The Effect of Study Habits on English Language Achievement

Abstract

This study aimed to identify the study habits used by English as Second Language Level three students in the Community College of Qatar (CCQ). It also aimed to find out if there is any difference between the subjects' achievement in reading, writing and grammar as measured by their accumulative averages in the three mentioned language subjects due to their study habits. For the purpose of the study, the subjects' averages were categorized into three levels:low, moderate, and high, according to the successful achievement criteria used in CCQ. The researcher designed a five-Likert questionnaire that included six dimensions of study habits: where to study, how to study, when to study, concentration and memory, management and procrastination, and test anxiety. The questionnaire was administered to a sample of 50 students which comprised 37% of a total population of Level 3 female students. Frequencies and percentages to describe demographical variables, means and standard deviations, and one Way ANOVA test were used on the obtained data. The descriptive results showed that the following habits were widespread among students: preparing all study stuff (pencils, pens, highlighters, notebook, book, before starting to study); studying the tough subjects when being most alert; underlining or highlighting the most important ideas on the material being studied; arriving at classes on time (not late); starting with the teachers' handouts when studying, expecting the questions of the test paper in advance. The ANOVA test showed that there are significant differences in the level of students' marks due to concentration and memory in favor of the high achievers. The abstract should be in one single paragraph. Introduction Research revealed that there are many factors that influence students'achievement as measured by their averages.These factors can stem from students themselves or associated with external issues as the instructional strategies or school environment (NuthanaandYenagi, 2009; Al-refaai, Abdul Rab, SaifulIslam,2013; Abo Moghli,2013; Mushtaq and Khan, 2012; Anwar, 2013). Working on the same issue, Thomas et al. assert that " The act of studying involves a complex interaction of different variables " (cited in Okpala,Comfort, and Richard, 2004).These variables vary from factors that are related to students themselves and others that concern the environment surrounding the students.Ichado (1998) points out that the environment in which the students come from can greatly influence their performance academically in the school. Nonis and Hudson (2010: 230) mention that the study habits or strategies that students use to learn, such as paying attention in class, being on time, taking good notes, completing homework in a timely manner, and reading the study material before a lecture are likely to impact their performance.(p.230)