The effects of articulatory gestures on L2 pronunciation learning: A classroom-based study

2017 ◽  
Vol 23 (3) ◽  
pp. 352-371 ◽  
Author(s):  
Ying Li ◽  
Taylor Somlak
Keyword(s):  
Classroom Environment ◽  
Read Aloud ◽  
Speech Sounds ◽  
Visual Aids ◽  
Speech Acquisition ◽  
Significant Difference ◽  
Audio Recordings ◽  
Class 1 ◽  
Post Test ◽  
L2 Pronunciation

Research on second-language (L2) speech acquisition suggests that audio-visual aids could be effective in helping learners acquire difficult L2 speech sounds (Li, 2016a). However, most previous studies have been restricted to laboratory settings rather than the classroom environment. The present study, therefore, was designed to fill this knowledge gap by analysing the effectiveness of audio-visual aids, particularly articulatory gestures, in teaching L2 speech sounds in actual classrooms. The participants were students from two classes of non-English majors who had severe difficulties with the differentiation of /θ/–/s/ and /ð/–/z/. ‘Read-aloud’ tasks were employed for pronunciation tests. The baseline data of the students’ pronunciation of the two contrasts was collected with a pre-test, and the intuitive–imitative approach was adopted for teaching. Specifically, the students were exposed to seven audio- or audio-visually recorded poems (one poem per week over the course of seven weeks) containing the target contrasts. The students in Class 1 were taught with the audio-recordings without images of the speaker’s face being displayed; in contrast, students in Class 2 were taught using audio-visual recordings, which allowed them to observe the speakers’ articulatory gestures of /θ/–/s/ and /ð/–/z/. To detect the teaching effect, a post-test was carried out after the teaching programme was completed. A delayed post-test was conducted one month after the post-test. Comparisons with the respective pre-test results indicated that students in Class 2 had a significant improvement in the pronunciation of the target contrasts in the post-test, whereas those in Class 1 did not. In the delayed post-test, neither class showed any significant difference in the pronunciation performance in comparison with the post-test. The findings, therefore, confirmed the effectiveness of exposure to audio-visual aids in teaching L2 pronunciation.

scholarly journals The impact of written visual materials in the development of speaking skills in English language among secondary level students

2021 ◽  
Vol 17 (2) ◽  
pp. 1086-1095
Author(s):  
Tribhuwan Kumar
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Opportunity To Learn ◽  
Secondary Level ◽  
Teaching Materials ◽  
Significant Difference ◽  
Post Test ◽  
Visual Materials ◽  
The Impact ◽  
Speaking Skills

The aim of this study is to determine the effect of visual teaching material and resources in the development of Speaking Skills in the English language in Secondary level students in India. In the study, the experimental design with pre-test and post-test control groups was chosen. The research consisted of 82 secondary-level students. In order to collect the data, pre-test, post-test, speech axiom, and interview forms were prepared, and a t-test was used in the analysis of the data. The interviews were conducted with open-ended questions on the research topic and results were interpreted according to their percentages and frequency values. According to the results obtained from the data, a statistically significant difference was found between the mean achievement of the students using visual teaching materials and using written-visual teaching materials. The result suggests the use of written-visual teaching materials. The data obtained from the interview also supported these results. Therefore, visual teaching materials should be chosen appropriately by language teachers and should be carried into the classroom environment. It is recommended that visual teaching materials be presented with written support, as it facilitates reminding and provides the opportunity to learn with permanent marks.

scholarly journals Penerapan Metode Debat dan Model Artikulasi untuk melihat perbandingan kemampuan Berbicara Siswa kelas XI SMK Negeri Palopo

2020 ◽  
Vol 5 (2) ◽  
pp. 38-44
Author(s):  
Besse Herdiana
Keyword(s):  
Experimental Research ◽  
Statistical Techniques ◽  
Control Group ◽  
Product Service ◽  
Significant Difference ◽  
Class 1 ◽  
Post Test ◽  
Sample Technique ◽  
Method Class ◽  
Purposive Sample

This research is an experimental research that aims to compare differences in students' speaking abilities using the debate method and articulation models. This study was designed with a post-test only control group desaign. This research was conducted at SMK Negeri 1 Palopo, with a population of 143 students consisting of four classes. Sampling using purposive sample technique so that the chosen ones are accounting class 1 and accounting class 2. The data obtained is data that explains the comparison of speaking skills between those who use the debate method and those who use the articulation model of students of SMK Negeri 1 Palopo, in this study, the data collected will be analyzed by using descriptive statistical techniques and parametric infrential statistics of the type of independent sample T test that is processed with a computer program Statistics Product Service Solution (SPSS). The results showed that the results of the debating method class completeness category contained 29 students who scored> 75 with a percentage of completeness (94%), and only 2 students who scored ≤ 75 with a percentage of completeness (6%). Likewise with the class using the articulation model there were 29 students who scored> 75 with a percentage of completeness (94%), and only 2 students who scored ≤ 75 with a percentage of completeness (6%). This proves that there is no significant difference between the speaking ability of class XI students of SMK Negeri 1 Palopo using the debate method and the articulation model

scholarly journals Classroom Physical Environment and Academic Achievement of Students

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Swati H. Kekare
Keyword(s):  
Academic Achievement ◽  
Classroom Environment ◽  
Physical Environment ◽  
Sampling Method ◽  
Simple Random Sampling ◽  
Group Design ◽  
Study Results ◽  
Significant Difference ◽  
Post Test ◽  
The Relationship

The present study explored the relationship between classroom environment and academic achievement of the subjects. The subjects 11th class students. The sample of 80 students was selected from various colleges of Aurangabad city. Simple random sampling method was used for selecting subjects. The study was experimental “pre-test post-test equivalent group design” was used for this study. Statistical data was collected from pre-test post-test. Mean, standard deviation and t test were used for statistical procedure. In this study results are significant at 0.05 level. The study showed that there is significant difference between classroom physical environment and academic achievement of subjects.

scholarly journals The Effectiveness of Phonics Approach in Teaching Reading

2018 ◽  
pp. 52
Author(s):  
Atika Salman Faris
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Read Aloud ◽  
Seventh Graders ◽  
Teaching Reading ◽  
Paired Sample ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

This research aimed to determine the effectiveness of phonics approach in teaching reading for the seventh graders of SMP Negeri 1 Aikmel, East Lombok, and to what extent it is effective. This research was designed as  pre-experimental with read aloud test as the instrument to collect data. The sample of this research consisted of 36 students of SMP Negeri 1 Aikmel. The sample was taken through purposive sampling. In collecting the data, a pre-test and a post-test were given to the students. SPSS 17 for Windows and paired-sample t-test were applied to analyze the collected data. After, calculating the data, it could be known that there was a significant difference in the mean scores between pre-test and post-test, t(df=35) = 23.314 at p = 0.001, meaning that the null hypothesis was rejected and the alternative hypothesis was accepted. In a nutshell, phonics approach was significantly effective in teaching reading for the seventh graders of SMP Negeri 1 Aikmel.

scholarly journals The Benefits of Integrating the Learn English Grammar Application into the Saudi EFL Pre-Intermediate Preparatory Year Classroom

2019 ◽  
Vol 7 (1) ◽  
pp. 19
Author(s):  
Nada Hussain Gamlo
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Mobile Applications ◽  
Mobile Application ◽  
Positive Attitude ◽  
English Grammar ◽  
Significant Difference ◽  
Post Test ◽  
Preparatory Year ◽  
Experimental Group

This study examines the benefits of using the mobile application Learn English Grammar for English as a Foreign Language (EFL) with students attending King Abdul Aziz University in Saudi Arabia. The participants consisted of fifty-two female pre-intermediate level students in the foundation year program, with twenty-seven assigned to the experimental group and twenty-five forming the control. Both groups undertook a pre-test to ensure an equal level of skill and a post-test to establish any statistically significant differences in their grammatical attainment. The findings revealed a significant difference at p=0.006 in favor of the experimental group. The students completed a questionnaire, which revealed a positive attitude towards the application, while the teacher’s reflective notes indicated that it created an exciting and motivating learning environment. This study contributes to the area of mobile learning in EFL classrooms by highlighting the importance of mobile applications for both improving the classroom environment and facilitating students’ language acquisition.

scholarly journals Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT)

2022 ◽  
Vol 13 (1) ◽  
pp. 46-57
Author(s):  
Kaharuddin ◽  
Mardiana ◽  
Djuwairiah Ahmad ◽  
Al Amini Indah Sari
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
Writing Skills ◽  
Control Group ◽  
Factors Affecting ◽  
English Writing ◽  
Significant Difference ◽  
Post Test

This study aims to examine the learners’ skills in writing English descriptive text by employing The Explanatory-Sequential (QUAN-QUAL) research method. The data collection instruments were Writing Tests and Interview. The written tests were given in the form of pre and post-test to reveal the effect of Task-Based Language Teaching (TBLT) on improving the learners’ English writing skills. Interviews were held to confirm factors affecting the students’ skills in writing English descriptive texts. 27 learners of MA Madani Alauddin Pao-Pao, Gowa were purposively selected to participate in this study. The results reveal two things namely: The first, there is a statistically significant difference between mean scores of the experimental group (64.85) and the control group (55.03) in the test result after the treatment (post-test). The value according to Student's t-test confirms it: t = 5,846; p < 0,001. This result supports the effectiveness of employing Task-Based Language Teaching (TBLT) as a method in teaching English writing skills. The second, the interviews indicate that there are 5 determinants affecting the learners’ skills in writing English descriptive texts, i.e. Learners’ Interest, Teacher’s Strategy, Teacher’s Media, Classroom Environment, and Learners’ Learning Strategy. Our results revealed that using TBLT has led to significant increases in the students’ skill in writing descriptive texts. We believe, our findings could have a profound impact on the way English writing is taught around the world. Therefore, English language teachers should provide more opportunities to learn this method to enable them apply it in their English pedagogy.

scholarly journals Phonics Approach in Teaching Reading

2019 ◽  
Vol 6 (3) ◽  
pp. 204
Author(s):  
Atika Salman Paris
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Read Aloud ◽  
Seventh Graders ◽  
Teaching Reading ◽  
Paired Sample ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

This research aimed to determine the effectiveness of phonics approach in teaching reading for the seventh graders of SMP Negeri 1 Aikmel, East Lombok, and to what extent it is effective. This research was designed as pre-experimental with read aloud test as the instrument to collect data. The sample of this research consisted of 36 students of SMP Negeri 1 Aikmel. The sample was taken through purposive sampling. In collecting the data, a pre-test and a post-test were given to the students. SPSS 17 for Windows and paired-sample t-test were applied to analyze the collected data. After calculating the data, it was found that there was a significant difference in the mean scores between pre-test and post-test, t(df=35) = 23.314 at p = 0.001, meaning that the null hypothesis was rejected and the alternative hypothesis was accepted. In a nutshell, phonics approach was significantly effective in teaching reading for the seventh graders of SMP Negeri 1 Aikmel.

scholarly journals Effectiveness of Audio-Visual Aids with Subsequent Structured Manual Instruction in Anatomy Dissection Hall Teaching

2019 ◽  
pp. 236-245
Author(s):  
U. L. Gajbe ◽  
Aarti Panchbhai ◽  
B. R. Singh ◽  
Priti Thute ◽  
Monalisa Roy
Keyword(s):  
Test Score ◽  
Clinical Skills ◽  
Human Anatomy ◽  
Control Group ◽  
Study Group ◽  
Visual Aids ◽  
Learning Gain ◽  
Cadaveric Dissection ◽  
Significant Difference ◽  
Post Test

The knowledge of anatomy plays an integral role in the education and practice of health care professionals. Cadaveric dissection is the most reliable method to teach the gross anatomy since centuries. Hands-on-educational experiences on cadavers can also stimulate student interest, increase knowledge retention and enhance development of clinical skills. Common problems faced during anatomy dissection are non-availability of individual instructor for each table, Crowding of students in dissection owing to lack of clear, timely and uniform instructions. Hence, the purpose of our study is to evolve a modality that will increase efficiency of dissection, make it more clinically relevant and make students enthusiastically participate in dissection. This modality will contribute more to overall better understanding of human anatomy within limited time period. AIM AND OBJECTIVE: To study the effectiveness of audio-visual aids followed by structured manual instruction in dissection hall teaching and to compare the student’s learning gain between conventional and modified dissection hall teaching. OBSERVATIONS AND RESULTS: During the study period two hundred students were present in First MBBS, anatomy department. Out of these all two hundred students fulfilled the inclusion criteria and participated in the study. Mean post test score of study group was2.84±1.46 where as mean pre test score of control Group was3.7±1.8showing significant difference. The post test score of the study group was almost double the post test score of control group. This finding is statistically very significant. CONCLUSION: Audio-visual aids, structured schedules, and cadaveric dissection were found to be effective in dissection hall teaching in anatomy. It was found to be more effective than conventional method with regard to understanding of the structure, its placement and building of the concepts.

scholarly journals Metode Peningkatan Aktivitas Perawatan Gigi dan Mulut Pada Anak Berkebutuhan Khusus

2018 ◽  
Vol 6 (1) ◽  
pp. 28-33
Author(s):  
Suharjono Suharjono
Keyword(s):  
T Test ◽  
P Value ◽  
Mental Disabilities ◽  
Test Statistic ◽  
Mentally Disabled ◽  
Significant Difference ◽  
Class 1 ◽  
Fishbone Diagram ◽  
Post Test ◽  
Yogyakarta City

  This booklet is a small book (half quarto) and thin, no more than 30 pieces of back and forth that contains about writing and drawing. The term booklet comes from books and leaflets meaning that booklet media is combination of leaflets and books with small formats (sizes) such as leaflets, it’s just how presentation is much shorter than the book. Children with mental disabilities are individuals who experience obstacles or delays in mental development far below the average so that it has difficulty to learn, communicate, and socialize as well as self care, especially brushing teeth. Booklet that contains how to care for teeth, especially how to brush your teeth can be  a guidline for treating teeth in children with mental disabilities in SLB and availability is still very minimal even can be said none at all so that a teacher is still very wide open and still allow the media booklet to be developed. Availability of booklets in SLB Class 1 Yogyakarta City as a media as well as guide for mentally handicapped children to guide tooth care by brushing teeth. Research methods to achieve to goal of Quasi Experiments with fishbone diagram design. Pre-Post Test with control design. The population in this study are mentally disabled children in SLB Class 1 Yogyakarta City. Results from the examination were recorded in the OHIS format, than collected and analyzed using a T-Test statistic test. Using parametric statistic test Paired Sample T-Test there is a significant difference of  OHIS score after using booklet p value < 0,05 so it can be stated that booklet can influence in dental and mouth care (OHIS score) children with mental disabilities SLB Class 1 Yogyakarta City

scholarly journals Using videos to improve elementary students’ listening comprehension in foreign languages and informatics center of PPC II

2020 ◽  
Vol 8 (2) ◽  
pp. 23-33
Author(s):  
Duong Thuc Phuong
Keyword(s):  
Listening Comprehension ◽  
Foreign Languages ◽  
Control Group ◽  
Visual Elements ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Audio Recordings ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The current study aimed to examine the impact of using videos on students’ listening learning and their attitudes towards using videos in listening learning. The study was conducted with 71 participants in two groups in Foreign Languages and Informatics Center of PPC II (People’s Police College II). The first group of 35 students worked with 10 audio recordings, while the second group of 36 students worked with 10 videos in a 10-week treatment. The listening materials for both groups had the same scripts. Although there was no statistically significant difference in the pre-test between the two groups, the statistics of the post-test shows that the EG (experimental group) outperformed the CG (control group) in listening comprehension. Besides, the data from the questionnaire indicates that the participants had positive attitudes towards using videos in listening learning. These findings could be explained by visual elements of the teaching materials. Therefore, it was suggest to use videos in listening learning to promote students’ listening comprehension.

Sign in / Sign up

Export Citation Format

Share Document