scholarly journals Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Tao Pei ◽  
Jitpanat Suwanthep
Keyword(s):  
Listening Comprehension ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Metacognitive Development ◽  
Chinese University ◽  
L2 Learners ◽  
Experimental Group ◽  
The Web

The present study examined the effects of web-based metacognitive listening practice on L2 learners’ listening comprehension over 14 weeks. Participants (N  = 67) came from two intact classes of intermediate EFL university learners in China. The experimental group was involved in the web-based metacognitive listening practice built on the metacognitive listening principles. The control group undertook a traditional web-based listening practice with the same listening materials texts, yet without training on their metacognitive awareness. TOEFL tests and MALQ were used to track the development of listening achievements and metacognitive awareness. ANCOVA was employed to detect the differences between the two groups regarding listening achievements and metacognitive development. The results show that the experimental group made significantly greater gains than the control group in listening achievements. However, the development of metacognition remained inconclusive. The study concludes that metacognitive listening practice under web-based environment could outperform the traditional web-based listening practice in improving listening achievements among Chinese intermediate EFL learners. Besides, some recommendations for further study are discussed.

Teaching Collocations through Web-Based Concordancing

2017 ◽  
pp. 142-156
Author(s):  
Aysel Şahin Kızıl ◽  
Abdurrahman Kilimci
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Final Performance ◽  
Post Test ◽  
Instructional Settings ◽  
The Impact ◽  
Experimental Group ◽  
The Web

With the advent of language corpora and concordancing activities, teaching collocations knowledge of which is considered significant for appropriate and fluent language use has gained new dimensions within the context of technology enhanced language learning. The present study investigates the impact of web-based concordancing activities on EFL learners' achievement and retention of verb-noun collocations compared to paper based-activities. A total of 62 EFL learners participated in the study by taking a pre-test and an immediate and a delayed post-test. Results indicated that learners in experimental group outperformed the control group making significant improvement in their knowledge of verb-noun collocation immediately after the web-based practice. Although both groups regressed later, final performance of the experimental group was still better than that of control group. This study, therefore, suggests that EFL practitioners craving for creating variations in their instructional settings employ web-based concordancing activities to raise collocational competence of learners.

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2011 ◽  
pp. 379-393
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy and scaffolding theory to design a webbased, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

scholarly journals Effectiveness of a Web-Based Intervention to Support Medication Adherence Among People Living With HIV: Web-Based Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
José Côté ◽  
Geneviève Rouleau ◽  
Maria Pilar Ramirez-Garcia ◽  
Patricia Auger ◽  
Réjean Thomas ◽  
...  
Keyword(s):  
Social Support ◽  
Controlled Trial ◽  
Control Group ◽  
People Living With Hiv ◽  
Art Adherence ◽  
Web Based ◽  
Randomized Controlled ◽  
Living With Hiv ◽  
Experimental Group ◽  
The Web

BACKGROUND Taking antiretroviral therapy (ART) is part of the daily life of people living with HIV. Different electronic health (eHealth) initiatives adjunctive to usual care have been proposed to support optimal medication adherence. A web-based intervention called HIV Treatment, Virtual Nursing Assistance, and Education or VIH-TAVIE (from its French version Virus de l’immunodéficience humaine-Traitement assistance virtuelle infirmière et enseignement) was developed to empower people living with HIV to manage their ART and symptoms optimally. OBJECTIVE We aimed to evaluate the effectiveness of VIH-TAVIE in a web-based randomized controlled trial (RCT). METHODS This RCT was entirely web-based, including recruitment, consent granting, questionnaire completion, and intervention exposure (consultation with VIH-TAVIE [experimental group] or websites [control group]). To be eligible for the study, people living with HIV had to be 18 years or older, be on ART for at least 6 months, have internet access, and have internet literacy. Participants were randomly assigned to either the experimental group (n=45) or control group (n=43). The primary outcome was ART adherence. The secondary outcomes included self-efficacy regarding medication intake, symptom-related discomfort, skills and strategies, and social support. All outcomes were measured with a self-administered web-based questionnaire at the following three time points: baseline and 3 and 6 months later. A generalized linear mixed model was built to assess the evolution of ART adherence over time in both groups. RESULTS The sample included 88 participants, and of these, 73 (83%) were men. The median age of the participants was 42 years. Participants had been diagnosed with HIV a median of 7 years earlier (IQR 3-17) and had been on ART for a median of 5 years (IQR 2-12). The proportion of treatment-adherent participants at baseline was high in both groups (34/41, 83% in the experimental group and 30/39, 77% in the control group). Participants also reported high treatment adherence, high self-efficacy, and high skills; perceived good social support; and experienced low discomfort from symptoms. Analyses revealed no intergroup difference regarding ART adherence (OR 1.9, 95% CI 0.6-6.4). CONCLUSIONS This study highlights the challenges and lessons learned from conducting an entirely web-based RCT among people living with HIV. The challenges were related to the engagement of people living with HIV on the following three levels: starting the web-based study (recruitment), completing the web-based intervention (engagement), and continuing the study (retention). The results contribute to the existing body of knowledge regarding how to conduct web-based evaluation studies of eHealth interventions aimed at developing and strengthening personal skills and abilities. CLINICALTRIAL ClinicalTrials.gov NCT01510340; https://clinicaltrials.gov/ct2/show/NCT01510340

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2011 ◽  
pp. 1-15
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy and scaffolding theory to design a web-based, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?

2015 ◽  
Vol 5 (1) ◽  
pp. 101 ◽  
Author(s):  
Rahman Sahragrard ◽  
Ali Kushki ◽  
M. Miri ◽  
Farzad Mahmooudi
Keyword(s):  
University Students ◽  
Repeated Exposure ◽  
Metacognitive Awareness ◽  
The Other ◽  
Control Group ◽  
Efl Learners ◽  
Other Hand ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The present study aimed at exploring the influence of a repeated exposure to the Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness. Participants of the study were forty intermediate university students who were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions (seven sessions in total) across a semester. The control group, on the other hand, completed it in the first and last sessions of the course as pre-test and post-test, respectively. Results of the study showed that the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the study revealed that less-skilled participants of the experimental groups benefited from the treatment more in comparison to their more-skilled counterparts in the experimental group. Keywords: MALQ, metacognitive instruction, metacognitive awareness

Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction

ReCALL ◽  
2017 ◽  
Vol 30 (1) ◽  
pp. 131-152 ◽  
Author(s):  
Hossein Bozorgian ◽  
Ebrahim Fakhri Alamdari
Keyword(s):  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Advanced Learners ◽  
Metacognitive Instruction ◽  
Listening Tests ◽  
Structured Intervention ◽  
Dialogic Interaction ◽  
Experimental Group

AbstractThis study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners’ multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N=180) male and female Iranian advanced learners ranging from 16 to 24 years of age in three groups. The first two groups were experimental (n=60), trained through a structured intervention program focusing on metacognitive instruction through dialogic interaction (MIDI) and metacognitive instruction (MI) for 10 sessions. The learners in the experimental group were involved in 60 minutes of practice twice a week. The third group was a control group (n=60), trained through regular classroom listening activities without receiving the structured intervention program. Multimedia listening tests and the Metacognitive Awareness Listening Questionnaire (MALQ) were used to track the advanced learners’ multimedia listening comprehension and metacognitive awareness. The results showed that metacognitive instruction through dialogic interaction did improve both the advanced learners’ multimedia listening comprehension and their metacognitive awareness in listening.

scholarly journals THE EFFECTS OF TYPES OF ORAL TEXTS’ GENRES ON THE IRANIAN EFL LEARNERS’ LISTENING COMPREHENSION

2017 ◽  
Vol 6 (1) ◽  
pp. 97-106
Author(s):  
Khalil Motalebzadeh ◽  
Abdolghafour Bejarzehi ◽  
Hossein Sheikhzadeh
Keyword(s):  
Listening Comprehension ◽  
Sampling Procedure ◽  
Placement Test ◽  
Control Group ◽  
Ordinary People ◽  
Male And Female ◽  
Homogeneous Groups ◽  
Efl Learners ◽  
Efl Students ◽  
Experimental Group

This study aims at investigating the effects of types of oral texts’ genres on listening comprehension of Iranian EFL learners. The participants of the study were 65 male and female EFL students which all of them from Issar institute in Nikshahr and Chabahar. In order to have homogeneous groups and real-intermediate level students, the first part of the Oxford Placement Test (OPT) containing 40 questions was performed. After the sampling procedure, the pretest was performed and then students were randomly assigned to two groups of control and experimental. The experimental group received a course encompassing the instruction of generic features including news with two genres, political and economic, for twenty sessions of instruction. The subjects in the control group listened to some pieces of news (without any specific generic features, mostly reports with ordinary people about routines). The results showed the experimental group had a better performance on the listening comprehension posttest.

scholarly journals Does multimedia support individual differences? – EFL learners’ listening comprehension and cognitive load

2014 ◽  
Vol 30 (6) ◽  
Author(s):  
Hui-Yu Yang
Keyword(s):  
Cognitive Load ◽  
Listening Comprehension ◽  
English Proficiency ◽  
Visual Learning ◽  
Dual Coding ◽  
Control Group ◽  
Experimental Conditions ◽  
Efl Learners ◽  
Cognitive Preference ◽  
Experimental Group

<p>The present study examines how display model, English proficiency and cognitive preference affect English as a Foreign Language (EFL) learners’ listening comprehension of authentic videos and cognitive load degree. EFL learners were randomly assigned to one of two groups. The control group received single coding and the experimental group received dual coding. The results show that the display model affects EFL learners’ cognitive load and listening comprehension of CNN news. There is no interaction among English proficiency, cognitive preference and experimental conditions on the listening comprehension scores and cognitive load scale. Learners with a low aptitude for visual learning had poorer performance and a higher cognitive load than those with a high aptitude for visual learning. All learners, regardless of cognitive styles and level of English, benefited from dual coding. The dual-code display model thus seems to be effective in reducing EFL learners’ cognitive load.</p>

scholarly journals Effect of Power Point Enhanced Teaching (Visual Input) on Iranian Intermediate EFL Learners’ Listening Comprehension Ability

2017 ◽  
Vol 3 (2) ◽  
pp. 29
Author(s):  
Samira Sehati ◽  
Morteza Khodabandehlou
Keyword(s):  
Null Hypothesis ◽  
Listening Comprehension ◽  
Visual Input ◽  
Control Group ◽  
Intermediate Students ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Power Point ◽  
Experimental Group

The present investigation was an attempt to study on the effect of power point enhanced teaching (visual input) on Iranian Intermediate EFL learners’ listening comprehension ability. To that end, a null hypothesis was formulated as power point enhanced teaching (visual input) has no effect on Iranian Intermediate EFL learners' listening comprehension ability. The participants of the study were 100 students at Kish language institute. After administrating an OPT test, 40 intermediate students were randomly selected and divided into control and experimental groups. Both groups participated in pretest of listening comprehension. The purpose of such a test was to measure the initial subject knowledge of participants in listening comprehension ability in both groups. Then the control group received no treatment while the experimental group received treatment based on power point enhanced teaching (visual input). The whole project took for 8 sessions. Finally both groups sat for the post test of listening comprehension ability. In the analysis phase of the study, the data collected from the control and experimental group was analyzed through SPSS software. ANCOVA was run to compare the results to find out whether there was any significant difference among the scores of two groups or not. It was found that students in experimental group performed significantly better than control group. So the null hypothesis as power-point enhanced teaching (visual input) does not have effect on Iranian Intermediate EFL learners’ listening comprehension ability was rejected. The result showed that power point enhanced teaching (visual input) had impact on subjects' listening comprehension ability. The findings of the present study are of value to all those involved in developing and designing listening materials for EFL learners, besides teachers, testers, and curriculum planners.

scholarly journals Effectiveness of a Web-Based Intervention to Support Medication Adherence Among People Living With HIV: Web-Based Randomized Controlled Trial

10.2196/17733 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e17733
Author(s):  
José Côté ◽  
Geneviève Rouleau ◽  
Maria Pilar Ramirez-Garcia ◽  
Patricia Auger ◽  
Réjean Thomas ◽  
...  
Keyword(s):  
Social Support ◽  
Controlled Trial ◽  
Control Group ◽  
People Living With Hiv ◽  
Art Adherence ◽  
Web Based ◽  
Randomized Controlled ◽  
Living With Hiv ◽  
Experimental Group ◽  
The Web

Background Taking antiretroviral therapy (ART) is part of the daily life of people living with HIV. Different electronic health (eHealth) initiatives adjunctive to usual care have been proposed to support optimal medication adherence. A web-based intervention called HIV Treatment, Virtual Nursing Assistance, and Education or VIH-TAVIE (from its French version Virus de l’immunodéficience humaine-Traitement assistance virtuelle infirmière et enseignement) was developed to empower people living with HIV to manage their ART and symptoms optimally. Objective We aimed to evaluate the effectiveness of VIH-TAVIE in a web-based randomized controlled trial (RCT). Methods This RCT was entirely web-based, including recruitment, consent granting, questionnaire completion, and intervention exposure (consultation with VIH-TAVIE [experimental group] or websites [control group]). To be eligible for the study, people living with HIV had to be 18 years or older, be on ART for at least 6 months, have internet access, and have internet literacy. Participants were randomly assigned to either the experimental group (n=45) or control group (n=43). The primary outcome was ART adherence. The secondary outcomes included self-efficacy regarding medication intake, symptom-related discomfort, skills and strategies, and social support. All outcomes were measured with a self-administered web-based questionnaire at the following three time points: baseline and 3 and 6 months later. A generalized linear mixed model was built to assess the evolution of ART adherence over time in both groups. Results The sample included 88 participants, and of these, 73 (83%) were men. The median age of the participants was 42 years. Participants had been diagnosed with HIV a median of 7 years earlier (IQR 3-17) and had been on ART for a median of 5 years (IQR 2-12). The proportion of treatment-adherent participants at baseline was high in both groups (34/41, 83% in the experimental group and 30/39, 77% in the control group). Participants also reported high treatment adherence, high self-efficacy, and high skills; perceived good social support; and experienced low discomfort from symptoms. Analyses revealed no intergroup difference regarding ART adherence (OR 1.9, 95% CI 0.6-6.4). Conclusions This study highlights the challenges and lessons learned from conducting an entirely web-based RCT among people living with HIV. The challenges were related to the engagement of people living with HIV on the following three levels: starting the web-based study (recruitment), completing the web-based intervention (engagement), and continuing the study (retention). The results contribute to the existing body of knowledge regarding how to conduct web-based evaluation studies of eHealth interventions aimed at developing and strengthening personal skills and abilities. Trial Registration ClinicalTrials.gov NCT01510340; https://clinicaltrials.gov/ct2/show/NCT01510340

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