Building Oral Language Learning Applications for Android-Based Deaf Students

2020 ◽  
Vol 8 ◽  
Author(s):  
Miftachuddin Al Arif ◽  
Mohammad Surya Winata
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Android Application ◽  
Media Images ◽  
Deaf Students ◽  
Average Percentage ◽  
Correct Pronunciation

One way to communicate for the deaf is to use oral language. This is what inspires researchers to create oral language learning applications for Android-based deaf students who aim to help the deaf in learning the oral language to communicate and in1the1learning1process.1The1method1used in this1research1is1research1and1development methods or research1and1development methods, this method is1used1to produce1certain1products1and1test1the1effectiveness1of1these1products1The results obtained are an android application that contains examples of correct pronunciation of the alphabet with media images, video examples and explanatory sentences. From the results of testing to 4 ABK obtained an average percentage of successful pronunciation as 83.6% with these results it can be concluded that this oral language learning application can be an effective oral language learning medium for deaf students.

L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française

2021 ◽  
pp. e20200116
Author(s):  
Josée Le Bouthillier ◽  
Renée Bourgoin ◽  
Joseph Dicks
Keyword(s):  
Language Learning ◽  
Professional Learning ◽  
Oral Language ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Independent Learning ◽  
French Immersion ◽  
Oral Production ◽  
Learning Tasks ◽  
Language Literacy

This qualitative exploratory study examined the language/literacy tasks performed by elementary students from six elementary French Immersion (FI) classrooms. Various literacy tasks were performed as students rotated through different literacy centres/stations which had been pre-planned by their teachers. Specifically, researchers investigated students’ oral production and opportunities for extended oral output when working at independent learning centres/stations in order to identify key principles for creating literacy-enhancing tasks suitable for developing language literacy skills within second language (L2) contexts. Data were collected through classroom observations ( n = 23) to identify the types of literacy/language tasks proposed to L2 students, the nature of communicative functions, the targeted learning outcomes, and principles of effective L2 learning tasks. Results demonstrate the importance of adapting pedagogical practices, such as literacy centres/stations, borrowed from the first language teaching contexts to maximize L2 literacy/language learning and meet the specific needs of FI students. Results also highlighted the importance of ongoing professional learning opportunities for FI teachers specific to their L2 teaching contexts. Researchers propose principles for creating literacy/language tasks that promote oral language learning in FI contexts.

scholarly journals Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

2017 ◽  
Vol 10 (2) ◽  
pp. 100 ◽  
Author(s):  
Jorge Cevallos Bravo ◽  
Eder A. Intriago ◽  
Jhonny Villafuerte Holguin ◽  
Gustavo Molina Garzon ◽  
Luis Ortega Arcia
Keyword(s):  
College Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
English Language ◽  
English As Foreign Language ◽  
Learning Attitudes ◽  
Correct Pronunciation ◽  
Different Levels

This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt’s questionnaire that regards ‘autonomy and motivation’ as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0 The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants’ learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

Effects of Speech and Speech and Sign Instruction on Oral Language Learning and Generalization of Action + Object Combinations by Down's Syndrome Children

1984 ◽  
Vol 49 (3) ◽  
pp. 293-302 ◽  
Author(s):  
Mary Ann Romski ◽  
Kenneth F. Ruder
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Early Stage ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Treatment Conditions ◽  
Linguistic System ◽  
Object Relational ◽  
Sign Conditions ◽  
Level Performance

This study was designed to compare the effects of speech and speech-plus-sign stimulation during comprehension treatment on the oral language learning and generalization of action + object relational meanings. Ten home-reared Down's syndrome children in Early Stage I received concurrent comprehension treatment in Speech and Speech-Sign conditions using a miniature linguistic system. Upon attainment of criterion level performance in both conditions, generalization tasks were administered to measure the effects of the comprehension treatment on the comprehension and the production of treated and untreated action + object combinations. The results obtained from this study indicated that the two treatment conditions did not differ significantly for either learning or generalization. The data did, however, indicate that individual patterns of acquisition were evident among the children. Caution is advised concerning the automatic adoption or rejection of manual sign as part of oral language intervention programs.

scholarly journals Fluid Dynamics Android Application: An Efficient Semi-Implicit Solver for Compressible Flows

2019 ◽  
Author(s):  
Shivam Singhal ◽  
Yayati Gupta ◽  
Ashish Garg
Keyword(s):  
Fluid Dynamics ◽  
Numerical Methods ◽  
Language Learning ◽  
Compressible Flows ◽  
General Purpose ◽  
Android Application ◽  
Standard Atmosphere ◽  
Expansion Fan ◽  
Implicit Solver ◽  
Isentropic Flows

The computing power of smartphones has not received considerable attention in the mainstream education system. Most of the education-oriented smartphone applications (apps) are limited to general purpose services like Massive Open Online Courses (MOOCs), language learning, and calculators (performing basic mathematical calculations). Greater potential of smartphones lies in educators and researchers developing their customized apps for learners in highly specific domains. In line with this, we present Fluid Dynamics, a highly accurate Android application for measuring flow properties in compressible flows. This app can determine properties across the stationary normal and oblique shock, moving normal shock and across Prandtl $-$ Meyer expansion fan. This app can also measure isentropic flows, Fanno flows, and Rayleigh flows. The functionality of this app is also extended to calculate properties in the atmosphere by assuming the International Standard Atmosphere (ISA) relations and also flows across the Pitot tube. Such measurements are complicated and time-consuming since the relations are implicit and hence require the use of numerical methods, which give rise to repetitive calculations. The app is an efficient semi-implicit solver for gas dynamics formulations and uses underlying numerical methods for the computations in a graphical user interface (GUI), thereby easing and quickening the learning of concerned users. The app is designed for the Android operating system, the most ubiquitous and capable surveillance platform, and its calculations are based on JAVA based code methodology. In order to check its accuracy, the app's results are validated against the existing data given in the literature.

scholarly journals Implementasi Greenfoot 3.0.4 Untuk Membangun Aplikasi Pengucapan Bahasa Inggris Pada Arrobbany Course

2018 ◽  
Vol 1 (1) ◽  
pp. 25
Author(s):  
Wire Bagye ◽  
Yuliana Yuliana
Keyword(s):  
Language Learning ◽  
English Language ◽  
Method Development ◽  
Native Speaker ◽  
Object Oriented Programming ◽  
School Level ◽  
Student Interest ◽  
Application Development ◽  
Average Percentage ◽  
The Right

Arrobbany English Courses is an institutions which have only a single manager and tutor in guiding 67 students consisting of students from primary and secondary school level. In teaching and learning tutor often have difficulty in establishing a nice environment for some students would rather play than on learning. This causes the limited learning topic that can be delivered to students tutor each meeting. Therefore, it needs the right solution and does not incur costs to add a tutor or a native speaker, using a medium of learning. One of the media to learn the most widely used today is the computer as a proven way to speed up the delivery of learning topic and increase student interest. In this study Aplikasi Pembelajaran Bahasa Ingris is built to help tutor show the right pronoun to the students. Sound of pronoun will sounded  when the picture clicked. There are seven learning menus in this application. Application development using Greenfoot with object-oriented programming concepts. Method development using SDLC, UML design and testing method using the Black-box testing. English Language Learning application is compiled into .jar extensions which can be run on the Windows operating system which have been installed JDK. Based on testing to 23 students indicates that the Aplikasi Pembelajaran Bahasa Ingris is exciting, produce the proper sound, and can replace the native speaker. The result of the assessment shows that average percentage are more than 82%.

scholarly journals EFL Learners’ Attitudes towards the Proper Pronunciation of English and Podcasts as a Facilitator of Proper Pronunciation

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Riam K. Almaqrn ◽  
Abdulrahman M. Alshabeb
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
High Rate ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Correct Pronunciation ◽  
Level 3

The aim of this study is to examine the attitudes of Saudi students of English towards proper pronunciation, and podcasts as a facilitator of proper pronunciation. It will discover the importance given to correct pronunciation, as well as gauging learners’ attitudes towards the possibility of introducing podcasts as a new language input tool for facilitating improvements in pronunciation. To achieve this, the previous literature in this area is reviewed, followed by presenting the results and analysing the data from an attitudinal questionnaire distributed amongst 23 Level 3 Saudi EFL learners from the department of English at Imam University. The questionnaire is divided into two parts- one concerning proper pronunciation, and the other podcasts. The data analysis shows that the participants, in spite of the low rate of improvement in their pronunciation, have positive attitudes towards the proper pronunciation of English. This outcome is compatible with previous studies` results, which assert that having a positive attitude towards a particular language and its speakers can improve pronunciation. The students were presented with a total of five podcasts related to their speaking and listening textbook for use over an eight week period, and at the end of this time they were requested to complete the questionnaire. The findings support the usefulness of examining learners` attitudes towards new Computer Assisted Language Learning (CALL) applications before using them in a practical way. The results show a high rate of acceptance of podcasts and that, overall, the students have positive attitudes towards them.

FORMATION OF FOREIGN-LANGUAGE PHONETIC COMPETENCE WITHIN THE FRAMEWORK OF ENGLISH LANGUAGE LEARNING IN GENERAL SCHOOL EDUCATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 32-36
Author(s):  
I.A. GROKHOVSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Initial Stage ◽  
Correct Pronunciation ◽  
General School ◽  
Language Competencies ◽  
Development Of Students

This article discusses the peculiarities of developing the phonetic skills of students in English lessons. The study of the phonetic system is a rather complex aspect in the system of mastering foreign-language competencies in English lessons at school. That is why it is necessary to lay the foundation for correct pronunciation and articulation at the initial stage of training followed by the development of this skill which contributes to the development of students' abilities in oral communication in a foreign language.

iPad and iPod in the Language Classrooms

2018 ◽  
pp. 286-306
Author(s):  
Martine Pellerin
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Language Learners ◽  
Oral Language ◽  
Learning Experiences ◽  
Collaborative Action Research ◽  
Mobile Technologies ◽  
Language Classrooms ◽  
Innovative Learning ◽  
Innovative Learning Environments

The chapter examines how the use of emergent mobile technologies such as iPad and iPod in the classroom with young language learners can promote innovative learning environments and authentic oral language learning experiences. The chapter is based on a collaborative action research (CAR) project involving young French language learners in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies support the creation of innovative learning environments and authentic oral language learning experiences through collaborative dialogue and peer-peer scaffolding among young language learners. The outcomes of the inquiry also demonstrate that the use of mobile devices such as iPad and iPod promotes the emergence of metacognitive reflection among learners, as well as a greater sense of agency and autonomy.

Performance and Anxiety in Videoconferencing

2011 ◽  
pp. 137-157
Author(s):  
Daniel A. Craig ◽  
Jungtae Kim
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Communication Technologies ◽  
Assessment Instruments ◽  
Face To Face ◽  
Text Chat ◽  
Test Face ◽  
Anxiety Levels ◽  
And Performance ◽  
Performance Research

Anxiety has long been considered a hindrance to both language learning and performance. To address this issue in oral language testing, it has been suggested that the use of Information & Communication Technologies (ICT) to distance the test-taker from the interviewer could reduce anxiety levels and, thus, improve performance. Research has been undertaken on the use of synchronous and asynchronous text chat to lower anxiety and increase communication. However, research on the use of videoconferencing is largely unknown in the same areas. Thus, this study undertakes the challenge by comparing forty students’ anxiety levels when they took an oral test face-to-face and via an online videoconferencing medium. The students were from a private, mid-sized, Korean university, and they were interviewed and rated by two interviewers under both face-to-face and video conference conditions, as well as surveyed for state anxiety. The findings in this study will be used to guide the design of future distance assessment instruments as well as inform educational research in this field.

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