Fluency development in an EFL setting: A one-semester study

2021 ◽  
pp. 136216882110585
Author(s):  
Timothy Doe
Keyword(s):  
Language Learning ◽  
Longitudinal Research ◽  
Oral Proficiency ◽  
Developmental Patterns ◽  
Japanese University ◽  
Grammatical Accuracy ◽  
Similar Content ◽  
The Mean ◽  
Human Ear ◽  
Expert Ratings

Language learning activities involving time-pressured repetition of similar content have been shown to facilitate improvements in fluency. However, concerns have been voiced about whether these gains might be offset by reduced levels of grammatical accuracy. This descriptive study tracked the oral proficiency of 32 Japanese university students enrolled in English as a foreign language (EFL) classes over one academic semester during which they regularly completed 3/2/1 fluency development activities. Measures of complexity, accuracy, and fluency (CAF) were analysed to investigate whether any developmental patterns could be identified. The results indicated that over the semester, the students made small, but significant gains in two fluency measures, the mean length of pause and the phonation/time ratio. Despite the relatively small size of the gains, expert ratings of perceived fluency suggested that these fluency improvements were detectable to the human ear. Furthermore, a significant relationship emerged between three of the four CAF measures over the semester. These results suggest that the activities moderately impacted students’ speaking fluency without negatively affecting accuracy or complexity levels; however, further longitudinal research is needed to determine which factors might influence this development, as class performance measures did not account for any of the variation detected.

THE USE OF COMMUNITY LANGUAGE LEARNINGMETHOD TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko Widoyo Putro ◽  
Berlin Sibarani
Keyword(s):  
Language Learning ◽  
Secondary Data ◽  
Primary Data ◽  
Second Grade ◽  
Learning Method ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Method Improvement ◽  
Community Language

This study is aimed at improving the second grade of students’ speakingachievement by using Community Language Learning (CLL) Method. Theresearch was conducted by applying classroom action research. The subject of this study was second grade of Private Senior High School (Sekolah Menengah Atas Swasta) of Dwi Tunggal Tanjung Morawa which consisted of 31 students. To collect the data, the instruments used were primary data (SpeakingTest) and secondary data (interview sheet, observation sheet, field notes). It can be seen from the score in test I, test II and test III. In the Test I, the mean of the students’score was (64.77), in the Test II was (71.35), and the mean of the students’ score of the Test III was (80.90). Based on the interview, and observation sheet, it shows that the expression and excitement of the students got improved as well. It was found that teaching of speaking by using Community Language Learningcould significantly improve students’ speaking achievement.Key Words: Community Language Learning, Method, Improvement, Speaking Achievement

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

scholarly journals Effects of Language Learning Strategies and Learners’ Motivation on Students’ Learning Achievement

2015 ◽  
Vol 3 (2) ◽  
pp. 132 ◽  
Author(s):  
Hao-Yuan Cheng ◽  
Nai-Ying Chang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Course Performance ◽  
Test Analysis ◽  
New Information ◽  
Significant Difference ◽  
Group A ◽  
The Mean ◽  
The Relationship

<p>This study investigated whether learning strategies had made any impact on learners’ achievement and explored whether learning motivation was correlated with learning strategies. The participants of this study were the students from the EFL (English as a Foreign Language) intermediate level course at a college in Taiwan. The students were given a pretest and a posttest. The mean scores of these tests were compared with a SILL survey (Strategies Inventory for Language Learning) at the end of the investigation. The participants’ course performance was compared with their use of learning strategies. The assumption of the relationship between learning strategies and motivation is that motivated learners have a greater desire to seek out solutions or support from others and employ more strategies to process the new information. The results of this investigation revealed that only the memory strategies had a significant difference in the posttest of Group A on the independent sample t-test analysis.</p>

A Constructivist Approach to Game-Based Language Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 19-40 ◽  
Author(s):  
James York ◽  
Jonathan William deHaan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Qualitative Data ◽  
Experimental Methodology ◽  
Constructivist Approach ◽  
Action Research Project ◽  
Communicative Skills ◽  
Japanese University ◽  
Board Games ◽  
Second Year

This article provides information on an action research project in a low-level EFL setting in Japan. The project aims were to 1) foster spoken communication skills and 2) help students engage with their own learning. The project investigated the applicability of board games as a mediating tool for authentic communication as part of a wider TBLT approach to language development. Quantitative and qualitative data was collected from 115 first and second year Japanese university students via a questionnaire at the end of a seven-week course using the experimental methodology. Responses to the questionnaire indicated that the framework was perceived to be valuable in both fostering communicative skills and improving student engagement. Methodological improvements were also suggested. Implications applicable to teachers working in similar contexts are discussed, as well as possible improvements for future implementations.

scholarly journals Selection on wing allometry in Drosophila melanogaster.

Genetics ◽  
1990 ◽  
Vol 126 (4) ◽  
pp. 975-989 ◽  
Author(s):  
K E Weber
Keyword(s):  
Drosophila Melanogaster ◽  
Additive Genetic Variance ◽  
Bivariate Distribution ◽  
Local Optimum ◽  
Phenotypic Variance ◽  
Isofemale Lines ◽  
Developmental Patterns ◽  
Environmental Regimes ◽  
The Mean ◽  
Lateral Offset

Abstract Five bivariate distributions of wing dimensions of Drosophila melanogaster were measured, in flies 1) subjected to four defined environmental regimes during development, 2) taken directly from nature in seven U.S. states, 3) selected in ten populations for change in wing form, and 4) sampled from 21 long inbred wild-type lines. Environmental stresses during development altered both wing size and the ratios of wing dimensions, but regardless of treatment all wing dimensions fell near a common allometric baseline in each bivariate distribution. The wings of wild-caught flies from seven widely separated localities, and of their laboratory-reared offspring, also fell along the same baselines. However, when flies were selected divergently for lateral offset from these developmental baselines, response to selection was rapid in every case. The mean divergence in offset between oppositely selected lines was 14.68 SD of the base population offset, after only 15 generations of selection at 20%. Measurements of 21 isofemale lines, founded from wild-caught flies and maintained in small populations for at least 22 years, showed large reductions in phenotypic variance of offsets within lines, but a large increase in the variance among lines. The variance of means of isofemale lines within collection localities was ten times the variance of means among localities of newly established wild lines. These observations show that much additive genetic variance exists for individual dimensions within the wing, such that bivariate developmental patterns can be changed in any direction by selection or by drift. The relative invariance of the allometric baselines of wing morphology in nature is most easily explained as the result of continuous natural selection around a local optimum of functional design.

scholarly journals Investigating elementary school pupils’ proficiency in mastering English vocabulary

2014 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Diana Achmad
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Language Learning ◽  
Writing Skills ◽  
Early Age ◽  
Vocabulary Test ◽  
Reading And Writing ◽  
Local Content ◽  
The Mean ◽  
Banda Aceh

English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x) of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.

scholarly journals Student Presentations Upgrades Through Use of Language Learning Strategies

2017 ◽  
Vol 2 (2) ◽  
pp. 238
Author(s):  
Iis Lisnawati ◽  
Yuyun Yuniawati ◽  
Titin Kusmini
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Experimental Testing ◽  
Department Of Education ◽  
Learning Objectives ◽  
Language Learning Strategies ◽  
Learning Stage ◽  
Significant Difference ◽  
The Mean ◽  
Good Learning

This research is experimental testing of Language Learning Strategies to improve student presentation at the Indonesian Department of Education, University of Siliwangi Tasikmalaya. Learning stage presentations using Language Learning Strategies are as follows. (1) preparation, (2) presentation, (3) practice, (4) evaluation, (5) expansion activities. In each stage been LLS is eclectic in accordance with the needs of learning, good learning objectives, material characteristics, and the characteristics of the students. There is a significant difference between the mean score of the pretest to posttest mean score in the experimental class and there is a significant difference between the mean score of posttest in the experimental class with a mean score of posttest in control classes. This proves that effective language learning strategies to improve student presentation.

scholarly journals Implementing online discussion forums based on principled approaches

2020 ◽  
pp. 347-352
Author(s):  
Heather Woodward ◽  
Andrew Warrick
Keyword(s):  
Language Learning ◽  
Chat Room ◽  
Discussion Forums ◽  
Online Classroom ◽  
Japanese University ◽  
Teaching Context ◽  
Mobile Assisted Language Learning ◽  
Online Discussion Forums ◽  
University Life ◽  
L2 Development

For three months, Japanese university learners (N=40) utilized the YoTeach! application by Pedagogic and Active Learning Mobile Solutions (PALMS) Project, PolyU as a part of their English discussion class. Researchers re-purposed the application, which originally was designed to be an online classroom backchannel, as an asynchronous, pre-task activity so that learners could exchange ideas about homework topics (e.g. university life, foreign customs) for their discussion. Researchers chose a backchannel chat room rather than a discussion forum to accommodate the learners’ spoken interactions rather than formal discussion. To foster interactions, researchers implemented the YoTeach! application based on principles in the field of second language (L2) development and Mobile-Assisted Language Learning (MALL) from Doughty and Long (2003) and Stockwell and Hubbard (2013). Using learners’ and researchers’ reflection journals, we consider ways we can connect and adapt the principles to our teaching context.

scholarly journals Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University

2018 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Graham G. Robson ◽  
Darrell J. Hardy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Speakers ◽  
Self Determination Theory ◽  
Self Determination ◽  
Target Language ◽  
Learner Motivation ◽  
Japanese University ◽  
Self Study

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.

Enhancing Grammatical Accuracy and Linguistic Fluency

2014 ◽  
pp. 23-42 ◽  
Author(s):  
Helen Zhao
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Classroom Practice ◽  
Computer Assisted ◽  
New Paradigm ◽  
Web Based ◽  
Robust Learning ◽  
Grammatical Accuracy ◽  
Linguistic Fluency ◽  
Article Usage

This chapter introduces a new paradigm of Web-based language learning, experimental Computer-Assisted Language Learning (eCALL) and its application in ESL and EFL grammar instruction. eCALL methods provide online training that complements classroom practice, while integrating second language acquisition theories and models. The authors introduce an eCALL tutor that teaches the correct use of the English article system. The authors examined the effectiveness of the tutor in an experimental study with 78 Chinese intermediate-advanced EFL learners. The tutor incorporated Bayesian knowledge tracing and provided individualized and adaptive training of English article usage. Learners' performance was measured by accuracy and response time. The results show that the tutor led to significant learning gains after three hours of tutor training, with gains retained two weeks later. The robust learning effects were documented by a significant improvement in accuracy and fluency of using the article.

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