ENGLISH LANGUAGE SELF-EFFICACY IN A BLENDING LEARNING ENVIRONMENT

2018 ◽  
Vol 17 (2) ◽  
pp. 107
Author(s):  
Suthagar Narasuman ◽  
Zalina Mohd Zamri
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
English Language ◽  
Qualitative Data ◽  
Reading Skills ◽  
Writing Skills ◽  
Positive Influence ◽  
Listening Skills ◽  
Time Period ◽  
Post Test

The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week time period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their self-efficacy in ESL. The results of this study revealed that blended learning had a positive influence on the diploma respondents’ self-efficacy in ESL learning. They believe that blended learning had helped improve their listening skills (74.4%), speaking skills (68.3%), reading skills (92.7%), writing skills (56.1%) and grammar (59.8%).

scholarly journals The Implementation of Blended Learning to Enhance English Reading Skills of Thai Undergraduate Students

2021 ◽  
Vol 14 (7) ◽  
pp. 1
Author(s):  
Sudsuang Yudhana
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Effect Size ◽  
English Language ◽  
Reading Skills ◽  
English Reading ◽  
Thai Students ◽  
Post Test ◽  
And Control

Blended learning is a pragmatic approach to education, combining online and traditional methods, applied extensively in the fields of English as a first, second and foreign language. The present study examined the effectiveness of the blended learning approach for the development of the reading skills of undergraduate students. Participants were 60 Thai students divided into experimental and control groups. Post-tests of each group were used as the main method of data collection, with a t-test being utilized to examine any differences between post-test scores. Statistically significant differences (t = 32.098; sig = .000) were investigated for effect size utilizing a Cohen’d test. Results revealed a significant effect size (Cohen’d = 3.937). The implications of this study suggest that the implementation of blended learning could considerably improve the English language reading skills of undergraduate students studying English as a foreign language.

scholarly journals A sentence-combining intervention for struggling writers: response to intervention

2021 ◽  
Author(s):  
Kirsty Walter ◽  
Julie Dockrell ◽  
Vince Connelly
Keyword(s):  
Oral Language ◽  
Reading Skills ◽  
Writing Skills ◽  
Waiting List ◽  
Struggling Writers ◽  
Writing Interventions ◽  
Sentence Combining ◽  
Spelling Intervention ◽  
Post Test ◽  
Business As Usual

AbstractChildren who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These difficulties are reflected in their writing and may influence their responsiveness to writing interventions. The effectiveness of a targeted sentence-combining intervention to improve the writing skills of 71 struggling writers, aged 7 to 10 years, was compared with a spelling intervention and a business as usual (waiting list) control condition. Some struggling writers also performed poorly on measures of reading and oral language. Children's performance on a range of writing measures were assessed at baseline (t1), immediate post-test (t2) and delayed post-test (t3). Children receiving the sentence-combining intervention showed significant improvements in the sentence combining measure at t2 and t3 compared to both the spelling intervention and waiting list controls. Exploratory regression analyses found that children in the sentence-combining intervention, with a low t1 sentence combining score, low reading skills or better t1 spelling skills, were more likely to show improvements at t2. Findings indicate that when devising interventions for struggling writers, specific profiles of skills should be considered. Specifically, sentence combining may be more appropriate for SWs whose primary area of difficulty is reading, rather than poor spelling or oral language.

scholarly journals Influencia de las actividades audio-musicales en la adquisición de la lectoescritura en niños y niñas de cinco años

2016 ◽  
Vol 21 (1) ◽  
pp. 1 ◽  
Author(s):  
Alexandra Magán-Hervás ◽  
Felipe Gértrudix-Barrio
Keyword(s):  
Writing Skills ◽  
Early Learning ◽  
Positive Influence ◽  
Literacy Skills ◽  
Skills Acquisition ◽  
Educational Value ◽  
Post Test ◽  
Essential Resource ◽  
Children Development ◽  
Research Action

 Pre-school education period is the foundation for children development. Teachers must reinforce students’ knowledge in this stage since all the contents covered will impact throughout their lives. Due to its educational value and influence on the different aspects of children development, music should be regarded as an essential resource in these early learning stages. In this regard, this work aims to analyze if the activities including music, hearing, and sound have a positive influence on the unfolding of literacy skills on five-year-old children. To accomplish such objectives, qualitative, quantitative, and triangulation methodologies have been used by taking the content analysis from the literature review related to the topic of this investigation and then after, by using the experimental design technique (pre-test/experiment/post-test) with two design types (experimental and controlled class) from the research-action paradigm. Considering the results of this research, it can be asserted that audio-musical activities significantly influence reading and writing skills acquisition without noteworthy differences between boys and girls.

scholarly journals Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Muh. Ikhlasul Amal ◽  
Syahdan ◽  
Risal Pandi ◽  
Halid M ◽  
Arialdi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Native Speakers ◽  
English Teacher ◽  
Listening Skills ◽  
Listening Skill ◽  
Language Classroom ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

The aim of the study was  to  analyze  and  describe  the  process of  improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through  watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works  collaboratively with the English teacher. The results in this study indicate that there  was  improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than  E nglish movie  with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended  into  learning  process  to  improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

scholarly journals Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

2019 ◽  
Author(s):  
Prisla Devi Krishnan ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Face To Face ◽  
Post Test ◽  
Malaysian Students ◽  
Education Transformation

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

scholarly journals Z GENERATION TOWARDS THE USE OF SMARTPHONE APPLICATION FOR LISTENING ACTIVITIES IN BLENDED-LEARNING

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Valentina Dyah Arum Sari
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Smartphone Application ◽  
Listening Skills ◽  
Smartphone Applications ◽  
First Semester ◽  
Generation Z ◽  
Use Of Technology ◽  
Listening Skill ◽  
Post Test

The character of Generation Z which is closely related to the use of technology triggers awareness of educators to facilitate this generation with teaching and learning techniques that are most suitable for them. One of them is by optimalizing the use of gadget or smart phones as learning media for them. Because of this phenomenon, this study was carried out with the aim to find out the use of smartphone application in learning listening acctivities in blended-learning of English general courses followed by first semester students who are included as Z generation. The research also aimed to find out the significance of smartphone application dealing with the improvement of listening skill towards the non-English department students and to figure out the possible obstacles while using the smartphone application. The researcher applied the two selected smartphone applications. In addition to data triangulation, this study also used pre-test and post-test to see the significance. The other instruments were questionnaires and students’ listening material summary. The data were analyzed by mixed-method technique, namely qualitative and quantitative. The results show that the students showed a medium positive response to the use of smartphone applications for learning listening skills in blended-learning class and did not encounter obstacles while using the applications. Moreover, the smartphone applications also give high positive affects showed by a significant improvement in results experienced by non-English students in listening skills. keywords: listening skill, smartphone applications, blended-learning  

scholarly journals Metode Dan Strategi Pengajaran Membaca pada Pembelajaran Bahasa Arab Bagi Pemula

2020 ◽  
Vol 8 (1) ◽  
pp. 92
Author(s):  
Sitti Aisyah Chalik
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Language Skills ◽  
Writing Skills ◽  
Learning Objectives ◽  
Basic Skill ◽  
Listening Skills ◽  
Speaking Skills

This paper discusses the methods and strategies of reading in Arabic lessons. As is well known that language skills include four aspects,  namely  speaking skills, writing skills, reading skills, and listening skills. At the beginner level, reading is a basic skill that must be mastered by everyone who wants to    learn Arabic as a foreign language and as is well known that Arabic is a Foreign Language for non-Arabs. Teaching Arabic which is a foreign language requires various methods and strategies appropriate so that learning objectives can be achieved effectively and efficiently.

scholarly journals Internet for English Teaching

2021 ◽  
Author(s):  
Mariami Gogilashvili
Keyword(s):  
Teaching And Learning ◽  
Internet Use ◽  
English Language ◽  
Reading Skills ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
The Internet ◽  
Motivation To Learn ◽  
English Teaching

The advance of technology has made the emergence of the Internet become more and more important in language teaching and learning. For this reason, this paper addresses its discussion on the importance of the Internet use in English language teaching. this current study aims at describing how Lessons in English online can solve a number of didactic tasks: develop reading skills and abilities, using global networking materials; Improve students’ writing skills; Complete students' vocabulary; Develop students' motivation to learn English.

scholarly journals THE IMPACT OF GUIDED WRITING TECHNIQUE TO DEVELOP STUDENTS’ ESP WRITING SKILLS IN BALIKPAPAN STATE POLYTECHNIC

2018 ◽  
Vol 7 (1) ◽  
pp. 98
Author(s):  
Elisabeth Milaningrum ◽  
Lilik Damayanti ◽  
Abdul Gafur
Keyword(s):  
Action Research ◽  
Qualitative Data ◽  
Writing Skills ◽  
Test Analysis ◽  
Part Of Speech ◽  
Writing Class ◽  
Guided Writing ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact

As an action research in nature, the research aimed to test the progress of the students’ ESP writing skills when guided writing technique is implemented in writing class and to know the ESP students’ attitude towards guided writing technique. This action research is conducted in two cycles. In collecting the data, the researcher uses qualitative and quantitave technique. The qualitative data are obtained from observation, interview, and test analysis. The qualitative data are supported by quantitative data that are the mean score of students’ pre-test and post-test on ESP writing. The procedure of guided writing which is implemented in ESP writing class are model paragraph, comprehension questions, language based exercises, oral composition, and written composition. After the analysis of data collected through test items, it was seen improvement in students’ ESP writing skills in post-test than in pre-test. The students have shown their improvement such as they are able to construct sentences correctly. They could use appropriate language use when created the pattern of tenses, article, preposition, pronoun, conjunction, and part of speech and also they used better mechanical aspects in writing like capitalization, punctuation, and spelling in post-test than in pretest. Moreover, they can use correct ESP diction on their writing after implemented this technique. The ESP students’ attitudes also were enthusiastic and more active involved in ESP writing class.

scholarly journals AN APPLICATION OF CHORAL READING STRATEGY IN ENGLISH LANGUAGE LESSONS IN ECONOMIC TEXT TO INCREASING READING SKILLS FOR THE STUDENT GRADE XI STATE VOCATIONAL SCHOOL 2 MEDAN

2020 ◽  
Vol 1 (3) ◽  
pp. 1-11
Author(s):  
Sarah Nasution ◽  
Mierna Zulkarnain ◽  
Suhariyanti Suhariyanti
Keyword(s):  
Action Research ◽  
Learning Strategies ◽  
English Language ◽  
Qualitative Data ◽  
Reading Skills ◽  
Class Action ◽  
Vocational School ◽  
English Learning ◽  
Analysis Technique ◽  
Choral Reading

The objectives of this study are: (1) to determine the application of Choral Reading learning strategies relating to texts relating to Economics in learning English; (2) to determine the effectiveness of the application of choral reading learning strategies in English learning to students' reading skills. This type of research is Classroom Action Research which consists of two cycles. Subjects in the study were students of class XI with a total of 30 students. Data collection techniques that will be used are observation, documentation, and testing. The qualitative data analysis technique is by doing reflection notes, the thoughts that arise when observing, and are the results of the process of comparing, linking, or linking the data displayed with previous data. The results of this class action research showed an increase in initial ability compared to cycle 1, namely students who completed in cycle 1 numbered 15 students or 50.00%. From the results of the second cycle, it can be written that students who have completed are 24 students from 30 students or 80.00%. From cycle 1 to cycle 2 there was a 30% increase. This proves that the use of Choral Reading learning strategies is very effective.

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