scholarly journals The Effectiveness of Differentiated instruction in Developing EFL Listening Comprehension Skills and Creative Thinking among Third Secondary Students

2015 ◽  
Vol 16 (الجزء الخامس) ◽  
pp. 605-636
Author(s):  
Dr. Fahad AlShareef
Keyword(s):  
Differentiated Instruction ◽  
Secondary Students ◽  
Listening Comprehension ◽  
Creative Thinking ◽  
Comprehension Skills

scholarly journals The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills

2021 ◽  
Vol 3 (2) ◽  
pp. 135-145
Author(s):  
Ahmed Hussein Ahmad Eid Saleh
Keyword(s):  
Reading Comprehension ◽  
Differentiated Instruction ◽  
Secondary Students ◽  
Control Group ◽  
School Students ◽  
Comprehension Test ◽  
Secondary Stage ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study aimed at investigating the effectiveness of Differentiated Instruction (DI) in improving reading comprehension skills in the EFL secondary stage in Bahrain. The study adopted the quasi-experimental research design using thirty-six 2nd year secondary students to be the study participants. The participants were divided into two groups: an experimental group that received the (DI) training and a control group that received the conventional way. A reading comprehension skills questionnaire and a pre-post EFL reading comprehension test was used in the study to collect the data. Results showed that the experimental group outperformed the control group in the EFL reading comprehension test. The findings indicated that the DI strategies helped to develop students’ EFL reading comprehension skills. In addition, it revealed that using various materials for teaching reading comprehension skills to match students' different needs and abilities helped enhance their reading comprehension proficiency. A number of recommendations and suggestions for further research was presented.

How to assess the listening comprehension skills of prereaders.

1984 ◽  
Vol 76 (6) ◽  
pp. 1372-1381 ◽  
Author(s):  
Meredyth Daneman ◽  
Ad?le Blennerhassett
Keyword(s):  
Listening Comprehension ◽  
Comprehension Skills

Application of the Web 2.0 Technologies Podcast and Vidcast for Formation and Development of Listening Comprehension Skill in an Extended Englishtraining Course in Eighth Grade

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Rumen Hristov
Keyword(s):  
Web 2.0 ◽  
Listening Comprehension ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Specific Method ◽  
Web 2.0 Technologies ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Low Levels ◽  
The Web

Low levels of listening comprehension skills in English is observed in many students. As a specific method, which can both cover mobile technologies and combine them with training, is the application of technology for podcasting and vidcasting/vodkasting. Podcasts and podcasts can provide authentic, up-to-date and easily accessible material, making them extremely useful when learning foreign languages. Their application makes learning freer and independent by introducing more interesting elements; gives greater freedom and independence to participants in the lesson. Students can listen to the material on the bus or while going to the gym.

scholarly journals The Effects of Mobile Learning on Listening Comprehension Skills and Attitudes of Omani EFL Adult Learners

2020 ◽  
Vol 19 (8) ◽  
pp. 16-39
Author(s):  
Abdullah Al-Shamsi ◽  
Abdo Mohamed Al-Mekhlafi ◽  
Saleh Al Busaidi ◽  
Maher Mohammad Hilal
Keyword(s):  
Adult Learners ◽  
Mobile Learning ◽  
Listening Comprehension ◽  
Comprehension Skills

scholarly journals MOBILE AUDIOBOOKS, LISTENING COMPREHENSION AND EFL COLLEGE STUDENTS

2021 ◽  
Vol 9 (4) ◽  
pp. 410-423
Author(s):  
Reima Al-Jarf
Keyword(s):  
College Students ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Listening Instruction ◽  
Skill Improvement ◽  
Efl College Students ◽  
Effective Use ◽  
Evaluation And Assessment

This article proposes the integration of mobile () to develop EFL college students' listening comprehension skills. It aims to show the following: (i) The advantages of integrating in listening instruction; (ii) sources of ; (iii) how to search for ; (iv) criteria for selecting ; (v) examples of ; (vi) listening comprehension skills and literary appreciation skills that can be developed through supplementary ; (vii) phases of teaching and learning with and types of tasks that can be used with MAB; (viii) evaluation and assessment; (ix) the effect of on listening comprehension skill improvement and attitudes as perceived by the students; and (x) recommendations for the effective use of .

scholarly journals An effective way to improve listening skills through shadowing

2012 ◽  
Vol 36 (1) ◽  
pp. 3 ◽  
Author(s):  
Yo Hamada
Keyword(s):  
Listening Comprehension ◽  
Research Question ◽  
Language Teachers ◽  
Listening Skills ◽  
Short Term ◽  
Listening Skill ◽  
Comprehension Skills ◽  
Level Of Difficulty ◽  
Skill Improvement ◽  
Better Than

While improving listening comprehension skills has been one of the most difficult areas for language teachers and learners, shadowing has been playing a sensational role in improving learners’ listening skills in Japan in recent years. Most studies reported the effectiveness of short-term shadowing training in terms of learners’ listening skill improvement. However, how teachers can improve the skills effectively has not been fully examined. In order to explore a more effective procedure for teaching through shadowing, this study examined the shadowing procedure as a method of teaching listening. The research question was to determine whether the use of a combination of two levels of materials for shadowing improves learners’ listening comprehension skills better than materials of similar difficulty levels. The results show that a combination of the two different difficulties of materials improves learners’ listening comprehension skills more than offering materials at only one level of difficulty. リスニング力向上は教師・学習者にとって最も難しい分野であるが、近年シャドーイングは日本で重要な役割を担っている。多くの研究では、短期間のシャドーイング訓練の効果自体は報告されているが、どのように効果的に向上させるかについては十分には深められていない。シャドーイングを用いた、より効果的な指導法を研究するために、本論ではその方法を追及する。本論の目的は、難易度の異なる教材を組み合わせた場合と同程度の難易度の教材を使用した場合のどちらが効果的かを検討することである。その結果、難易度の異なる教材を組み合わせた場合の方が効果的だということが確認された。

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