects, and missed scholarship opportunities (Harrington & Roche 2014). Moreover, these students are considered vulnerable, as they do not access learning opportunities available to those proficient in the English language. Often, there is no standard way of testing the English proficiency of students in the post-enrolment period.
The common English tests only assess the student’s literacy skills before enrolment. Thus, the tests may not detect a student’s language weaknesses after enrolment. In the article, the authors examine the tests that can be applied in college contexts to assess student proficiency in the English language as well as performance. They find that reading, writing, and vocabulary use are effective measures of a student’s English language proficiency in college settings (Harrington & Roche 2014). These three areas predict academic performance measures, including GPA. The authors found vocabulary knowledge and writing to be the best tools for identifying students with linguistic challenges. Assessment tests focusing on these two areas yield authentic results regarding the student’s linguistic abilities in written and spoken English.
Conclusion
Evidently, scores from tests that focus on writing and vocabulary knowledge can be used to formulate support programs to improve a foreign student’s linguistic skills, as well as his/her academic performance.
Summary Three
Introduction
A large proportion of college students experience difficulties in reading and writing, which hamper effective learning. This trend is attributable to learning challenges, poor preparation at the elementary level, lack of incentive, and socioeconomic inequalities, among others.
Upgrading Language Skills of Students
Students with reading or writing skills that are below average usually undertake a developmental course offered at community colleges. Such courses help upgrade the student’s language skills to the postsecondary level. They involve various instructional approaches, including skills-oriented, abstract thinking, social studies, and scholarly communities (Perin 2013). The skills-oriented approach focuses on grammar, semantics, and writing. In contrast, abstract thinking focuses on critical thinking skills, logic, and strategic analysis. Such students also need instruction in social studies to improve their self-image, self-awareness, and socialization skills.
Developmental courses also involve study groups, where students learn from peers in learning communities. Most studies identify concept development as the strategy that instructors use to teach such students (Perin 2013). This approach equips students with skills in theory development, philosophy, logic, and critical thinking, which enables them to become self-directed learners. In this article, the author found that students who are proficient in reading excel in a number of areas, such as writing, vocabulary, comprehension, and grammar (Perin 2013). The author also found a relationship between low literacy levels in college students and poor academic preparation in high school. This implies that inadequate instruction at the secondary level affects literacy levels in colleges.
Conclusion
Postsecondary students, whose literacy skills are low can benefit from developmental programs that are not only comprehensive but also cover areas that can meet their learning needs. Such courses employ diverse strategies aimed at improving student writing and reading.
Personal Reflection
The search for the articles summarised in this paper involved specific criteria. I conducted a literature search of recent academic articles in three databases, namely, Academic Search Complete, Political Science Complete, and ScienceDirect. The search focused on the instructional methods used to improve student literacy at the postsecondary level. I used terms, such as postsecondary literacy, reading and writing skills, and instructional methods to do the search. The search yielded many publications, but I selected three articles, which were relevant for this paper. I then read the headings, the subheadings, and the abstract of each article to gain an overview of the topic discussed. I also read each article’s introduction, discussion, and conclusion before selecting the points to include in a three-move paragraph. I began each paragraph with an introduction, where I stated the main point, which I developed with examples and evidence in the main body. I included a conclusion at the end of each paragraph to underscore the significance of the point discussed.
The articles provided important insights into the literacy challenges experienced at the postsecondary level. I gained a deep understanding of the impact of academic and writing skills on performance at the college level. The traditional instructional approaches do not match the learning needs of the student (Starcher & Proffitt 2011). Large classes, poor writing, and reading skills, and unfamiliar concepts affect learning resulting in low academic performance. I learned that post-enrollment literacy evaluation tools could help low-achievers upgrade their skills to those expected of college students. Moreover, programs and instructional strategies that focus on active learning can teach students to be self-directed learners. Collaborative learning is another way students can develop their literacy skills and improve their performance. In conclusion, instructional methods that focus on literacy improvement can help college students learning more and excel in academics.
References
Harrington, M & Roche, T 2014, ‘Identifying academically at-risk students in an English-as-a-Lingua-Franca university setting’, Journal of English for Academic Purposes, vol. 15, no. 1, pp.37-47.
Perin, D 2013, ‘Literacy Skills among Academically Underprepared Students’, Community College Review, vol. 41, no. 2, pp. 118-136.
Starcher, K & Proffitt, D 2011, ‘Encouraging Students to Read: What Professors are (and Aren’t) Doing about It’, International Journal of Teaching and Learning in Higher Education, vol. 23, no. 3, pp.396-407.
Truby, K Weiss, M & Rousseau, D 2014, ‘Teaching the Unfamiliar to a Crowd’, Political Science & Politics, vol. 47, issue 1, pp.189-194.
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