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 Partial Dictation vs. Dictogloss Effect on Listening Comprehension of Iranian EFL Learners

2020 ◽  
Vol 10 (4) ◽  
pp. 240-256
Author(s):  
Bahram Mowlaie ◽  
Milad Abdolmajid ◽  
Ali Rahimi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Vital Role ◽  
Control Group ◽  
Homogeneity Test ◽  
Efl Learners ◽  
Instructional Activity ◽  
Post Test ◽  
Experimental Group

The unique characteristics of the listening skill and the vital role they play in language learning and communication do not receive the attention they deserve and the situation is worsened in EFL contexts due to lack of communication in everyday context.  Given this, the present study was an attempt to empirically investigate if partial dictation versus dictogloss had any significant effect on listening comprehension of Iranian EFL learners. To this end, 60 male EFL learners were selected via double sampling and, after taking homogeneity test and listening pre-test, they were randomly assigned to two experimental groups (partial dictation versus dictogloss) and a control group. The first experimental group was exposed to dictogloss, while the second experimental group was exposed to partial diction. The control group underwent the mainstream usual classroom activities. After the treatment which took one hour each session for seven sessions, a listening post-test was given to all groups. The thorough analysis of data using paired sample t-test indicated that partial dictation group slightly outperformed the dictogloss group in the listening post-test and both experimental groups significantly outperformed the control group in the listening test. The result can have implications for learners, teachers, and material developers in all second and, especially, foreign language contexts where listening comprehension does not receive the attention it deserves and this, in turns, deprives EFL learners of viable sources of input. It is recommended that dictation in either partial format or dictogloss become an instructional activity in English classes because of its usefulness in improving listening comprehension and, more importantly, because of its practicality which is an important concern in many language learning contexts.  Key words: Dictogloss; English as a Foreign Language, Listening Comprehension; Partial Dictation 

scholarly journals The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

2017 ◽  
Vol 10 (5) ◽  
pp. 158 ◽  
Author(s):  
Parastoo Alizadeh Oghyanous
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Before And After ◽  
Group A ◽  
Age Range

The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/- one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students’ self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.

scholarly journals The Role of Peer- and Self-Assessment in Developing Saudi EFL Learners’ English Writing Skills

2016 ◽  
Vol 8 (3) ◽  
pp. 85
Author(s):  
Manal Obaid Alshammari
Keyword(s):  
Treatment Group ◽  
Writing Skills ◽  
Control Group ◽  
Word Choice ◽  
Self Assessment ◽  
Efl Learners ◽  
English Writing ◽  
Post Test ◽  
Group A ◽  
Group B

<p>The current study focuses on the importance of integrating peer- and self-assessment in<br />teaching English as a second/foreign language in Saudi Arabia. It pays special attention to the<br />mechanisms by which Saudi EFL learners can improve their English writing skills if they<br />engage in peer- and self-assessment regularly. To this end, the researcher administered a<br />writing composition task to measure the participants’ ability to express themselves in good<br />English, focusing on the coherence, cohesion, word choice, spelling, punctuation, and layout<br />of their essays. The researcher utilised the experimental two-groups design of a pre-test and a<br />post-test, in order to evaluate the participants’ performance prior to the application of the<br />treatment (i.e. peer- and self-assessment) and after it. For the purpose of the study, the<br />participants were divided into two groups: students in group A (i.e. the treatment group)<br />engaged in peer- and self-assessment regularly throughout the term, whilst students in group<br />B (i.e. the control group) did not. The results of group A on the pre-test and post-test were<br />compared to those of group B to determine whether the treatment had any impact on their<br />performance. The results reveal that group A outperformed their group B counterparts on the<br />post-test. The statistical analysis demonstrates that the difference between the results of the<br />two groups was statistically significant, suggesting that the treatment contributed positively to<br />the performance of the treatment group. Finally, the study concludes with recommendations<br />for further research.</p>

scholarly journals UTILIZING YOUTUBE TO DEVELOP NURSING STUDENTS’ AUTONOMOUS LEARNING AND LISTENING COMPREHENSION: AN EXPERIMENTAL STUDY

2020 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Michael Recard ◽  
Sandra Sembel ◽  
Shinta Hasibuan
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Industrial Revolution ◽  
Autonomous Learning ◽  
Control Group ◽  
Listening Skills ◽  
Comprehension Skills

<p>Industrial Revolution (IR) 4.0. is about dealing with digital-native students  and developing autonomous learning. One possible strategy to deal with these issues is using YouTube as a tool for English language learning. There have been some studies discussing the effectiveness of using it, yet we still have niches; for instance, deeper and wider contexts and respondents. Thus, this study aims to examine students’ autonomy over their learning and whether YouTube can develop the listening comprehension skills of nursing students in a Faculty of Nursing in Tangerang. To achieve the first aim, quantitative and qualitative studies were conducted, while for the second aim, an experimental study was used. The experimental study involved an experimental group consisting of 16 students and a control group consisting of 16 students. The result shows that the participants consider YouTube as a useful support to develop their autonomy in learning English and YouTube video has been successful to develop their listening skills.</p>

scholarly journals The effect of reactive versus intensive performance on Iranian intermediate EFL learnersʼ listening comprehension ability

2017 ◽  
Vol 9 (1) ◽  
pp. 340-348
Author(s):  
Parisa Farrokh
Keyword(s):  
Key Words ◽  
Listening Comprehension ◽  
T Test ◽  
Intermediate Level ◽  
Efl Learners ◽  
Paired Sample ◽  
Comprehension Strategy ◽  
Comprehension Skill ◽  
Four Corners ◽  
Comprehension Ability

Abstract   This study was an investigation to find out the effect of reactive versus intensive performance on Iranian intermediate EFL learner listening comprehension ability. It was an attempt to determine whether Iranian intermediate EFL learner are familiar with intensive and reactive performance or not. Moreover, does reactive versus intensive performance have any effect on Iranian intermediate EFL learnersʼ listening comprehension skill. To do this, two groups (experimental1 and experimental2, 30 participants for each one) of Iranian EFL learners in intermediate level from Kish Language Institute in Tehran, Iran were selected. The participant took a standard OPT test to demonstrate their English proficiency. A listening audio text for pretest and posttest from the book” Four Corners” was administered. The required data for this study gathered after five sessions of teaching listening in both experimental groups. In other words, in the first experiment, we used intensive performance and in the second one, we used reactive performance. Finally, the data were analysed using an Independent Sample T-test and paired sample T-test. The results showed that the listening has been improved as a result of using intensive performance. Key words: listening, comprehension, strategy, reactive performance, intensive performance. Abstract   This study was an investigation to find out the effect of reactive versus intensive performance on Iranian intermediate EFL learner listening comprehension ability. It was an attempt to determine whether Iranian intermediate EFL learner are familiar with intensive and reactive performance or not. Moreover, does reactive versus intensive performance have any effect on Iranian intermediate EFL learnersʼ listening comprehension skill. To do this, two groups (experimental1 and experimental2, 30 participants for each one) of Iranian EFL learners in intermediate level from Kish Language Institute in Tehran, Iran were selected. The participant took a standard OPT test to demonstrate their English proficiency. A listening audio text for pretest and posttest from the book” Four Corners” was administered. The required data for this study gathered after five sessions of teaching listening in both experimental groups. In other words, in the first experiment, we used intensive performance and in the second one, we used reactive performance. Finally, the data were analysed using an Independent Sample T-test and paired sample T-test. The results showed that the listening has been improved as a result of using intensive performance. Key words: listening, comprehension, strategy, reactive performance, intensive performance.

scholarly journals The Effect of Listening Strategy Instruction on Iranian Pre-intermediate EFL Learners’ Listening ability

2018 ◽  
Vol 7 (3) ◽  
pp. 188
Author(s):  
Farzaneh Ghaed sharaf ◽  
Melika Mobaraki ◽  
Maryam Rabani Nia
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Lesson Plan ◽  
Strategy Instruction ◽  
Control Group ◽  
Efl Learners ◽  
Before And After ◽  
Listening Ability ◽  
Listening Strategies ◽  
Age Range

Listening comprehension plays an important role in the process of language learning as it is one of the four major skills in language acquisition. This study was conducted to investigate the effectiveness of listening strategy instruction on improving listening comprehension of Iranian EFL learners. To achieve this goal, forty students studying at Birjand University were participated in the current study. All of thestudents were within the age range of 18 to 22. Then, they were non-randomly divided into two groups, as a control and an experimental group. Theexperimental was taught based on a guide lesson plan regarding listening strategies while the control group did not receive any treatment. The listening section of TOEFL was utilized to measure the listening performance of the participants before and after the treatment. The results of Independent Samples Test indicated thatinstructing listening strategies had no significant impact onlistening comprehension of Iranian pre-intermediate EFL learners.

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.

scholarly journals Dynamic Assessment in the EFL Classroom: The Case of Listening Comprehension

2019 ◽  
pp. 1-11
Author(s):  
Hamza Alshenqeeti ◽  
Grami Mohammad A. Grami
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Dynamic Assessment ◽  
Reliability And Validity ◽  
Test Reliability ◽  
Listening Skills ◽  
Language Classroom ◽  
Post Test ◽  
The University

The current study evaluates the potential of dynamic assessment (DA) in listening comprehension classes. DA is based on the sociocultural aspect of the Vygotskyan theory. It facilitates language improvement because DA assumes that mental instruments mediate psychological exercises. Although DA has been extensively analyzed, few studies have investigated its impact on listening comprehension in the language classroom. This study intends to fill the research gap in listening comprehension studies using DA as a mediation tool. The purpose of the current study therefore is to assess the effects of dynamic assessment on listening comprehension. A total of fifty-six English as a foreign language (hereinafter EFL) learners took part in the present examination. The subjects took a general placement proficiency test developed by the English Language Centre within the university to ensure participant homogeneity. The researcher recorded pre-test and post-test results of the participants and coded the values quantitatively. Data management and analyses were performed using the Statistical Package for Social Sciences (SPSS). The results were statistically analyzed using one-way ANOVA to test reliability and validity. The relevance of DA in enhancing listening comprehension is clearly supported by the fact that DA students’ results outperformed their counterparts in the study. The study findings also indicated a need for language educators to utilise mediation techniques in order to enhance students’ listening skills.  Educators are advised to apply more DA approaches to mitigate student resistance to classroom instructions. These discoveries underscore the efficacy of DA and suggest its inclusion in the language-learning curriculum.

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 EFFECTS OF EXTENSIVE READING ON EFL LEARNERS’ WRITING PERFORMANCE

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Vo Thi Thuy Duong ◽  
Nguyen Huynh Trang
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Extensive Reading ◽  
Writing Performance ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Reading Materials ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

<p>Extensive Reading (ER) is considered as a good learning technique to enhance every skill in language learning. It is considered to assist the improvement of other skills of language learners especially English as a Foreign Language (EFL) leaners. This study is designed to evaluate the effectiveness of ER on EFL learners’ writing performance and to identify the EFL learners’ attitude towards the effects of ER on writing performance. The study recruited a group of 59 non-English majors at a public university in Vietnam. The participants were divided into two groups, i.e., experimental group and control group. The participants in the experimental group were assigned extensive reading materials as their homework to support their learning of writing meanwhile the participants in the control group were guided to write without the support of extensive reading materials. To check the differences of the participants’ writing ability before and after the intervention, pre-test and post-test were employed. A questionnaire was also delivered to the experimental group after the treatment. The results from the tests revealed that ER supported EFL learners in their writing performance. The experimental group had more significant enhancement. The results obtained from the questionnaire also indicated that the EFL learners had positive attitudes towards the use of extensive reading materials provided in their writing learning process. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

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