scholarly journals Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

2021 ◽  
Vol 7 (3) ◽  
pp. 104-118
Author(s):  
Meihua Liu
Keyword(s):  
Situated Learning ◽  
Teaching And Learning ◽  
Control Group ◽  
Speaking Anxiety ◽  
Postgraduate Students ◽  
English Speaking ◽  
Speaking Performance ◽  
Oral Presentations ◽  
Experimental Group ◽  
Ted Talks

This research study explored the changes in and effects of TED talks on Chinese postgraduate students’ English speaking performance and speaking anxiety over a period of 10 weeks. In this research, TED talks were used as a learning mode to provide a quasi-realistic sociocultural context for speaking English. 166 students from the experimental group using TED talks and 156 in the conventional mode participated in the quasi-experiment. They made eight-minute oral presentations and answered the 12-item English Speaking Anxiety Scale prior to and after the experiment. Analyses of the data revealed three major findings: 1) both the experimental and control groups did significantly better in English speaking performance and became significantly less anxious about speaking English over the 10-week period, 2) the experimental group did significantly better in move structure and were significantly less anxious about speaking English than the control group at the end of the 10-week period, and 3) the learning modes had a significant effect on students’ move structures of oral presentations but had no effect on their oral presentation performance and English speaking anxiety. These findings support the benefit of supplementing EFL (English as a foreign language) teaching and learning with TED talks and other similar virtual situated learning. Thus, the present study not only contributes to the current literature, which is short of studies on the effects of technology on SL/FL teaching and learning and the dynamic characteristic of the emotions associated with SL/FL learning, but also suggests that virtual situated learning like TED talks should be incorporated into SL/FL teaching and learning.

scholarly journals A Sage on a Stage, to Express and Impress: TED Talks for Improving Oral Presentation Skills, Vocabulary Retention and Its Impact on Reducing Speaking Anxiety in ESP Settings

2019 ◽  
Vol 12 (6) ◽  
pp. 146
Author(s):  
Ashraf Atta M. S. Salem
Keyword(s):  
Oral Presentation ◽  
Anxiety Level ◽  
Control Group ◽  
Business Majors ◽  
Business English ◽  
Vocabulary Retention ◽  
Speaking Anxiety ◽  
The Impact ◽  
Experimental Group ◽  
Ted Talks

This study explores the impact of using TED Talks on improving oral presentation skills of Business English students and vocabulary uptake/retention. It also assesses the impact of improving such hard cognitive skills on increasing Business majors’ speaking anxiety level. Sequential explanatory mixed method was used, which includes both quantitative and qualitative data collection and analyses. Business students’ oral presentation skills were assessed through Oral Presentation Skills Sheet (OPSS), vocabulary retention was assessed through Vocabulary Uptake/Retention Test (VURT), and speaking anxiety level was assessed through Personal Report of Public Speaking Anxiety (PRPSA) (Mörtberg, Jansson-Fröjmark, Pettersson, & Hennlid-Oredsson, 2018). Participants in the study consist 49 students, who were divided into two groups; experimental group consisting of 24 students, and control group that includes 25 Business English majors. Findings of the study revealed that oral presentation skills and vocabulary uptake/retention levels were improved due to the use of TED talks as an ICT tool. Also, it was revealed that Business majors in the experimental group are more enthusiastic, energetic and motivated to give killer presentations as they became more confident and free of anxiety and tension.

scholarly journals The Effects of Peer-Video Recording on Students’ Speaking Performance

2019 ◽  
Vol 9 (4) ◽  
pp. 178
Author(s):  
Pham Vu Phi Ho ◽  
Nguyen Thi Thanh Hong
Keyword(s):  
College Students ◽  
Teaching And Learning ◽  
Video Recording ◽  
Control Group ◽  
Interactive Communication ◽  
Positive Attitudes ◽  
Speaking Performance ◽  
Experimental Group ◽  
Vocabulary Score

The purpose of the current study is to investigate whether peer video recording helps non-English majored college students enhance their speaking performance. Eighty students were selected and assigned to two groups: an experimental group and a control group. Peer video recording was presented to experimental students while no training was given to students in the control group in the same task-based approach. The data, collected based on a pre-posttest design, were analyzed to find out whether or not there were differences between two groups in terms of fluency, grammar, vocabulary, pronunciation and interactive communication. A questionnaire-based survey was also implemented to explore students’ attitudes on the treatment—peer video recording task-based approach. The study’s results revealed that students in the group treated with peer video recording task-based approach significantly outperformed those in the control group in terms of fluency, grammar, pronunciation and interactive communication while students’ vocabulary score remained after the treatment. In addition, the data obtained from the questionnaire indicated the experimental students had positive attitudes towards the peer video task-based approach. The results from the study provide grounds for some suggestions and recommendations for the teachers, the students as well as the teaching and learning speaking in Vietnam.

scholarly journals THE EFFECTIVENESS OF TEACHING SPEAKING BY USING WHATSAPPS OF TENTH GRADE STUDENTS AT MAN 4 KEDIRI

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Estika Sari
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
T Test ◽  
Control Group ◽  
Research Approach ◽  
Tenth Grade ◽  
English Speaking ◽  
Written Test ◽  
And Control ◽  
Experimental Group

The aim of the research was to analyze whether Whatshapp Messenger (WA) was effective to be used in teaching speaking descriptive at the tenth grade of MAN 4 Kediri. This research was quantitative research approach, whereas the research design used was posttest-only control-design. This research used two classes which became experimental group (MIA 3) and control group (MIA 4). In experimental group was taught by using Whatshapp Messenger, whereas control group was taught without Whatshapp Messenger. The instruments used in the research was written test. The procedure lasted 3 meetings and 1 meeting to do test. The result of t-test showed that: the mean score of experimental group (M = 81.15) was higher than control group (M = 70.29), and independent-samples t-test which values of the sig. 2-tailed was 0% or 0.000 and 0.000 < 0,05. Thus, it could be concluded that Whatshapp Messenger was effective in teaching and learning of English speaking descriptive text. This result suggests that the speaking aspects which the students significantly outperformed were (1) Pronunciation  (2) Vocabulary (3) Grammatical (4) Fluency (5) Comprehension and (6) Expression.

scholarly journals THE USE OF INDONESIA TRADITIONAL GAME TO UPGRADE PUPILS SPEAKING SKILLS AND LESSEN PUPILS SPEAKING ANXIETY

Sirok Bastra ◽  
2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Nukmatus Syahria
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Control Group ◽  
Group Presentation ◽  
Speaking Anxiety ◽  
Research Findings ◽  
Upper Level ◽  
Traditional Game ◽  
Experimental Group ◽  
Speaking Skills

This article examine the effectiveness of Indonesia traditional game, engklek, to upgrade the pupils speaking skills and to minimize the pupils speaking anxiety. The study found that games have several of disadvantages. One of the game are not appropriate to be applied in the upper level (adult) because some of them consider that games are bothering. Other study claims that games give several kinds of advantages in the teaching and learning activities and it is suitable to be applied for any level of age. The clashing research findings from both studies lead the researcher’s curiosity to investigate the effectiveness of Indonesia traditional game to boost university pupils speaking skills. The designs adopt in this study are experimental design and descriptive design. The results showed that the treatment given to the experimental group (engklek game) is able to give an impact to increase the score of pupils speaking skills that is higher than the control group (presentation technique). The majority of the pupils agree that engklek game is effective to upgrade the pupils speaking fluency, lessen the pupils anxiety, and boost the pupils motivation, cognitive and social skills.Penelitian ini menguji keefektifan permainan tradisional Indonesia, engklek, untuk meningkatkan keterampilan berbicara siswa dan mengurangi kecemasan berbicara siswa. Salah satu penelitian menemukan bahwa permainan memiliki beberapa kekurangan, salah satunya yaitu permainan tidak seharusnya diterapkan di level atas (dewasa) karena beberapa di antaranya menganggap hal tersebut tersebut mengganggu dan merepotkan. Dalam penelitian lain, dinyatakan bahwa permainan menawarkan beberapa macam keunggulan dalam kegiatan belajar mengajar dan cocok untuk diterapkan di segala tingkatan usia. Temuan penelitian yang saling bertabrakan dari kedua studi tersebut mendorong rasa keingintahuan peneliti untuk menyelidiki keefektifan permainan tradisional Indonesia dalam meningkatkan kemampuan berbicara para mahasiswa. Penelitian ini mengadopsi desain eksperimental dan desain deskriptif. Hasil penelitian menunjukkan bahwa perlakuan yang diberikan kepada kelompok eksperimen (engklek) mampu memberikan dampak peningkatan pada skor speaking siswa yang lebih tinggi dibandingkan kelompok kontrol (teknik presentasi). Mayoritas siswa setuju bahwa permainan engklek efektif untuk meningkatkan kefasihan berbicara siswa, mengurangi kecemasan siswa, dan meningkatkan motivasi, keterampilan kognitif, dan sosial siswa.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Hermawan Gatot Priyadi ◽  
◽  
Yumiati Yumiati
Keyword(s):  
Experimental Research ◽  
Teaching And Learning ◽  
Learning Model ◽  
Mathematical Representation ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Experimental Group

This study aimed to determine the effect of the implementation of the Contextual Teaching and Learning (CTL) model with the outdoor approach towards students’ ability in mathematical representation. It was quasi-experimental research consisting of two experimental classes and one control group. It used a pretest-posttest control group design. The population of this study was the students of SUPM Tegal. Sampling was conducted using cluster random consisting of three classes. The first experimental group was carried out by implementing the learning model of CTL with the outdoor approach. The second experimental group was carried out by implementing a learning model of CTL, while the control group was conducted by implementing a conventional learning model. The research instrument was a 7-point mathematical representation test in the form of an essay. The results of the research were 1) the learning model of CTL with an outdoor approach affected the improvement and achievement of the students’ ability in mathematical representation and was higher than CTL and a conventional learning; 2) the improvement of the students’ ability of representation in the groups of CTL with outdoor approach, CTL, and conventional learning respectively was in high, medium, and low category.

scholarly journals Improving Students' Reading Comprehension of Report Text with KWL Strategy

2019 ◽  
Vol 8 (1) ◽  
pp. 25-36
Author(s):  
Nudiya Afiya Farha ◽  
Rohani Rohani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Control Group ◽  
Eleventh Graders ◽  
Post Test ◽  
Sample Test ◽  
Quasi Experimental ◽  
Significant Achievement ◽  
Experimental Group ◽  
Report Text

ABSTRACT This research was carried out to know the effectiveness of implementing KWL strategy to improve students’ reading comprehension of report text and to know whether there is a significant achievement difference between students who were taught with KWL strategy and those who were not. The instrument used was a multiple choice reading comprehension test. Seventy two eleventh graders of SMA Negeri 1 Bae Kudus were selected as the sample. They were divided equally into experimental and control group. The data collection involved pre-test, treatments, and post-test. The result of the implementation of KWL strategy in the experimental group improved the students’ participation, motivation, and interest during teaching and learning process. In addition, the results of pre-test and post-test showed that mean score of the experimental group had a higher increase from 74.58 to 90.97 than the control group (from 72.77 to 87.77). However, the Independent Sample Test showed there was no significant achievement difference between the students who were taught with KWL strategy and those who were not. (1.80) was higher than.  Keywords: Quasi-experimental; KWL strategy; reading comprehension; report text

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals Improving Reading Comprehension Using Contextual Teaching and Learning (CTL)

2016 ◽  
Vol 3 (2) ◽  
pp. 174
Author(s):  
Yudha Aprizani
Keyword(s):  
Reading Comprehension ◽  
Direct Instruction ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Experimental Group ◽  
Instruction Approach

This study aimed to find out whether teaching-learning reading comprehension using Contextual Teaching and Learning (CTL) would get better results than using Direct Instruction approach. The research used a quantitative method. The population of the research was students from the Islamic University of Kalimantan Muhammad Arsyad Al-Banjari. The researcher used cluster random sampling to select two sample groups, the control group and the experimental group. The control group with 25 students was the class that continued to use the Direct Instruction approach. The experimental group, with 20 students, was the class tested using the CTL approach. The test was a written test with five multiple choice questions plus an essay test. The test was used to obtain the data. The students’ scores were the data for the study of reading comprehension comparing CTL and Direct Instruction. Based on the results of the study, the researcher found that CTL was more effective than Direct Instruction because the null hypothesis was rejected and the alternative hypothesis was accepted so that CTL was found to be better for teaching reading skills. CTL encourages materials that are related to the students’ surrounding so that it helps them use English related to their daily activities.

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