Developing English Pronunciation through Animation and YouTube Videos

Using multimedia inside the English as a foreign language (EFL) lassroom has been anticipated by several researchers and educators recently as a new necessary component of language learning. This is ascribed on the one hand to the continuous advancements in the new technological devices that might be used in presenting the various types of multimedia inside the classroom, and, on the other hand, to the fact that learners have started to acquire new modes of cognitive learning preferences due to their excessive daily use of these devices. This study investigates the appropriateness and practicality of using some animated or dynamic graphs and YouTube movies in teaching the pronunciation of English to Iraqi-Arabic learners of English as a foreign language. The two groups of the subjects who participated in this case study were taught using two different methods of teaching with and without using multimedia. Unlike those who were part of the control group, subjects belonging to the experimental group performed much better in their posttest results (62.31% of the experimental group average percentage and 47.09% of the control group average percentage).

Developing English Pronunciation through Animation and YouTube Videos

Arab World English Journal ◽

10.24093/awej/vol12no4.26 ◽

2021 ◽

Vol 12 (4) ◽

pp. 401-414-414

Author(s):

Muayyed J. Juma

Keyword(s):

Foreign Language ◽

Language Learning ◽

Cognitive Learning ◽

Learning Preferences ◽

Control Group ◽

Average Percentage ◽

Youtube Videos ◽

The One ◽

The Effectiveness of Using Youtube for Vocabulary Mastery

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v6i1.2290 ◽

2018 ◽

Vol 6 (1) ◽

Cited By ~ 1

Author(s):

Dwi Heriyanto

Keyword(s):

Foreign Language ◽

Language Learning ◽

Control Group ◽

English As Foreign Language ◽

Learning And Teaching ◽

Vocabulary Comprehension ◽

Youtube Videos ◽

Reading Activities ◽

The study is to examine the improvement in vocabulary comprehension and maintenance of English as foreign language students at SMK Maárif 1 of Kebumen because of this of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred intermediate level learners aged between 14-17 years old participated in the study. Students were divided into two organizations: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the analysis reveal that the group who viewed the YouTube clips outperformed the group who was simply not subjected to YouTube videos in the posttest. The results clearly show that YouTube offered statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also exposed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching

The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a Foreign Language

Australian Review of Applied Linguistics ◽

10.1075/aral.31.2.03shi ◽

2008 ◽

Vol 31 (2) ◽

pp. 16.1-16.22

Author(s):

Kuninori Shimbo

Keyword(s):

Foreign Language ◽

Language Learning ◽

Accelerated Learning ◽

Control Group ◽

Original Form ◽

Positive Effects ◽

Language Classes ◽

Quasi Experimental ◽

Major Factors ◽

This study investigates the effects of the three major factors of Suggestopedia – music, relaxation and suggestion – on the students’ affect and development of communicative competence in tertiary Japanese language classes. A review of literature on Suggestopedia, the original form of Accelerated Learning (AL), shows that its effects are controversial, surrounded by misunderstanding and lack of appropriate evaluation. There is a need to clarify the nature of AL and the effects of its factors. Two existing classes were randomly assigned as a control group (n= 29) and an experimental group (n= 25). This quasi-experimental study lasted for 12 weeks with 3 stages of 4 weeks each. The results oft-tests showed that there existed no major significant differences between the two groups. When differences between each stage were examined carefully, however, it was found that self-concept increased significantly with the introduction of suggestion. The findings did not support the general claims that AL has positive effects on language learning, but it was found that among the three independent variables suggestion influenced students’ affect positively. The finding implies that the teacher’s positive messages are powerful tools to enhance students’ affect in learning a foreign language.

The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

English Language Teaching ◽

10.5539/elt.v11n2p72 ◽

2018 ◽

Vol 11 (2) ◽

pp. 72 ◽

Cited By ~ 8

Author(s):

Raniah Kabooha ◽

Tariq Elyas

Keyword(s):

Foreign Language ◽

Language Learning ◽

Control Group ◽

English As Foreign Language ◽

Learning And Teaching ◽

Vocabulary Comprehension ◽

Efl Students ◽

Youtube Videos ◽

Reading Activities

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.

The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

Journal of Curriculum and Teaching ◽

10.5430/jct.v8n2p24 ◽

2019 ◽

Vol 8 (2) ◽

pp. 24

Author(s):

Mehdi Solhi Andarab

Keyword(s):

Foreign Language ◽

Language Learning ◽

Vocabulary Acquisition ◽

Vocabulary Learning ◽

Control Group ◽

Efl Learners ◽

Teacher Student ◽

Significant Difference ◽

Experimental Group ◽

Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

Global Journal of Foreign Language Teaching ◽

10.18844/gjflt.v6i4.1673 ◽

2016 ◽

Vol 6 (4) ◽

pp. 210-217 ◽

Cited By ~ 2

Author(s):

Assoc. Prof. Dr. Ali Rahimi ◽

Samira Mouri

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Language ◽

Vocabulary Learning ◽

Control Group ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Efl Students ◽

The Impact ◽

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.

A Customizable Language Learning Support System Using Ontology-Driven Engine

Computational Linguistics ◽

10.4018/978-1-4666-6042-7.ch035 ◽

2014 ◽

pp. 724-739

Author(s):

Jingyun Wang ◽

Takahiko Mendori ◽

Juan Xiong

Keyword(s):

Language Learning ◽

Support System ◽

Teaching Method ◽

Learning Preferences ◽

Control Group ◽

Prototype System ◽

Learning Support ◽

Web Based ◽

Learning Support System ◽

This article proposes a framework for web-based language learning support systems designed to provide customizable pedagogical procedures based on the analysis of characteristics of both learner and course. This framework employs a course-centered ontology and a teaching method ontology as the foundation for the student model, which includes learner knowledge status and learning preferences. A prototype system has been developed based on this framework. The system was evaluated by means of analysis of learner data from the international language department of a Chinese university. The average learning achievement of the students in the experimental group, who studied with the learning support system, was significantly better than that of the control group, who studied with the tradition learning management system while taking the same Japanese course as the experimental group.

Utilizing WhatsApp Messenger to Enhance Listening Skills of Civil Engineering Degree Students in Mandarin Courses at UiTM Penang Branch

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v5i1.11314 ◽

2021 ◽

Vol 5 (1) ◽

pp. 51-60

Author(s):

Foo Terng Hoe ◽

◽

Teck Heng Lim ◽

Boon Yih Mah ◽

◽

...

Keyword(s):

Foreign Language ◽

Language Learning ◽

Test Scores ◽

Teaching And Learning ◽

Control Group ◽

Listening Skills ◽

Instructional Tool ◽

Significant Difference ◽

Listening skills are important skills that need to be mastered by foreign language learners. Listening skills have, however, often been neglected in the teaching and learning process. This study aims to investigate the effectiveness of using WhatsApp messenger as an instructional tool in enhancing listening skills. This experimental research employs the two-group pre-test post-test design. Two groups of 30 students who enrolled in the Introductory Mandarin course in one of the public universities in Malaysia took part in the study. During the study, the experimental group of 30 students underwent listening drills and exercises using WhatsApp messenger as the treatment, while another 30 students in the control group were taught by another lecturer using the conventional method of teaching listening skills. Listening test scores of before and after the treatment were compared and analyzed using Independent Samples t-Test to identify the significant level of the difference between the scores of these two groups. The findings show no significant difference in the listening pre-test scores between both control and experimental groups. However, after the treatment, the listening scores of the experimental group students are significantly better than that of the control group students. These results indicate that WhatsApp messenger is a useful instructional tool to teach listening skills in foreign language. The findings of this study could be used as a reference for further development of WhatsApp messenger as an instructional tool to enhance listening skills, overcome the constraints on teaching time, and improve the pedagogy as well as the instructions of foreign language learning.

The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a foreign language

Australian Review of Applied Linguistics ◽

10.2104/aral0816 ◽

2008 ◽

Vol 31 (2) ◽

pp. 16.1-16.22 ◽

Cited By ~ 2

Author(s):

Kuninori Shimbo

Keyword(s):

Foreign Language ◽

Language Learning ◽

Accelerated Learning ◽

Control Group ◽

Original Form ◽

Positive Effects ◽

Language Classes ◽

Quasi Experimental ◽

Major Factors ◽

This study investigates the effects of the three major factors of Suggestopedia – music, relaxation and suggestion – on the students’ affect and development of communicative competence in tertiary Japanese language classes. A review of literature on Suggestopedia, the original form of Accelerated Learning (AL), shows that its effects are controversial, surrounded by misunderstanding and lack of appropriate evaluation. There is a need to clarify the nature of AL and the effects of its factors. Two existing classes were randomly assigned as a control group (n = 29) and an experimental group (n = 25). This quasi-experimental study lasted for 12 weeks with 3 stages of 4 weeks each. The results of t-tests showed that there existed no major significant differences between the two groups. When differences between each stage were examined carefully, however, it was found that self-concept increased significantly with the introduction of suggestion. The findings did not support the general claims that AL has positive effects on language learning, but it was found that among the three independent variables suggestion influenced students’ affect positively. The finding implies that the teacher’s positive messages are powerful tools to enhance students’ affect in learning a foreign language.

Maintaining and Supporting Seniors’ Wellbeing through Foreign Language Learning: Psycholinguistics of Second Language Acquisition in Older Age

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17218038 ◽

2020 ◽

Vol 17 (21) ◽

pp. 8038

Author(s):

Marcel Pikhart ◽

Blanka Klimova

Keyword(s):

Second Language ◽

Positive Psychology ◽

Foreign Language ◽

Language Learning ◽

Control Group ◽

Control Groups ◽

Young Control ◽

Experimental Group ◽

Elderly Control

This study concerns aspects of positive psychology connected to foreign language learning (FLL) in an older healthy generation. The positive psychology perspective stresses the positive aspects of improved wellbeing in participants who engage in various activities, particularly mental and brain-training practices. Therefore, the aim of this study was to explore older people’s subjective feelings connected to their FLL as one of the crucial ways to improve their quality of life (QoL). The objective of the research was to determine the subjective satisfaction level of the participants of a second language (L2) acquisition course. The research sample (experimental group) consisted of 105 respondents who were Czech citizens and 55+ years old. Two control groups were set up. The first (young control) consisted of 102 young adults (university students), also Czech citizens, aged between 19 and 23 years. The second control group (elderly control) consisted of 102 subjects older than 55 years, similar in age to the experimental group. A standardized online questionnaire survey was the principal research method, identical both for the experimental and control groups. The findings clearly showed that language training significantly improved the subjective positive feelings and wellbeing of the older participants, regardless of their objective progress in FLL itself. These results stood in opposition to the young control group and were different from the elderly control group. The results revealed that FLL is an effective tool for enhancing the overall wellbeing of older people, which was shown in their expression of their feelings of happiness, satisfaction, and positive motivation to learn an L2. In addition, FLL objectively affected their mental health in a positive way and expanded their social networks. Moreover, FLL was a meaningful activity for them, despite the weak objective learning outcomes due to the decline of cognitive functions, helping them find their general purpose of life, as well as life motivation as expressed in the survey. These findings are crucial, as it has already been proven that wellbeing is directly connected with good health and longevity. Therefore, national governments and all stakeholders dealing with the present issue of the aging population should pay undivided attention to the enhancement of older people’s wellbeing by all possible intervention approaches, including FLL. There is limited research into the issue and the findings of this investigation could be an impetus for further research into the topic from the perspectives of cognitive science, psychology, and psycholinguistics.