scholarly journals Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning

2019 ◽  
Vol 24 (6) ◽  
pp. 765-784 ◽  
Author(s):  
Pengchong Zhang ◽  
Suzanne Graham
Keyword(s):  
Listening Comprehension ◽  
Teaching And Learning ◽  
Vocabulary Acquisition ◽  
Incidental Learning ◽  
Focus On Form ◽  
Contrastive Focus ◽  
Treatment Groups ◽  
Post Test ◽  
The Impact

This study explored the teaching and learning of vocabulary through listening among 137 senior high-school learners of English as a foreign language (EFL) in China. It compared different types of Lexical Focus-on-Form delivered to four treatment groups: post-listening vocabulary explanations in the L2; codeswitched explanations; explanations providing additional crosslinguistic information (Contrastive Focus-on-Form; CFoF); and no explanations (NE). It also investigated the impact of the intervention on learners’ listening comprehension. Learners completed aural vocabulary tests at pre-, post- and delayed post-test and listening assessments at pre- and post-test. For short- and long-term vocabulary acquisition, the three groups receiving explanations significantly outperformed the NE group. Gains for the CFoF group were significantly greater than for the L2 and Codeswitching groups, for both short-term and long-term learning. For listening comprehension, only the NE group made significant improvement from the pre-test to the post-test, as well as making significantly greater pre- to post-test improvement than the CFoF and the L2 groups did. The article concludes by discussing these findings in relation to theories of vocabulary acquisition and listening comprehension, as well as their pedagogical implications.

The Effect of Using Class PC and Interactive Boards on Students' Academic Achievement and Creative Thinking

2017 ◽  
Vol 7 (2) ◽  
pp. 1-23
Author(s):  
Mohamad M. Hileh ◽  
Abdel-Aziz Ahmad Sharabati ◽  
Tamara Yacoub Nasereddin ◽  
Suheir Mustafa Hussein
Keyword(s):  
Academic Achievement ◽  
Experimental Design ◽  
Primary Schools ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

The purpose of the article is to investigate the impact of teaching and learning methods on Jordanian students' performance in primary schools. This study is of quasi-experimental design. Three tools are used in this study: an interactive board, a class PC and traditional tools. The data was collected by questionnaires, and then regressions were used to test the hypothesis. The results indicate that for creativity thinking, the highest difference between pre and post-test is related to class PC followed by traditional learning and finally interactive boards. Moreover, results indicate that the three tools affect fluency, flexibility and originality, while they have no significant effect on elaboration. The results also indicate that for the academic achievement class the PC reported the highest mean, followed by interactive boards and finally by traditional tools. Furthermore, results show that using class the PC and interactive boards affect students' creative thinking as compared to traditional teaching.

Family Burden in Frailty Syndrome Care Givers: Impact of Psychoeducation

2020 ◽  
Vol 17 (7) ◽  
pp. 3032-3035
Author(s):  
Rihmaningtyas ◽  
Elida Ulfiana ◽  
Sylvia Dwi Wahyuni
Keyword(s):  
Caregiver Burden ◽  
Psychological Impact ◽  
The Elderly ◽  
Frailty Syndrome ◽  
Term Care ◽  
Care Givers ◽  
The Family ◽  
Post Test ◽  
The Impact

Elderly with frailty syndrome experience a disturbance on physical condition, psychology, social, and financial of the family caregivers. This is due to the long-term care. The nurture will be hampered if the burden is not well handled. This study aims to determine the effect of psychoeducation on families who provide care to the elderly with frailty syndrome. Useable design is a non-experimental one group pre post-test. The number of samples is 15 respondents who provide care to family members who have frailty syndrome. Psychoeducation is given five sessions in three meetings. Lastly, one extra meeting for re-measuring the caregiver burden after intervention. The results of pre-test level of caregiver burden before intervention was 20% severe and 80% moderate. After the intervention, the results changed into the 53.3% average and 46.7% mild. Statistical analysis showed p = 0.001 (significance p < 0.05) on the impact of caregiver burden and psychological impact as much as 53%, physical 27%, social 12% and economic 8%. Psychoeducation affects the level of caregiver burden on caregivers who nurture the elderly with frailty syndrome. The impact of caregiver burden is mostly on the psychological aspects.

scholarly journals Impact of the COVID-19 pandemic on teaching and learning in health professional education: a mixed methods study protocol

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Arunaz Kumar ◽  
Mahbub Sarkar ◽  
Elizabeth Davis ◽  
Julia Morphet ◽  
Stephen Maloney ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Online Education ◽  
Health Professional ◽  
Student Performance ◽  
Professional Education ◽  
Teaching And Learning ◽  
Biomedical Science ◽  
Health Professional Education ◽  
The Impact

Abstract Background Due to the complex nature of healthcare professionals’ roles and responsibilities, the education of this workforce is multifaceted and challenging. It relies on various sources of learning from teachers, peers, patients and may focus on Work Integrated Learning (WIL). The COVID-19 pandemic has impacted many of these learning opportunities especially those in large groups or involving in person interaction with peers and patients. Much of the curriculum has been adapted to an online format, the long-term consequence of which is yet to be recognized. The changed format is likely to impact learning pedagogy effecting both students and teachers. This requires a systematic approach to evaluation of online teaching and learning adaptation, in comparison to the previous format, where, in person education may have been the focus. Methods The proposed study is a broad based evaluation of health professional education in a major Australian University. The protocol describes a mixed methods convergent design to evaluate the impact of online education on students and teachers in health professional courses including Medicine, Nursing, Allied Health and Biomedical Science. A framework, developed at the university, using Contribution Analysis (CA), will guide the evaluation. Quantitative data relating to student performance, student evaluation of units, quantity of teaching activities and resource utilization will be collected and subjected to relevant statistical analysis. Data will be collected through surveys (500 students and 100 teachers), focus groups (10 groups of students) and interviews of students and teachers (50 students beyond graduation and 25 teachers, for long term follow up to 12 months). Application of CA will be used to answer the key research questions on the short term and long-term impact of online education on teaching and learning approaches. Discussion The protocol describes the study, which will be widely implemented over the various courses in Health Professional Education and Biomedical Science. It will evaluate how students and teachers engage with the online delivery of the curriculum, student performance, and resources used to implement these changes. It also aims to evaluate longitudinal outcome of student learning attributes and impact on graduate outcomes, which is poorly reported in educational literature.

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals Language Supportive Teaching and Textbooks (LSTT) for Bilingual Classrooms Mathematics Teaching and Learning in Tanzania

2017 ◽  
Vol 6 ◽  
Author(s):  
Francis William ◽  
Jesse Ndabakurane
Keyword(s):  
Test Performance ◽  
Teaching And Learning ◽  
English Language ◽  
Mathematical Concepts ◽  
Mathematics Textbook ◽  
Qualitative Approaches ◽  
Data Collection And Analysis ◽  
Post Test ◽  
User Friendly ◽  
The Impact

The aim of this study was to assess the impact on teaching and learning using the LSTT (Language Supportive Teaching and Textbooks) project’s bilingual Mathematics textbook chapters among Form One students in selected rural community secondary schools in Tanzania. LSTT project was introduced in Tanzania in 2013 to enhance language supportive teaching among the disadvantaged rural groups identified as less competent in foreign languages. The study employed both quantitative and qualitative approaches in data collection and analysis.  It employed a bilingual approach whereby Kiswahili was used as a resource in learning mathematical concepts in English language. Its major findings indicated that the students’ post-test performance in Mathematics was higher in Dodoma and Lindi Regions compared to their pre-test performance.  The study concluded that having been oriented through LSTT textbook, the students were likely to start doing the exercises in the textbook without the facilitator’s or researcher’s support. Evidently, most of the students gained confidence and interest in Mathematics, having used the user friendly LSTT material.

scholarly journals Effects of Mobile Assisted Language Learning on Developing Listening Skill to the Department of English Students in College of Education for Women at Al Iraqia University

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Abeer Hadi Salih
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
College Of Education ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tools ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Post Test ◽  
The Impact

Many studies have described the use of mobile assisted language learning in language teaching and learning; yet, the number of studies in listening skill remains unsatisfactory. Few researchers appear to have considered how to use mobile learning devices to support pedagogical approach to develop academic listening skills. Several studies in the past, required learners to read from mobile phones rather than listening to audios. There were attempts to use computer technology integration into instruction; however, few were in mobile technology. The interest in research related to the impact of mobile assisted language learning on developing students’ listening skills remains relatively low and consequently listening has been neglected. Thus, the current paper aims at exploring the effectiveness of mobile assisted language learning devices both as instructional tools and learning resources within and beyond classroom learning environments to develop language skills in particular listening sub-skills. The experimental design is pretest-experiment-post-test. To conduct the study two groups of experimental (30) and control (30) out of 60 second year students at Al Iraqia University/ college of education for women/ department of English were made. Both groups were taught the same material, but using different methods. The results of the post-test indicated that the use of mobile assisted language learning devices had impacts on developing experimental group’s listening skills and outperformed the control group.

NCOG-12. COGNITIVE FUNCTION (CF) & QUALITY OF LIFE (QOL) IN PATIENTS TREATED WITH PROCARBAZINE, CCNU, & VINCRISTINE (PCV) + RADIOTHERAPY (RT) VS. RT FOR ANAPLASTIC OLIGODENDROGLIOMA (AO) ON NRG RTOG TRIAL 9402

2021 ◽  
Vol 23 (Supplement_6) ◽  
pp. vi154-vi154
Author(s):  
Laura Donovan ◽  
Minhee Won ◽  
J Gregory Cairncross ◽  
Fabio Iwamoto ◽  
Jan Buckner ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Treatment Groups ◽  
Younger Age ◽  
Baseline Characteristics ◽  
The Impact ◽  
Over Time ◽  
Time Point

Abstract BACKGROUND PCV+RT substantially prolongs survival in AO patients, but long-term CF and QOL implications are unclear. We compared CF and QOL by treatment arm in RTOG 9402 participants and evaluated the impact that baseline characteristics had on CF, QOL, and survival. METHODS CF and QOL were evaluated using the Mini Mental State Exam (MMSE) and Brain-Quality of Life (B-QOL) scale at baseline and annually. Scores were analyzed between treatment arms at each time point for patients with ≥ 10 years of follow-up data. Shared parameter models evaluated MMSE and B-QOL scores and survival for all patients. RESULTS 42/148 (28.4%) participants in PCV+RT and 20/143 (14%) in RT alone arms survived ≥ 10 years. 35/42 and 39/42 (PCV+RT) and 18/20 and 17/20 (RT) participants completed baseline B-QOL and MMSE assessments, respectively. B-QOL scores did not differ between treatment groups at any time-point. Among 16 patients (10 PCV+RT, 6 RT) who completed year 10 MMSE evaluations, mean MMSE score at 10 years was higher in the RT arm (29.83 [95% CI 22.1, 30.0] vs. 26.50 [95% CI 29.4, 30.0], P= 0.04). Change in MMSE and B-QOL scores from baseline did not differ significantly between treatment groups at any time. In shared parameter models including all patients with baseline assessments, MMSE and B-QOL scores decreased over time (MMSE P= 0.0189, B-QOL P= 0.0005), but this did not differ by treatment group (MMSE P= 0.5727, B-QOL P= 0.3592). Younger age and higher KPS predicted better scores (MMSE P &lt; 0.0001, P = 0.0002; B-QOL P = 0.0043, P = 0.0007). PCV+RT predicted better survival in both models. CONCLUSIONS PCV+RT improves survival in AO. Shared parameter models show decrease in MMSE and B-QOL over time. However, relative to RT alone, the addition of PCV did not impact change in CF and QOL over time.

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 &lt; 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.

The effect of using videos in teaching and learning English present progressive tense

2020 ◽  
Vol 17 (2) ◽  
pp. 159-170
Author(s):  
Adil Mohammed Hamoud Qadha ◽  
Mohammed Ahmed Alward
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Content Type ◽  
Efl Learners ◽  
Post Test ◽  
The Impact ◽  
Present Progressive

Purpose Using videos in language learning has been investigated in the literature to enhance second language learning. The previous studies have explored the effect of videos on learning a foreign language, especially vocabulary learning. The purpose of this study is to investigate the effect of videos on learning present progressive tense in the perspective of semiotics. Design/methodology/approach A total of 30 Arab English foreign language (EFL) learners participated in the study and were assigned into two groups. The first group was taught present progressive tense with the help of videos (the semiotics group). The second group was taught the same content using a traditional way, i.e. without videos. Findings Results of the post-test indicated that participants in the semiotics group outscored the participants who did not learn through videos to learn present progressive tense. The study concluded that using videos is a useful tool to enhance learning present progressive tense. Originality/value To the authors’ knowledge, no study has been conducted to examine the effect of semiotics on learning L2 grammar, especially the present progressive tense. Therefore, this study explores the impact of using videos, as a form of semiotics, to help EFL learners learn present progressive tense.

Sign in / Sign up

Export Citation Format

Share Document