Application of Internet of Things intelligent image-positioning studio classroom in English teaching

2021 ◽  
pp. 1-11
Author(s):  
Jie Chen ◽  
Yukun Chen ◽  
Jiaxin Lin
Keyword(s):  
Internet Of Things ◽  
Language Learning ◽  
Learning Strategies ◽  
English Teaching ◽  
Classroom Activities ◽  
Post Test ◽  
Studio Classroom ◽  
And Control ◽  
Self Learning ◽  
Intelligent Positioning

The purpose is to minimize color overflow and color patch generation in intelligent images and promote the application of the Internet of Things (IoT) intelligent image-positioning studio classroom in English teaching. Here, the Convolutional Neural Network (CNN) algorithm is introduced to extract and classify features for intelligent images. Then, the extracted features can position images in real-time. Afterward, the performance of the CNN algorithm is verified through training. Subsequently, two classes in senior high school are selected for experiments, and the influences of IoT intelligent image-positioning studio classroom on students’ performance in the experimental class and control class are analyzed and compared. The results show that the introduction of the CNN algorithm can optimize the intelligent image, accelerate the image classification, reduce color overflow, brighten edge color, and reduce color patches, facilitating intelligent image editing and dissemination. The feasibility analysis proves the effectiveness of the IoT intelligent image-positioning studio classroom, which is in line with students’ language learning rules and interests and can involve students in classroom activities and encourage self-learning. Meanwhile, interaction and cooperation can help students master learning strategies efficiently. The experimental class taught with the IoT intelligent positioning studio has made significant progress in academic performance, especially, in the post-test. In short, the CNN algorithm can promote IoT technologies and is feasible in English teaching.

Samenwerkend Woorden Leren Als Vorm Van Content Based Language Learning; Een Succesvolle Aanpak?

1998 ◽  
Vol 58 ◽  
pp. 63-69
Author(s):  
Hilde Hacquebord
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Small Scale ◽  
Control Group ◽  
Word Knowledge ◽  
Reading Vocabulary ◽  
Post Test

Second-language learners need a vocabulary course that they can apply in content areas. Although many schools opt for a reading curriculum to support weak readers, many L2-readers still have difficulties at the word level. In the reading course Weet wat je Leest (Know what you are reading'), there is a vocabulary course especially for L2-readers. It is designed along the principles of 'natural word acquisition', in which attention to the unknown word and elaboration of its meaning on the basis of the co-text is important. Vocabulary learning strategies are presented in such a way that language learners can deal with it in a cooperative way. Cooperation between language teachers and subject teachers is also very important in this project. The experimental reading/vocabulary course has been implemented in several schools. Only 45 students took part in the vocabulary course, and were able to improve their results with respect to word knowledge. Also the control group improved on word knowledge, be it not to the same extent. In a small-scale study, we observed a number of students in the vocabulary course. It appeared that especially the 'overestimators' in the program among them improved their metalinguistic ability with respect to word knowledge, whereas the control Werestimators' did not; they even had lower scores on the post-test.

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

scholarly journals The Impact of Timed Reading Activity on Iranian EFL learners Reading Speed, Comprehension, and Attitudes at Intermediate Level

2018 ◽  
Vol 9 (5) ◽  
pp. 11
Author(s):  
Molood Mahdizadeh ◽  
Naeemeh Aminafshar
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Reading Speed ◽  
Comprehension Skill ◽  
Post Test ◽  
Reading Activity ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Learning English is one of the most important activities around the world. Learning a language includes a number of skills and sub-skills. Reading is one of the skills of language learning, and it is the focus of the present study. Comprehension and speed are two main parts of the reading skill. The main aim of this study is to investigate the effects of timed reading activity on speed, comprehension and the attitudes of English learners regarding the use of timed reading activity. To this aim, a pre-test, a post-test and a questionnaire were used to gather data. 40 intermediate language learners participated in this study, and they were divided into two groups; experimental and control groups. Timed reading activity was employed as the treatment for the experimental group. The collected data revealed that the treatment had effect on the reading speed of the participants in the experimental group. Moreover, the data indicated that the timed reading activity was not highly effective to develop the reading comprehension skill of the language learners. And the results of the questionnaire indicated that a large number of the participants had positive attitude toward the timed reading activity.

scholarly journals The Effect of Neuro-linguistic Programming Coaching on Learning English

2018 ◽  
Vol 7 (4) ◽  
pp. 184 ◽  
Author(s):  
Hayat Eid Alroudhan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Placement Test ◽  
Efl Learners ◽  
Secondary Sources ◽  
Interpersonal Communications ◽  
Post Test ◽  
Neurological Processes ◽  
And Control ◽  
Experimental Group

NLP is an interpersonal communications model based on the belief that language is strongly inter-connected with neurological processes and behavioral patterns adopted through experience and the power of this connection can be harnessed to acquire the skills in exceptional people. The aim of the present study is to evaluate the efficiency of NLP for language learning and investigate its potential role in learning the English language. By using primary and secondary sources and implementing the Oxford Placement Test, as the pretest and the post-test on the experimental and control groups, the effect of the NLP coaching treatment sessions on the experimental group of female Saudi EFL learners was investigated for two months. The findings of this study reveal that NLP not only provides the techniques and solutions to the problems, but it also enables teachers to form their own flexible responses to the specific problems. In this study, NLP coaching proved to have a significant effect on EFL learning, however, further research is needed to confirm the findings of this innovative study.

scholarly journals Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners

2022 ◽  
Vol 22 (1) ◽  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Corrective Feedback ◽  
Design Strategies ◽  
Language Learning Strategies ◽  
Mixed Methods Design ◽  
Error Performance ◽  
Student Groups ◽  
Post Test ◽  
Lexical Errors

This study examined the effects of language learning strategies (LLS) and coded corrective feedback on reducing four types of lexical errors made by two student groups, one receiving teacher corrective feedback (TCF) and the other peer corrective feedback (PCF). Participants (n=34) were divided into two groups; one group (n=17) received TCF and the second group (n=17) received PCF. Both groups were trained in applying LLS to revise, in response to their respective feedback, coded lexical errors they had made in three practice essays. The study used the Sequential Explanatory strategy of the Mixed Methods’ Design Strategies to compare the groups’ lexical error performance on immediate and delayed post-tests. Findings showed that participants in the PCF group significantly outperformed their TCF counterparts and reduced overall lexical errors at the delayed post-test (week 16). Also, the PCF group reduced ‘unnecessary’ and ‘redundant’ word errors at the delayed post-test, though not significantly. Analysis of students’ reflections, written after training, revealed that students depended on gut feeling and prior experience to revise their errors; they restructured sentences when they could not correct lexical errors and considered collocation errors difficult to correct. Pedagogical implications include adopting specific methods of vocabulary teaching and meaningful error feedback.

scholarly journals The Effectiveness of a programme-based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

2017 ◽  
Vol 8 (3) ◽  
pp. 113 ◽  
Author(s):  
Nasrah Mahmoud Ismaiel ◽  
AbdulRahman Awadh Al Asmari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Female Students ◽  
Control Group ◽  
Language Learning Strategies ◽  
Vocabulary Learning Strategies ◽  
Post Test ◽  
Experimental Group

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123) females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a) to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt’s (1997) questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and meta-cognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovred that there existed statistically important discrepancies among the pre-test and post-test outcomes for the experimental group on the diction examination. Moreover, the grades depicted that there existed statistically notable discrepancies among the experimental group and its counterpart. The data of the present research have notable insinuations for the learners and make an enhanced case for the study of diction and vocabulary. 

scholarly journals The Effect of Concept-Mapping on Speaking and Self-Regulation in Speaking of Iranian Intermediate EFL Learners

2015 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
Shiva Seyed Erfani ◽  
Elaheh Saeedi Farjam
Keyword(s):  
Language Learning ◽  
Concept Mapping ◽  
Help Seeking ◽  
Self Regulation ◽  
Efl Learners ◽  
Proficiency Level ◽  
Post Test ◽  
Effort Regulation ◽  
And Control ◽  
Experimental Group

<p><em>Concept-mapping is a meaningful strategy which helps learners to learn more effectively, to record and recall information easily, and to support creative problem solving (Novak, 1991). On the other hand self-regulation is a model of language learning through assumptions of which learners use strategies actively in order to control their own learning process (Oxford, 2011). This study was an attempt to investigate the effect of concept-mapping on speaking ability and on self-regulation in speaking of Iranian intermediate EFL learners. At the outset of the study, after piloting, 72 students participated in experimental and control groups, 36 in each. A Proficiency English Test (PET) (Quintana, 2003), was used to homogenize the proficiency level of the students, a questionnaire on motivated strategies for learning (Pintrich, Smith, Garcia, &amp; McKeachie, 1991) was administered to measure the students’ self-regulation including meta-cognitive, self-regulation, time and study environment, effort regulation, peer learning, and help seeking components. The experimental group received speaking treatment with concept mapping instruction. At the end, both groups filled out questionnaires again and took the speaking post test. The statistical analyses revealed that although concept-mapping had significant effect on speaking ability of the learners; it did not have any significant effect on learners’ self-regulation in speaking.</em></p>

Penerapan Metode Pembelajaran Think, Pair, and Share dalam Pembelajaran Menulis Teks Berita

2018 ◽  
Vol 3 (1) ◽  
pp. 71-82
Author(s):  
Suci Noor Anisa Putri Rahayudianti ◽  
Andoyo Sastromiharjo ◽  
Yulianeta Yulianeta
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Hypothesis Test ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Equivalent Control ◽  
And Control ◽  
Experimental Group

ABSTRAKSI: Penelitian ini bertujuan untuk mengetahui perbedaan signifikan penerapan metode “think, pair, and share” di kelas eksperimen dan kelas kontrol tentang kemampuan siswa dalam menulis teks berita. Metode yang digunakan adalah eksperimen kuasi, dengan desain kelompok kontrol “non-equivalent”, dan sampel bertujuan terdiri dari dua kelompok: 30 siswa di kelas kontrol dan kelas eksperimen. Hasil penelitian menunjukan bahwa kemampuan menulis teks berita siswa sebelum mendapat perlakuan, secara keseluruhan, masih kurang maksimal. Perolehan nilai pre-test di kelas eksperimen, rata-rata sebesar 41; sedangkan kelas kontrol sebesar 46.8. Pada saat post-test, kelas eksperimen mendapat nilai 80; sedangkan kelas kontrol sebesar 53.8. Kemampuan menulis teks berita siswa kelas eksperimen dan kelas kontrol, dengan demikian, mengalami peningkatan. Hasil uji hipotesis pada siswa kelas VIII SMP (Sekolah Menengah Pertama) Laboratorium UPI (Universitas Pendidikan Indonesia) Kampus Cibiru, Bandung, Jawa Barat, Indonesia ini dapat disimpulkan bahwa terdapat perbedaan signifikan antara kemampuan menulis teks berita siswa kelas eksperimen dan kelas kontrol. KATA KUNCI: Pembelajaran Bahasa; Teknik Berpikir, Berpasangan, Berbagi; Teks Berita; Kemampuan Menulis Siswa.ABSTRACT: “Application of Think, Pair, and Share Learning Methods in News Text Writing Lesson”. This study aims to investigate a significant difference in the implementation of think, pair, share method in the experimental and control groups of students’ ability in writing the news text. The method used is quasi experiment, with non-equivalent control group design, and the purposive sampling was consisted of 30 students for each groups. The finding shows that before the treatment, the students’ achievements in both groups were not maximal. The pre-test score results of the experimental group was 41; while the control group was 46.8. However, the post-test results of the experimental group was 80; but the control group as 53.8. It indicates the students’ ability in writing the news text in the experimental groups improved. The hypothesis test to the students in Year VIII of SMP (Junior High School) Laboratorium School UPI (Indonesia University of Education) Cibiru Campus, Bandung, West Java, Indonesia can be concluded that there is a significant difference in ability of writing the news text between the students in the experimental and control groups.KEY WORD: Language Learning; Think, Pair, Share’s Method; News Text; Student’s Writing Competences.     About the Authors: Suci Noor Anisa Putri Rahayudianti, S.Pd. adalah Alumni Departemen Pendidikan Bahasa dan Sastra Indonesia FPBS UPI (Fakultas Pendidikan Bahasa dan Sastra, Universitas Pendidikan Indonesia) di Bandung, lulus tahun 2017. Dr. Andoyo Sastromiharjo dan Dr. Yulianeta adalah Dosen Senior di Departemen Pendidikan Bahasa dan Sastra Indonesia FPBS UPI di Bandung, Jawa Barat, Indonesia. Alamat e-mail penulis: [email protected] Citation: Rahayudianti, Suci Noor Anisa Putri, Andoyo Sastromiharjo Yulianeta. (2018). “Penerapan Metode Pembelajaran Think, Pair, and Share dalam Pembelajaran Menulis Teks Berita” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 3(1), March, pp.73-84. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (October 9, 2017); Revised (March 2, 2018); and Published (March 30, 2018).

scholarly journals LLS use and Proficiency: Assamese ESL Learner’s Context

2020 ◽  
Vol 8 (7) ◽  
pp. 60-68
Author(s):  
Dr. Atonu Kakoty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Writing Proficiency ◽  
Language Learning Strategies ◽  
Reading And Writing ◽  
Post Test ◽  
Relationship Of ◽  
Esl Learners ◽  
The Relationship ◽  
Activity Questionnaire

This paper studies the relationship of Language Learning Strategies (LLS) use and proficiency. Four hundred and fifty undergraduate Assamese ESL learners from three colleges of Dibrugarh University, Assam participated in the study. The aim of the paper is to investigate the relationship of Assamese ESL Learner’s use of LLS and reading and writing proficiency in English. A Strategy Inventory for Language Learning (SILL) based questionnaire is used to identify learner’s use of LLS and a reading and writing activity questionnaire is used to measure learner’s proficiency. The participants answered the instruments at the beginning of the experiment, followed by LLS instruction for four weeks and a post-test on the same questionnaires. The Pearson’s correlation analysis revealed significant positive correlation between the use of all the six types of LLS categories and learner’s proficiency in reading and writing, both in the pre and post-test context. The study recommends that LLS instruction should be integrated in the undergraduate ESL classrooms to increase learner’s proficiency in English.

scholarly journals Meta-cognitive learning strategies: The effect of training strategies on memorizing, comprehension and the speed of reading

2018 ◽  
Vol 21 (3) ◽  
pp. 21-34
Author(s):  
Mohammad Asgari ◽  
Maryam Rafiee
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Reading Speed ◽  
Cognitive Learning ◽  
Reliability And Validity ◽  
First Grade ◽  
Control Group ◽  
Cluster Sampling ◽  
Post Test ◽  
And Control

The aim of this study was to determine the effect of Meta-cognitive learning strategies training on memorizing, comprehension and the speed of reading easy and difficult courses for the high school first grade male students of Hamadan. To do so, 60 students were chosen in random cluster sampling and were randomly replaced in two experiment and control groups. The research designed, the pre- test post-test with control group in the curry study pre-tested was done for both group by using research-made academic achievement test that reliability and validity of it was confirmed. The experimental group was educated with cognitive learning strategies in 14 sessions, each 45 minutes, while control group did not receive any education. Then, the post-test of research-made academic achievement was carried out. The data analysis with MANOVA for differentiation scores showed that teaching cognitive learning strategies have increased memorizing and comprehension of student in easy and difficult literature and biology at the level of, while having a significant positive affection on the reading speed in easy and difficult literature and easy biology with significant no effect on the reading speed of difficult biology.

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