Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning. Reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process.
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English language is very importance in students’ academic performance in intelligence tests. The bond of contention now is can English language be a virile tool in measuring students’ academic performance in vocational education that involves a lot of practical in the acquisition of skills. The mindset is that the individual is trained to be self -reliant, and well productive. More importantly, English language skills are part of total education given to an individual in order to acquire the necessary skills and knowledge require for employment in specific occupation. Students require English language to properly understand the contents of the programs, which in turn will improve the academic understanding of the student.
ENGLISH LANGUAGE SKILLS
English language skills is rarely done in isolation, when people are engaged in a conversation, they are listening as well as speaking, in order to interact with the person they are talking to. In the case of lecturers, for instance, they read notes they have written previously and, in the same situation, people who are listening to lectures are also taking their own notes, an activity that could even provoke a conversation or at least a comment among the people attending the lecture, for this reason, “If skill use is multi-layered in this way, it would make no sense to teach each skill in isolation. We will, therefore, look at how input and output are connected in the classroom, how skills can be integrated and how skill and language work are connected.” Consequently, integrating English language skills in a lesson is a natural process of “skill-mixing” that facilitates teachers “to provide maximum learning opportunities for the different students in classes, it makes sense to integrate different skills”. Since almost all educational programmes in institutions of higher learning in Nigeria are conducted in English, students who are enrolled need to have an adequate level of proficiency in English. Several research studies have deemed English language proficiency as an important factor to international students’ academic success in institutions where the medium of instruction is in English. A clear correlation between English language proficiency and academic performance has been established in previous studies.
Students who enroll in overseas programmes where the medium of instruction is English demonstrate their English proficiency by scoring well in standardized English language proficiency tests such as the International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL). International students fulfill the English language entry criteria; many still struggle to cope with the linguistic demands of their courses due to inadequate levels of English proficiency.
Many teachers see reflection activities as student self-evaluation and that many students are reticent to participate in self-assessment because they “see that kind of judgment as belonging to the teacher”. However, the same study is clear to assert that to transition students from external to intrinsic motivation to succeed; reflection must be integrated and embraced within the classroom. Therefore, while reflection does not need to take the place of a teacher’s assessment, it can be infused as part of an activity to enhance student performance because, if students are “makers of meaning,” their own thoughts and interpretation of their work and its overall impact “have to be part of the mix”. All in all, the most compelling issue related to prior research in the use of reflective thinking is its inherent power to enhance outcomes particularly in combination or support of meta-cognition and/or critical thinking. From professional fields outside of education, to teachers, to students, the power of reflection is evident; however, its integration into the curriculum must be intentional and well planned to have maximum effect. This sheds light not only on the power of reflection as an academic learning tool, but on the transformative power of its ability to fundamentally change the way students think and perceive their effort, motivation, and ability to complete novel and familiar tasks. In addition to supporting students’ abilities to think about their thinking, the basic principle of meta-cognition, reflection also allows students affective outlets that can reduce stress and frustration toward the curriculum
Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement. Academic performance is the measurement of student achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement is important for the successful development of young people in society. Students who do well in school are better able to make the transition into adulthood and to achieve occupational and economic success.
STUDENTS’ REFLECTION, ENGLISH LANGUAGE SKILLS AND ACADEMIC PERFORMANCE
Self-reflection’s currency as a topic of educational importance has resulted in the incorporation of reflection journals as learning tools that promote reflection into many curricula. Students’ reflection and English language skills are believed to enable students to critically review processes of their own learning and behaviours, and to understand their ability to transform their own learning strategies. The purposes of students’ reflection include: to critically review the behaviours; learning of self and others; setting or tracking learning goals and exploring connections between knowledge that was learned and students’ own ideas about them. It is hoped that through reflecting and writing about new information or ideas, learners can better understand and remember them. In addition, the articulation of connections between new information, ideas, prior or existing knowledge also deepens learning.