scholarly journals THE CONTRIBUTION OF AUTHENTIC MATERIAL IN EFL CLASSROOM

2020 ◽  
Author(s):  
Janeth Robinson ◽  
Freddy Nicholas ◽  
Tony Seimon
Keyword(s):  
Foreign Language ◽  
Theoretical Explanation ◽  
The Other ◽  
Control Group ◽  
Authentic Material ◽  
Instruction Time ◽  
Speaking Skill ◽  
Experimental Group ◽  
Better Than ◽  
Speaking Skills

AbstractThe study investigates the contribution of authentic material on developing speaking skills in EFL classrooms. Three groups of students were formed. All studied English at the High School. Participants were assigned to groups at random. No significant differences in speaking skills could be established between the groups prior to the experiment. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies and did exercises based on these tasks for developing speaking skills. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor. The second experimental group instead spent part of the time on English prosody instruction. The total instruction time was the same for all three groups, i.e. 20 hours. Students then took a posttest in speaking skills. The results showed that the second experimental group performed better than the other groups in developing speaking skills. These results have pedagogical implications for curriculum designers and all who are involved in EFL classrooms.Key words: English as a Foreign Language (EFL), Authentic Material, Speaking Skill

Explicit teaching of segmentals versus suprasegmentals in developing speaking skills by interpreter trainees

FORUM ◽  
2019 ◽  
Vol 17 (2) ◽  
pp. 249-268
Author(s):  
Mahmood Yenkimaleki
Keyword(s):  
English Language ◽  
Theoretical Explanation ◽  
Male Students ◽  
Control Group ◽  
Instruction Time ◽  
University Of Applied Sciences ◽  
Explicit Teaching ◽  
The University ◽  
Experimental Group ◽  
Speaking Skills

Abstract The present study investigates the effect of explicit teaching of segmentals and suprasegmentals in developing speaking skills for Farsi-English interpreter trainees. Three groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the University of Applied Sciences in Tehran, Iran. Participants were assigned to groups at random, but with equal division between genders (7 female and 7 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups prior to the experiment. Participants took a pretest of speaking skills before starting the program. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, and discussed issues in the movies in pairs in the classroom. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English suprasegmentals. The second experimental group spent part of the time on theoretical explanation of, and practical exercises with, English segmentals. The total instruction time was the same for all three groups, i.e. 12 hours. Students then took a posttest in speaking skills. The results show that the explicit teaching of suprasegmentals significantly improved the students’ speaking skills more than that of the other groups. These results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.

scholarly journals The Effect of Using Simulation Strategy in Developing English as a Foreign Language Speaking Skill

2022 ◽  
Vol 13 (1) ◽  
pp. 198-206
Author(s):  
Mona M. Hamad ◽  
Ehab S. Alnuzaili
Keyword(s):  
Foreign Language ◽  
Skill Acquisition ◽  
Pearson Correlation ◽  
Control Group ◽  
Language Fluency ◽  
Simulation Strategy ◽  
Level 3 ◽  
Speaking Skill ◽  
Experimental Group ◽  
Speaking Skills

Speaking skill acquisition is a necessity for communication. However, speaking English as a foreign language is not as easy as speaking English as a first language since practice opportunities are limited. This study tried to find out a technique of reinforcement that can help students; who study English as a foreign language; develop their speaking skills. This study investigated the effect of using simulation strategy in developing EFL speaking skills, with the assistance of using a telegram channel "Oxford Bookworms Collection" for PDF books with an audio version, to stimulate pronunciation, intonation and enrich vocabulary. The researchers used a quantitative approach with an experimental design to conduct this study by involving 50 students divided into two groups. 25 students as a control group and 25 students as an experimental group; both groups were from level 3 who were learning Listening and Speaking-3 course, major English, at College of Science and Arts (Muhayil), King Khalid University. Pretest and posttest were used to collect data, results of the tests were analyzed using SPSS, Pearson correlation coefficient. The results revealed that using the simulation strategy helped the students of the experimental group to develop speaking skills and affected speaking micro-skills in terms of body language, fluency, pronunciation, intonation, grammar, and vocabulary usage positively. Moreover, students became motivated to speak spontaneously.

Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

2021 ◽  
pp. 163-182
Author(s):  
Amit Kauts ◽  
Monika
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Traditional Method ◽  
The Other ◽  
Primary Students ◽  
Control Group ◽  
Gain Scores ◽  
Achievement Gain ◽  
Experimental Group ◽  
Speaking Skills

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

scholarly journals [The Effect of Using The Thinking out Loud Strategy to Improve Speaking Skills I Have Arabic Language Learners in Malaysia] Athar istikhdam al-tafkir bi sawt ‘al fi tahsin maharat al-tahaddath lada muta‘allimi al-Lughah al-‘Arabiyyah fi Malizyya

2018 ◽  
Vol 18 (1) ◽  
pp. 71-93
Author(s):  
Siti Salwa Mohd Noor
Keyword(s):  
Language Learners ◽  
Traditional Method ◽  
Arabic Language ◽  
Control Group ◽  
Thinking Aloud ◽  
Speaking Test ◽  
Speaking Skill ◽  
Experimental Group ◽  
Speaking Skills ◽  
Thinking Out Loud

This study aimed to identify the effect of using thinking aloud strategy to improve speaking skill among learners of Arabic language in Malaysia. To achieve the objectives of the study, several Arabic language learners from University Sultan Zainal Abidin (UniSZA) in Malaysia have been chosen to participate in this study. The study sample consists of (30) students, they are then divided into two groups; the first experimental group consists of (15) students studied the Arabic language using the thinking aloud strategy, and the control group consists of (15) students studied using traditional method of teaching. A test has been used in this study; the test speaking skills (pre and post). Results of the study indicate significant differences at (α=0.05) due to the instruction strategy used in favour of those taught through thinking aloud strategy in the speaking test.   Keywords: Thinking Aloud Strategy, Speaking Skills, Arabic Learners.   تركز هذه الدّراسة على معرفة أثر استخدام استراتيجية التفكير بصوت عال في تحسين مهارات التحدث لدى متعلمي اللغة العربية في ماليزيا. ولتحقيق أهداف الدّراسة اختارت الباحثة متعلمي اللغة العربية في جامعة السلطان زين العابدين في ماليزيا ليكونوا ميدانًا لتجربة الدّراسة. وقد تكونت عينة الدّراسة من (30) طالبًا وطالبة، موزعين على مجموعتين؛ تكونت المجموعة الأولى من (15) طالبًا وطالبة درسوا مادة اللغة العربية باستخدام استراتيجية التفكير بصوت عال، وتكونت المجموعة الضابطة من (15) طالبًا وطالبة درسوا المادة بالطريقة الاعتيادية. واستخدمت الدّراسة اختبار مهارات التحدث (القبلي والبعدي). وقد أسفرت النتائج عن وجود فروق ذات دلالة إحصائية عند مستوى (α=0.05) لصالح المجموعة التجريبية التي استخدمت استراتيجية التفكير بصوت عال في اختبار مهارات التحدث.   كلمات مفتاحية: استرتيجية التفكير بصوت عال، مهارات التحدث، متعلمو اللغة العربية

scholarly journals Effetiveness of Zahorik Model in the Acquisition of Listening and Speaking Skills in the Light of the Motivation toward Learning Arabic among the Seventh Grade Students in Jordan

2017 ◽  
Vol 11 (2) ◽  
pp. 258
Author(s):  
Amal A. Wasas ◽  
Adnan S. Al. Abed
Keyword(s):  
The Other ◽  
Seventh Graders ◽  
Control Group ◽  
Seventh Grade ◽  
Validity And Reliability ◽  
Reliability Indicators ◽  
Listening Skill ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Speaking Skills

This study aimed at measuring the effectiveness of Zahorik Model in the acquisition of listening and speaking skills in the light of the motivation toward learning Arabic, among the seventh grade students in Jordan. The subjects of this study were selected purposely from the seventh grade students of a high school in Amman-Jordan. Two classes were selected randomly, one with (26) students, was assigned as an experimental group, where the other of (26) students, was assigned as a control group. Two tests were developed, one for the listening skill, and the other one for the speaking skill. A scale to measure the motivation toward learning Arabic was also developed. All validity and reliability indicators were obtained for these instruments. The results showed statistical differences in listening and speaking skills, for seventh graders, attributed to the method of teaching in favor of the experimental groups. The result also showed statistical differences in the speaking skill attributed to the interaction between the method and motivation toward learning Arabic, but showed no statistical differences in listening skill attributed to the interaction between the method and motivation toward learning Arabic. A set of recommendations were concluded in the light of these findings. 

scholarly journals The effect of prosody teaching on developing word recognition skills for interpreter trainees: An experimental study

2016 ◽  
Vol 7 (1) ◽  
pp. 1101-1107 ◽  
Author(s):  
Mahmood Yenkimaleki ◽  
Vincent J. van Heuven
Keyword(s):  
Word Recognition ◽  
English Language ◽  
Native Speakers ◽  
Theoretical Explanation ◽  
Male Students ◽  
Control Group ◽  
State University ◽  
Prosodic Features ◽  
Instruction Time ◽  
Experimental Group

The present study investigates the effect of the explicit teaching of prosodic features on developing word recognition skills with interpreter trainees. Two groups of student interpreters were composed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the State University of Arak, Iran. Participants were categorized into two groups at random, but with equal division between genders (9 female and 9 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest of word recognition skill before starting the program. The control group received exercises in listening comprehension, while the experimental group spent part of the time on theoretical explanation and practical exercises developing conscious knowledge of prosodic features of English, such as word stress. The total instruction time was the same for both groups, i.e. 8 hours. Students then took a posttest of word recognition skills. The results show that prosodic feature awareness training did yield a statistically significant improvement of word recognition skills. The result has pedagogical implications for researchers in the field of second language teaching, instructors, curriculum designers, conductors of interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.

scholarly journals Effects of prosody awareness training on the intelligibility of Iranian interpreter trainees in English

2019 ◽  
Vol 8 (2) ◽  
pp. 291-309 ◽  
Author(s):  
Mahmood Yenkimaleki ◽  
Vincent J. van Heuven
Keyword(s):  
English Translation ◽  
Speech Intelligibility ◽  
Native Speakers ◽  
Theoretical Explanation ◽  
Control Group ◽  
Awareness Training ◽  
Prosodic Feature ◽  
Effect Of Treatment ◽  
Experimental Group ◽  
Speaking Skills

Abstract The present study investigates the effect of prosodic feature awareness training on the intelligibility of speech produced by Iranian interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level. Participants took a pretest of speaking skills before starting the program so that their speech intelligibility level was rated. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody. Students then took a posttest in speaking skills so that the effect of treatment on the intelligibility of their speech could be assessed. The results show that the prosody awareness training significantly improved the students’ speech intelligibility.

scholarly journals THE EFFECTIVENESS OF USING PECHA KUCHA TECHNIQUE TO PROMOTE STUDENTS’ SPEAKING SKILL

2021 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Eva Faliyanti ◽  
Devi May Ratih
Keyword(s):  
Average Score ◽  
Control Group ◽  
English Department ◽  
Oral Test ◽  
Post Test ◽  
Speaking Skill ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Better Than

The aimed of this research is to test the effectiveness of using Pecha Kucha Technique in students’ speaking performance at fourth semester of English Department in Muhammadiyah University of Metro. Pecha Kucha is a presentation form of 20 pictures for 20 seconds and it is also called 20x20 presentations.The entire presentation always lasts for exactly 6 minutes and 40 seconds. The research method used in this research is an experimental research. The subjects of this research are the students at fourth semester of English Department in Muhammadiyah University of Metro academic year 2020. There are 21 students of control group and 21 students of experimental group. The research instrument used to collect the data in this research is an oral test. From the two classes, the experimental and control group, the measurement shows that increasing line of the speaking ability of the experimental group is higher than the control group. The result of pre-test score shows that the average score of the experimental group and the control group are 52.38 and 56.19. From the score of both groups, the result shows that the control group is better than experimental group. Then, the result of the post test of the experimental group is higher than control group; the average scores are 70,71 for experimental group and 62.38 for control group. It can be concluded that there is significant influence of using Pecha Kucha Technique in students’ speaking skill.

scholarly journals The Effect of Using Approximation and Appealing for Help Techniques on Learning Speaking Skill among Iranian Intermediate EFL Learners

2017 ◽  
Vol 8 (6) ◽  
pp. 1195
Author(s):  
Islam NamazianDoost ◽  
Asadallah Hashemifardnya ◽  
Nasrin Panahi
Keyword(s):  
Target Population ◽  
Role Playing ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
Post Hoc ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study examined the effects of using approximation and appealing for the help techniques on learning speaking skill among Iranian intermediate EFL learners. First sixteen participants out of 120 were chosen for the target population. The participants were then randomly assigned to three equal groups- two experimental groups and one control group. The groups were pretested by a speaking pre-test. Regarding the treatment, the experimental groups were taught by using the communicative approach techniques including approximation and appealing for the help. One experimental group received instruction on how to appeal for the help if their competence cannot come up with the exact word. The other experimental group received instruction on how to compensate failure in conversation by using approximate words. For example, in case of forgetting the exact word they used an approximate word or phrase like using "boat" instead of "ship" or "pipe" for "water pipe". However, the participants in the control group received traditional activities in learning speaking such as question and answer, topic discussion, dialogs and role playing. The treatment took 10 sessions of 45 minutes each under the guidance of the supervisor. Then, the control group and the experimental groups took the post-test of pet. After collecting the data, they were analyzed through using One-way Anova and Post-hoc Scheffe Test- Multiple Comparisons. The findings showed that both experimental groups outperformed than the control group. The results showed that those students who received appealing for the help treatment were better than approximation group and control group.

scholarly journals Improving students’ reading comprehension achievement through question generation strategy

2020 ◽  
Vol 5 (2) ◽  
pp. 121-127
Author(s):  
Meti Yulistia ◽  
Kiki Rizki Amelia
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Control Group ◽  
Question Generation ◽  
Significant Difference ◽  
Reading Text ◽  
Group Reading ◽  
Comprehension Tests ◽  
Experimental Group ◽  
Better Than

This study was aimed to find out whether or not there was a significant difference in reading comprehension achievement between students who were taught by using the Question Generation strategy and that of those who were not. In conducting the study, question generation strategy was used in the experimental group, but the control group did not get any treatment. Sixty students were assigned in two groups, with 30 students in the experimental group and the other 30 students in the control group. Reading comprehension tests was used in collecting the data. Data were analyzed using a t-test. The findings of the study showed that the question generation strategy could improve students’ reading achievement better than and those who were not. Therefore, the question generation strategy was helpful to aid students to understand the reading text

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