scholarly journals The Effect of NLP (Accelerated Learning) on Iranian EFL Learner’s Listening Comprehension

2017 ◽  
Vol 7 (11) ◽  
pp. 1139
Author(s):  
Chnour Khalandi ◽  
Rashideh Zoghi
Keyword(s):  
Learning Styles ◽  
Language Processing ◽  
Listening Comprehension ◽  
Sampling Procedure ◽  
Accelerated Learning ◽  
Control Group ◽  
Post Test ◽  
Programming Techniques ◽  
Group A ◽  
The Impact

the present study was an attempt to investigate the impact of Neuro-Linguistic Programming (NLP) strategies and specifically Accelerated Learning on Iranian EFL learner's listening comprehension and detailed listening. To fulfill the purpose of this study, a total number of 30 Iranian EFL learners studying as Cambridge ESOL KET students were selected through stratified sampling procedure. They were divided in two control and experimental groups with 10 and 20 learners in each group respectively. Each group took a VAK questionnaire, a pre –test and a treatment process of 12 sessions and a posttest. In the experimental group the teacher conducted a set of short videos and mixed methods based on Accelerated Learning as one of neuro linguistic programming techniques. In control group a set of limited short videos conducted. On the last session, the participants of both groups took a post- test to measure their achievement of listening comprehension and detailed listening. This research suggests that accelerated learning is much more dynamic and has a significant effect on listening comprehension, detailed listening and, different learning styles, which hypothesizes that all VAK learner's language processing follow one another in a strictly accelerated manner. Statistically, the effect of accelerated learning on visual, auditory and kinesthetic learner's listening comprehension is 87, 93 and 85 percent respectively.

The Impact of Virtual Laboratories on Academic Achievement and Learning Motivation in the Students of Sudanese Secondary School

1970 ◽  
Vol 4 (9) ◽  
pp. 20
Author(s):  
Dr. Esam Edris Kamtor Al Hassan
Keyword(s):  
Secondary School ◽  
Learning Motivation ◽  
Control Group ◽  
Virtual Laboratories ◽  
Post Test ◽  
Group A ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of virtual laboratories (VLabs) on academic achievement and Learning Motivation in the Students of Sudanese Secondary School in the subject of chemistry. The study followed a quasi-experimental method. The population consisted of second-grade students of Almutamaar school boys in Omdurman, the study sample was selected randomly totaling 54 students were divided randomly into two groups: 27 for experimental group and 27 for control group. The study used achievement pre & post tests, and Learning Motivation scale as tools for data collection. The result showed that  there  were statistically significant differences at the level (0.05) between the mean scores of students of the experimental group (a group is taught by VLabs) and control group (a group is taught by conventional method) in the post test in favor of the experimental group, and there were statistically significant differences at the level (0.05) between the mean scores of pre and post test for the students of the experimental group in favor of the post test, and there were statistically significant differences at the level (0.05) in the Learning Motivation scale between the experimental group( taught by VLabs) and control group (taught by conventional method)  for the favor of the experimental group too.

scholarly journals The Impact of Differentiated Instructional Media on the Motivation and Opinions of Students towards Science Learning in Terms of Learning Styles

2021 ◽  
Vol 9 (3) ◽  
pp. 16-25
Author(s):  
Serkan Demir
Keyword(s):  
Learning Styles ◽  
Teaching Practices ◽  
Science Learning ◽  
Structured Interview ◽  
Control Group ◽  
Test Model ◽  
Traditional Teaching ◽  
Post Test ◽  
The Impact ◽  
Differentiated Teaching

This study, it was aimed to determine the motivation of students to learn science according to learning styles and the effect of differentiated teaching practices on their opinions. A mixed research design consisting of a preliminary post test-tekrar test model with a control group and a qualitative data combination was used. The survey was conducted on 4th-grade students. 63 students, 30 in the experimental group and 33 in the control group, constituted the study group. The data were collected using the “Motivation Scale for Science Learning” and the “semi-structured interview form.” As a result of non-working findings, it is concluded that differentiated teaching practices according to learning styles are more effective for students’ motivation towards science learning than traditional teaching methods and that teaching-oriented student views support differentiated teaching practices.

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.

scholarly journals The Impact of Lexical Chunks Instruction in Developing Iraqi Students’ Writing Fluency

2019 ◽  
Vol 10 (5) ◽  
pp. 70
Author(s):  
Husam Mohammed Kareem Al-Khazaali
Keyword(s):  
Language Learning ◽  
Language Processing ◽  
Control Group ◽  
Writing Fluency ◽  
Essay Writing ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The aim of the present study is to examine experimentally the influence of using lexical chunks on the achievement of second-year-university students of English in the writing fluency. Lexical chunks, as the composites of form, meaning and function, stored and retrieved as a whole in brain, can release the language processing burden and improve the fluency and idiomaticity of language output. To accomplish this aim, the current study attempts to provide a reply for the following question: does drawing students’ attention to the lexical chunks frequently used in different positions help in better success in EFL descriptive essay writing lessons as contrasting to the presently applied method of teaching? Also two null hypotheses are planned. The first states that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the writing performance pretest. While the second one is that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the descriptive essay writing achievement posttest. The two groups pre-test post-test experimental design was adopted. After four weeks of instruction, the findings show that there is a significant difference between the experimental group and the control group in the post-test on the side of the experimental group. Accordingly, the main findings authenticated the first hypothesis of the study, but cancelled the second one. The control group gets the mean score 71.89 while the experimental group gets 76.53. This certainly implies that the use of lexical chunks as a language learning strategy gets better in students’ performance in writing fluency.

The effect of morphosyntactic training on multilingual fifth graders’ spelling in French

2018 ◽  
Vol 39 (6) ◽  
pp. 1319-1343 ◽  
Author(s):  
NATALIA BÎLICI ◽  
SONJA UGEN ◽  
MICHEL FAYOL ◽  
CONSTANZE WETH
Keyword(s):  
Primary School ◽  
Listening Comprehension ◽  
Fifth Graders ◽  
Intervention Group ◽  
Written Language ◽  
Control Group ◽  
Lexical Knowledge ◽  
Grammatical Categories ◽  
Post Test ◽  
Group A

ABSTRACTMany studies show that it is challenging to encode morphosyntactic information while writing. Spelling plurals is especially demanding in French as these are inaudible. Even by the end of primary school, monolingual French pupils still have difficulties marking plurals of some grammatical categories. We investigate (1) how multilingual pupils learning French as a second written language deal with silent plural markers and (2) the effects of a morphosyntactic training explicitly focussing on grammatical categories and their markers, as well as visualizing the plural agreement. 228 fifth graders were quasi-randomly assigned to an intervention (n = 137) and a control group (n = 91) based on the results of a spelling pre-test. The results of the pre-test show that multilingual learners have similar spelling patterns as French monolinguals. They pluralize nouns more accurately than verbs and perform lowest on adjectives. After the pre-test, both groups were trained over six sessions of 20 minutes. The control group participated in French listening comprehension activities. The post-test shows that the intervention group significantly improved in spelling plurals compared to the control group. A greater focus on morphosyntactic structures is highly effective especially in second language contexts where children might lack broad lexical knowledge.

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.

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.

scholarly journals Comparative effects of partial dictation and dictogloss on listening comprehension ability of EFL learners

2021 ◽  
Vol 11 (3) ◽  
pp. 160-173
Author(s):  
Milad Abdolmajid ◽  
Bahram Mowlaie ◽  
Ali Rahimi
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Vital Role ◽  
Control Group ◽  
Listening Skills ◽  
Efl Learners ◽  
Paired Sample ◽  
Comprehension Ability ◽  
Post Test ◽  
Group A

TEFL teachers and scholars acknowledge the unique characteristics of listening skills and the vital role it plays in language learning and communication. The present study seeks to empirically investigate if partial dictation versus dictogloss has any significant effect on listening comprehension of Iranian EFL learners. Participants include 60 male EFL learners who were selected via double sampling and after taking the listening pre-test were randomly assigned to two experimental groups (partial dictation versus dictogloss) and a control group. A thorough analysis of the data using paired sample t-test indicated that the partial dictation group slightly outperformed the dictogloss group in the listening post-test and both experimental groups significantly outperformed the control group. The results can have implications for learners, teachers and material developers.   Keywords: Dictogloss, listening comprehension, partial dictation, EFL learners, comprehension ability.    

scholarly journals THE EFFECT OF PARTIAL DICTATION AS INSTRUCTIONAL DEVICE ON STUDENTS' LISTENING COMPREHENSION AT SECOND SEMESTER STUDENTS OF UNIVERSITAS MUHAMMADIYAH KENDARI

2020 ◽  
Vol 5 (2) ◽  
pp. 143
Author(s):  
Jenny Samosir ◽  
Tambunan Tambunan ◽  
Ader Laepe
Keyword(s):  
Experimental Design ◽  
Listening Comprehension ◽  
Control Group ◽  
Test Experiment ◽  
Post Test ◽  
Group A ◽  
And Control ◽  
Academic Year ◽  
Basic Level ◽  
Experimental Group

This research reports the effect of Partial Dictation as instructional device on students’ listening comprehension at second semester students of Universitas Muhammadiyah Kendari academic year 2019/2020. It was then implemented in Basic - level listening class with 25 participants. Design of the research was quantitative which applied quasy experimental design. The samples were taken through purposive sampling consisted of 50 pArticipants. Two groups participated in this research, i,e one experimental group and control group. A diagnostic test on listening was administered to the both groups. Over 5 meetings, Control Group taught by non partial dictation exercises or conventionally while Experiment Group received Partial Dictation exercises. A post-test was given to the both groups after 5 meetings. In addition to the post-test, Experiment Group worked out with 5-Likert Scale adopted questionnaires to assess their motivation toward Partial Dictation as supporting data. The results of Independent t-test showed the level of significant is .000, p < 0.05. Furthermore, it explained that Ha was accepted, so that it can be concluded that teaching listening comprehension through Partial Dictation as instructional device has significant effect than teaching listening comprehension by non partial dictation. Meanwhile, motivation questionnaires revealed that 62 % of the participants were in moderate category to learn through partial dictation technique in facilitating their listening.Keywords:Listening Comprehension, partial dictation, listening motivation

The Impact of Feedback Provision by Grammarly Software and Teachers on Learning Passive Structures by Iranian EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1884 ◽  
Author(s):  
Abolfazl Qassemzadeh ◽  
Hassan Soleimani
Keyword(s):  
Language Teachers ◽  
Control Group ◽  
Computer Assisted ◽  
Efl Learners ◽  
Post Test ◽  
Long Time ◽  
Group A ◽  
Convenience Sampling ◽  
And Control ◽  
The Impact

A major concern in today's world of pedagogy in general and language teaching, in particular, is the application of computer-assisted learning to improve students' achievement. There has been a long time that in the classroom setting only the teacher's feedback in a traditional way has been used in teaching. Due to the fact that this kind of notion can be traced back to a traditional attitude toward feedback, we looked for a new alternative in order to bring some innovation in an educational environment, namely Grammarly Software feedback provision. Therefore, the aim of the present study was to explore the impact of feedback provision by Grammarly Software and teachers on learning passive structures by EFL learners. Through convenience sampling, 70 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. A grammar pre-test, a post-test, and a delayed post-test were administrated to the participants in six sessions. The results of the data gathered from pre-test and post-test reveal that the effect of teacher on learning passive structure, in pre-test and post-test, were more than the effect of Grammarly Software on learning passive structure of the learners, and the effect of Grammarly Software on learning passive structure in delayed post-test scores was more than the effect of teacher on learning passive structure of learners. The results might have implications for language teachers, learners, and materials developers.

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