Episode 2

Application of Sigmund Freud's Theory of Psychosexual Development

     I forgot to include on my previous post that Sigmund Freud is the father of psychoanalytic psychology.
This is the reason why his theory is also referred to as psychoanalytic theory of development.
Psychoanalytic school of psychology by the way adheres to the existence of unconscious mental
processes (i.e. Libido) which influence the individual's behavior in various indirect ways.
Going back to the applications of the theory in the classroom setting, I honestly find it hard to find how a
sexually oriented theory be applied inside the classroom. For this reason, I will not list the applications
like I usually do rather explain some of the aspects of the theory in relation to teaching.     
For instance, our pupils/students may be categorized into Phallic, Latency or Genital stage of
psychosexual development. Our role as teachers therefore, is to assist our pupils/students solve or go
through their inner conflicts on these stages. We can actually help if we give them ample attention in their
certain needs.
Episode 6

Episode 7

Episode 13
Reflection

Episode 1
Write reflection
Episode 2
Impact of English Proficiency on Academic Performance of International Students
Abstract
Using an ex-post facto, non-experimental approach, and this research examined the impact of English
language proficiency and multilingualism on the academic performance of international students enrolled
in a four-year university located in north central Louisiana in the United States. Data were collected
through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year
of college. Statistical analyses revealed significant differences in language proficiency and
multilingualism in relation to academic performance. The highest mean GPA was evident among students
who had reported high levels of self-perceived English language proficiency, and among students who
spoke at least three languages. Keywords: International students, self-perceived English proficiency,
multilingualism, academic performance.
In recent years, the number of international students in U.S. institutions of higher education has increased
to a record high. According to the Institute of International Education (IIE, 2013), the number of
international students studying in U.S.-based postsecondary institutions increased by 7% during 2012-
2013 compared to the previous academic year (IIE, 2013). The top three countries with most international
students in the United States were China (28.7%), India (11.8%), and South Korea (8.6%) as reported by
IIE (2013). Unlike domestic students, international students, especially those from non-English speaking
countries, might have difficulties understanding lectures and interacting with their professors due to lack
of English proficiency (Ramsay, Barker, & Jones, 1999; Selvadurai, 1998).
According to Cummins (1983), it usually takes longer for immigrant students to reach academic norms in
a second language (i.e., 5 to 7 years) than to acquire interpersonal communication skills required for day-
to-day conversation (i.e., about 2 years). It is assumed that international students from non-English
speaking backgrounds (NESB) who reside temporarily in a host country for the purpose of obtaining a
Journal of International Students 61 Spring 2015 http://jistudents.org Volume 5•Issue 1 degree might take
even longer to obtain academic skills in the second language, and their limited language skills might be
one of the determinants directly or indirectly influencing their academic success. Therefore, their
language proficiency might be a key factor in their academic success (Daller & Phelan, 2013).
This research was conducted to investigate the relationship between self-perceived English language
proficiency and academic performance of international students in a 4-year university located in north
central Louisiana, with the hope of providing insights for administrators or faculty members who wish to
promote international students’ academic success. Furthermore, the relationship between multilingualism
and academic performance was also investigated in this study, hoping to fill the gap that exists in the
current literature.
Episode 4
Allen, M. (2016). Measuring Silent and Oral Reading Rates for Adult L2 Readers and Developing ESL
Reading Fluency through Assisted Repeated Reading. Unpublished PhD dissertation. Purdue University.
Abstract:
The purpose of this study was to investigate whether assisted repeated reading is an effective way for
adult second language (L2) learners of English to develop oral and silent reading fluency rates. Reading
fluency is an underdeveloped construct in second language studies, both in research and practice. This
study first lays out a framework of text difficulty levels and reading rate thresholds for intermediate and
advanced L2 readers of English based upon a theoretical framework of automatization of the linguistic
elements of reading through structured practice and skill development. This framework was then
implemented through a single-case design (SCD), an experimental method that is appropriate for testing
the effectiveness of behavior and educational interventions with individual participants. Data was
collected for several measures related to fluency, including oral and silent reading rates, for a small group
of L2 learners in a U.S. university setting. The focus of the analysis is participants’ fluency development
as they used a computer-based assisted repeated reading program called Read Naturally. The analysis
concentrates on the case of an adult L2 English learner from Chinese (pseudonym of Hong Lin),
presenting a longitudinal analysis of her progress through six months of continual practice and
assessment. Notable results for Hong Lin include increased rates of oral reading (from 94 to 123 wpm)
and silent reading (from 148 to 189 wpm) on a variety of comparable passages of unpracticed, advanced
level prose.

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Episode 17