scholarly journals Effect of pronunciation instruction on L2 learners’ listening comprehension

2020 ◽  
Author(s):  
Phung Dao ◽  
Mai Xuan Nhat Chi Nguyen ◽  
Ngoc Bao Chau Nguyen
Keyword(s):  
Listening Comprehension ◽  
Self Report ◽  
Control Group ◽  
Pronunciation Instruction ◽  
Post Test ◽  
Report Data ◽  
Group Interviews ◽  
Self Report Data ◽  
L2 Listening ◽  
The Impact

Abstract This study explored the potential impact of pronunciation instruction on L2 listening comprehension. Seventy-two intermediate Vietnamese EFL university learners formed two groups. The pronunciation group (n = 35) received seven weekly 45-minute pronunciation instruction sessions targeting segmental and suprasegmental features of English. The control group (n = 37) did not receive any pronunciation instruction. Weekly reflections, an exit questionnaire and focus group interviews were used to investigate learners’ perceptions of the impact of the pronunciation instruction. Results showed that the two groups’ immediate listening post-test scores did not differ significantly after the first two sessions on syllables and consonants/vowels. However, the pronunciation group outperformed the control group after three further pronunciation sessions on word stress, thought groups and sentence focus, but these differences disappeared on subsequent immediate and delayed post-tests. Self-report data indicated learners’ positive perceptions of the helpfulness of the pronunciation instruction and how the gained pronunciation knowledge helped improve their listening comprehension.

Why Ecological Momentary Assessment Surveys Go Incomplete?: When It Happens and How It Impacts Data

2020 ◽  
Author(s):  
Yu-Hsiang Wu ◽  
Jingjing Xu ◽  
Elizabeth Stangl ◽  
Shareka Pentony ◽  
Dhruv Vyas ◽  
...  
Keyword(s):  
Real Time ◽  
Self Report ◽  
Data Logging ◽  
Time Data ◽  
Real Time Data ◽  
Report Data ◽  
Self Report Data ◽  
Ecological Momentary ◽  
The Impact ◽  
Momentary Assessment

Abstract Background Ecological momentary assessment (EMA) often requires respondents to complete surveys in the moment to report real-time experiences. Because EMA may seem disruptive or intrusive, respondents may not complete surveys as directed in certain circumstances. Purpose This article aims to determine the effect of environmental characteristics on the likelihood of instances where respondents do not complete EMA surveys (referred to as survey incompletion), and to estimate the impact of survey incompletion on EMA self-report data. Research Design An observational study. Study Sample Ten adults hearing aid (HA) users. Data Collection and Analysis Experienced, bilateral HA users were recruited and fit with study HAs. The study HAs were equipped with real-time data loggers, an algorithm that logged the data generated by HAs (e.g., overall sound level, environment classification, and feature status including microphone mode and amount of gain reduction). The study HAs were also connected via Bluetooth to a smartphone app, which collected the real-time data logging data as well as presented the participants with EMA surveys about their listening environments and experiences. The participants were sent out to wear the HAs and complete surveys for 1 week. Real-time data logging was triggered when participants completed surveys and when participants ignored or snoozed surveys. Data logging data were used to estimate the effect of environmental characteristics on the likelihood of survey incompletion, and to predict participants' responses to survey questions in the instances of survey incompletion. Results Across the 10 participants, 715 surveys were completed and survey incompletion occurred 228 times. Mixed effects logistic regression models indicated that survey incompletion was more likely to happen in the environments that were less quiet and contained more speech, noise, and machine sounds, and in the environments wherein directional microphones and noise reduction algorithms were enabled. The results of survey response prediction further indicated that the participants could have reported more challenging environments and more listening difficulty in the instances of survey incompletion. However, the difference in the distribution of survey responses between the observed responses and the combined observed and predicted responses was small. Conclusion The present study indicates that EMA survey incompletion occurs systematically. Although survey incompletion could bias EMA self-report data, the impact is likely to be small.

Using self-report and skin conductance measures to evaluate theme park experiences

2020 ◽  
pp. 135676672096973
Author(s):  
Shanshi Li
Keyword(s):  
Skin Conductance ◽  
Self Report ◽  
Future Research ◽  
Theme Park ◽  
Retrospective Evaluation ◽  
Report Data ◽  
Self Report Data ◽  
Affective Intensity ◽  
The Impact ◽  
Practical Implications

This study examines the impact of the key affective moments of a theme park experience on visitors’ post-trip evaluations measured immediately after their visits. One hundred and twenty-three participants visited a theme park while their real-time skin conductance and self-report data were collected. Results indicate that visitors’ pleasure levels (i.e. average, beginning, peak, and end) consistently correlate with satisfaction, which in turn, positively influences behavioural intention. In particular, visitors’ satisfaction levels are better aligned with the affective intensity at the end moment and the average emotion intensity of a theme park experience. Arousal, however, was not found to be a significant indicator of post-trip evaluation. The study extends literature on key moments and retrospective evaluation by illustrating how visitors rely on affective moments of a theme park experience to construct overall evaluations. The study concludes with practical implications and scope for future research.

Intrinsic Changes: Energy Saving Behaviour Among Resident University Students

2010 ◽  
Vol 26 ◽  
pp. 85-99 ◽  
Author(s):  
Rosemary Black ◽  
Penny Davidson ◽  
Karen Retra
Keyword(s):  
Energy Consumption ◽  
University Students ◽  
Energy Saving ◽  
Energy Use ◽  
Electricity Consumption ◽  
Self Report ◽  
Control Group ◽  
Report Data ◽  
On Line ◽  
Self Report Data

AbstractThis paper presents the results of a study that explored the effectiveness of three intervention strategies in facilitating energy saving behaviour among resident undergraduate university students. In contrast to a dominant practice of motivating with rewards or competition this study sought to appeal to students' intrinsic motivations. An experimental design was used with two intervention groups and a control group. The interventions were the provision of real-time feedback provided by an inhouse energy consumption display unit (ecoMeter) and a targeted social marketing approach. They were evaluated using energy consumption data and self-report data from the participants via an on-line survey and focus groups. Across the three research phases the rate of reduced electricity consumption for the interventions ranged from an average of 17% to 28% less than the control group. The findings provide evidence that facilitation of intrinsically motivated behaviours can result in reduced energy use and greenhouse gas emissions.

scholarly journals Developing Students’ Translation Competence: The Role of Tasks and Teaching Activities

2021 ◽  
Vol 4 (11) ◽  
pp. 119-128
Author(s):  
Habiba Nakhli
Keyword(s):  
Self Report ◽  
Clear Correlation ◽  
Student Centered ◽  
Hands On ◽  
Teachers And Students ◽  
Report Data ◽  
Self Report Data ◽  
The Impact ◽  
Descriptive Method

The aim of this study is to identify the teaching procedures generally conducted by translation teachers, and investigate their impact on the development of students’ translation competence (TC). The study emphasizes the importance of substituting the traditional “read and translate” method for a student-centered teaching approach that relies on hands-on tasks and engaging activities.  These teaching procedures include intra- and extra-mural activities and tasks addressing different sub-competencies and skills and aiming at developing students' general TC. In order to study the impact of these teaching procedures on TC, we implemented a descriptive method that draws upon self-report data and observation of translation teachers and students in a classroom setting. We observed a group of MA translation students in the Faculty of Letters and Humanities in Tetouan and King Fahd School of Translation in Tangiers- Abdelmalek Essaadi University, Morocco. The observation reports and teachers questionnaires provided significant data about classroom practices, while the survey of students’ levels of TC revealed that the respondents’ mastery level of TC ranges from low to high across the different sub-competences. We subsequently compared students’ mastery levels to the general patterns governing the teachers’ teaching procedures, and the findings showed a clear correlation between the two. Accordingly, the type and focus of the tasks and activities performed by students have a direct impact on their TC development.

scholarly journals The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

2014 ◽  
Vol 4 (1) ◽  
pp. 51-76 ◽  
Author(s):  
Abulfazl Mesgarshahr ◽  
Esmaeel Abdollahzadeh
Keyword(s):  
Communication Strategies ◽  
Language Instruction ◽  
Willingness To Communicate ◽  
Communication Strategy ◽  
Self Report ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
The Impact

One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners’ WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clément, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom.

The Effect of Audio and Video Modality on Perception of Reduced Forms

2021 ◽  
pp. 76-104
Author(s):  
Kaine Gulozer ◽  
Zeynep Kocoglu
Keyword(s):  
Test Performance ◽  
Listening Comprehension ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Web Based ◽  
Sentence Level ◽  
Post Test ◽  
L2 Listening ◽  
Reduced Forms

Reduced forms (RFs) spoken by native English speakers have been challenging on the part of the second language (L2) learners. This chapter aims to address suprasegmental features to Turkish preparatory language school students in relation to L2 listening comprehension. Considering the limited research on RFs in learning English as a L2 context, this pre-test post-test control group design study aimed to explore whether the instruction of five RFs in sentential level results in any difference in listening comprehension test performance. The five forms entail contraction, assimilation, flap, elision, and linking. A total of 343 were recruited, and RFs instruction was delivered through the web page designated for the study for five weeks, and the performance of the eight groups was measured twice throughout the study. The findings indicated that sentence level of RFs instruction through web-based learning facilitates the listening comprehension of RFs.

The Type 2 Construct and its Relation to Coronary Heart Disease

1995 ◽  
Vol 76 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Geir Arild Espnes
Keyword(s):  
Myocardial Infarction ◽  
Acute Myocardial Infarction ◽  
Coronary Heart Disease ◽  
Heart Disease ◽  
Strong Association ◽  
Self Report ◽  
Control Group ◽  
Report Data ◽  
Self Report Data

The main aim of this study was to scrutinise the link postulated in 1988 between the Type 2 construct of Grossarth-Maticek, Eysenck, and Vetter and the incidence of coronary heart disease. Self-report data were collected from 58 men who had suffered an infarct, had been hospitalised, and had later enrolled at a physical outpatient clinic as well as from a randomly assigned control group of 70 men. Analysis showed that the Type 2 scores in the infarct group did not differ significantly from those of the control group or from measures taken immediately after an acute myocardial infarction and measures taken 3 months later. The results do not support the hypothesis of a strong association between coronary heart disease and Type 2 scores.

scholarly journals Peer-assisted learning to support attainment in Pharmacy

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Rebecca Maccabe ◽  
Ricarda Micallef ◽  
Dr Mark Carew
Keyword(s):  
Self Report ◽  
Learning Material ◽  
Pass Rates ◽  
Student Attendance ◽  
Peer Assisted Learning ◽  
Academic Mentoring ◽  
Student Mentors ◽  
Report Data ◽  
Self Report Data ◽  
The Impact

Academic mentoring (AM) is embedded in two modules of the Pharmacy course, using a peer-assisted learning (PAL) design. Training and payment are given to student mentors who work with academics and the AM team to create student-centred active learning material. In 2017/18, student attendance at PAL sessions was high, with 87% of the first- and second-year Pharmacy cohorts attending a session. Thirteen mentors supported both modules for a semester each. The impact of PAL in these sessions was measured by quantitative and qualitative analyses, using institutional data on retention, progression, attainment and self-report data. These data showed that students who engaged in PAL were: from traditionally under-represented groups in higher education (HE); specifically-disadvantaged students; from a Black and Minority Ethnic background (BME). PAL-engaging students had higher progression, retention and module pass rates. A survey of fifty mentees found unanimous agreement for the proposal that PAL was valuable and it confirmed that mentors were regarded as enthusiastic, organised and prepared. The formalisation of the AM and PAL process, together with its co-production between mentors and mentees, has increased the professionalism of the scheme and should be supported in the future.

Ambition at work and career satisfaction

2017 ◽  
Vol 22 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Sabrine El Baroudi ◽  
Chen Fleisher ◽  
Svetlana N. Khapova ◽  
Paul Jansen ◽  
Julia Richardson
Keyword(s):  
The Netherlands ◽  
Career Satisfaction ◽  
Self Report ◽  
Content Type ◽  
Taking Charge ◽  
Report Data ◽  
Self Report Data ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this paper is to examine the moderating role of pay in the relationship between employee ambition and taking charge behavior, and its subsequent effects on employee career satisfaction. Design/methodology/approach A two-wave quantitative investigation was conducted among alumni of a large public university in the Netherlands. Findings The results show that taking charge behavior mediates the positive relationship between employee ambition and career satisfaction. They also show that pay positively moderates this mediation, such that the relationship between employee ambition and taking charge behavior is stronger when ambitious employees receive an increase in pay, leading to increased career satisfaction. Conversely, a decrease in pay does not moderate ambitious employees’ taking charge behavior and the impact on their career satisfaction. Research limitations/implications The study draws on self-report data collected in one country: the Netherlands. Practical implications The study highlights the importance of pay for higher job involvement, demonstrating its impact on taking charge behavior among employees with higher levels of ambition. Originality/value This is the first empirical study to examine the impact of pay on employees’ taking charge behavior and the subsequent implications for career satisfaction.

scholarly journals The Impact of Podcasts on EFL Students’ Listening Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 122 ◽  
Author(s):  
Tryanti R. Abdulrahman ◽  
Nonny Basalama ◽  
Moh. Rizky Widodo
Keyword(s):  
High School Students ◽  
Listening Comprehension ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than < 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.

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