The Effects of Listening Strategy Training on Korean Secondary School Students’ English Listening Comprehension

2019 ◽  
Vol 24 (1) ◽  
pp. 345-370
Author(s):  
Jihye Choi ◽  
Keyword(s):  
Secondary School ◽  
Listening Comprehension ◽  
Secondary School Students ◽  
Strategy Training ◽  
School Students

Tahap Kemahiran Kefahaman Mendengar Bahasa Arab di Kalangan Pelajar Sekolah Menengah Agama Negeri

2012 ◽  
Author(s):  
Nik Mohd. Rahimi Nik Yusoff ◽  
Kamarulzaman Abd. Ghani ◽  
Zawawi Ismail
Keyword(s):  
Secondary School ◽  
Listening Comprehension ◽  
Secondary School Students ◽  
Word Meaning ◽  
Arabic Language ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Comprehension Skills ◽  
High Level

Kajian ini bertujuan untuk menilai tahap kemahiran kefahaman mendengar bahasa Arab di kalangan pelajar sekolah menengah agama negeri. Reka bentuk kajian yang digunakan dalam kajian ini ialah kaedah tinjauan semasa. Sebanyak lima aspek kefahaman mendengar bahasa Arab yang dinilai dalam kajian ini. Lima aspek kefahaman mendengar tersebut ialah; (i) kefahaman mendengar bunyi bahasa Arab; (ii) kefahaman mendengar makna perkataan secara leksikal; (iii) kefahaman mendengar makna perkataan secara kontekstual; (iv) kefahaman mendengar teks secara literal; dan (v) kemahiran mendengar teks secara inferential. Kajian ini dijalankan di sekolah–sekolah menengah agama negeri di Kelantan. Keputusan menunjukkan subkemahiran pertama berada pada tahap tinggi; subkemahiran kedua dan ketiga berada pada tahap sederhana; dan subkemahiran keempat dan kelima berada pada tahap lemah. Kata kunci: kemahiran kefahaman mendengar, sub–sub kemahiran kefahaman mendengar, bahasa Arab The aim of this study was to evaluate the level of Arabic listening comprehension among state religious secondary school students. There were five aspects of Arabic listening comprehension, which were evaluated in this study. The research design which was used in this study was cross sectional survey. The five aspects of Arabic listening comprehension were; (i) Arabic sound; (ii) word meaning lexically; (iii) word meaning contextually; (iv) texts meaning literally; and (v) texts meaning inferentially. This study was carried out at state religious secondary schools in Kelantan. The results showed the first sub skills was at a high level, the second and third sub skills was at a moderate level, and the fourth and fifth sub skills was at a weak level. Key words: listening comprehension skills, listening comprehension sub skills, Arabic language

A Survey of the Level of Junior Secondary School Students′ Use of Listening Comprehension Strategies in Oredo Local Government Area of Edo State

2017 ◽  
Vol 7 (2) ◽  
pp. 103-110
Author(s):  
Omawumi Doreen Osa-Omoregie ◽  
Roselyn Jummai Musa
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Listening Comprehension ◽  
Secondary School Students ◽  
Local Government Area ◽  
Comprehension Strategies ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Edo State

Abstract The purpose of this study was to find out the level of the listening comprehension strategies that junior secondary school students in Oredo Local Government Area of Edo State use in learning English Language. From a population of six thousand five hundred and thirty four (6534) Junior Secondary 3 students in public schools, a total of six hundred and sixty two (662) students constituted the sample size drawn through the stratified sampling and simple random techniques from six (6) sampled schools. Two instruments titled Listening Comprehension Proficiency Test (LCPT), developed by TOEFL and Listening Comprehension Strategy Questionnaire (LCSQ) adopted from Oxford (1990) Strategy Inventory for Language Learning (SILL) were used to collect the data for the study. The data collected were analysed using descriptive statistics (mean and standard deviation). Results indicated that among the six strategy categories, Metacognitive (M=2.16, SD= .46), had the highest mean, followed by the Cognitive (M=1.97, SD= .34), Compensation (M=1.97, SD=.46), Social (M=1.95, SD=.47) and Memory (M=1.89, SD=.41). Affective (M=1.84, SD=.43) had the lowest mean. On the average, all the variables put together the findings from research question 2 indicates that the subjects had a mean score of 1.96 which is lower than the theoretical mean of 2.0. This indicates that students′ use of listening strategies is low. As a result, the study proposed that learners should be exposed to listening strategy instruction.

scholarly journals Shadow-Reading Strategy Effect on EFL Listening Comprehension Skills and Motivation

2020 ◽  
Vol 3 (10) ◽  
pp. 18-29
Author(s):  
Faten A. Zahran ◽  
Edward Owusu
Keyword(s):  
Secondary School ◽  
Listening Comprehension ◽  
Secondary School Students ◽  
Human Subjects ◽  
Reading Strategy ◽  
Control Group ◽  
School Students ◽  
Comprehension Skills ◽  
Motivation Scale ◽  
And Control

This paper examines the effect of shadow reading strategy on secondary school students’ listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control group; and (3) Finding out differences in listening motivation scale scores regarding experimental and control group. Three instruments – designed by the researchers – that include: (listening comprehension skills checklist, listening comprehension skills test and listening motivation scale) were used. Results showed that the regular method used to teach listening is not as significant as the shadow reading strategy that developed listening comprehension skills and motivation. Consequently, the experimental group students outperformed their counterparts (the control group) in listening comprehension skills and motivation scores.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Sign in / Sign up

Export Citation Format

Share Document