Absenteeism and Language Learning: Does Missing Class Matter?

Abstract

Abstract-In a word, yes. The study determined the relationship between class attendance and mastery of a second language. Instructors kept detailed records of both attendance and classroom-discussed material. In a content-based class, the in-class material exam questions were isolated and the results showed that missing a single class increased the student's likelihood of an incorrect answer by three times compared to a student who attended class when the material was discussed. In a skills-based class, where in-class and outside-class material could not be separated, missing a single class increased a student's likelihood of an incorrect answer seven to eight times that of a student who attended class. Therefore missing classes does significantly affect test performance as well as mastery of the target language and content. These results lead to a number of significant conclusions which have implications for teaching in general, teaching a foreign language teaching in particular, educational policy, the link between class attendance and mastery of course content, and how best to measure the level of that mastery.

Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions

“…The urgency of class attendance is even highlighted in the foreign language learning context, where the classroom is typically the sole place of students' exposure to the target language (Pishghadam et al, 2019). This claim was also confirmed by previous research evidence showing that class absenteeism negatively influences students' language learning (Fay et al, 2013). Among the many factors impacting students' WTAC, teacher quality has been found to play an indispensable role in students' decision to attend classes or not (Gershenson, 2016).…”

Pedagogical Implications of Post COVID Restrictions on the Korean University EFL Classroom from the Teachers Perspective －A Case Study

“…It is widely accepted that an effective EFL class will include inter-learner communication in group or pair work (Richards & Rodgers, 2001;Brown, 2001) and also needs clear and concise communication between the students and the teacher (Swain, 2005;Ellis, 2008). Furthermore, previous research (Fay, Aguirre, & Gash, 2013;Hamamcı & Hamamcı, 2017) has shown there is a relationship between consistent student attendance and language learning performance. Clearly, having to wear a facemask, the restrictions on student interaction, and mandatory absences as a result of having to take a test and/or positive result is going to severely affect how both teachers and learners approach the post COVID EFL classroom.…”

Teacher Absenteeism and its Impact on EFL Acquisition in the Algerian LMD System

“…Research on the link between attendance and foreign language achievement is rare (Fay, Aguirre & Gash 2013), but studies have found positive effects. Not surprisingly, researches that focused on this link have yielded positive links and effects.…”