scholarly journals THE FOREIGN LANGUAGE E IMMERSIVE IN ENHANCING STUDENTS’ EFL SPEAKING ABILITY

2019 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Hartia Novianti ◽  
Erma Rahayu Lestari
Keyword(s):  
Foreign Language ◽  
Positive Response ◽  
Speech Development ◽  
Control Group ◽  
English Department ◽  
Speaking Test ◽  
Oral Production ◽  
Efl Context ◽  
Quasi Experimental ◽  
Experimental Group

This study  investigates the effectiveness  of students’ EFL speaking ability, using the E Immersive  through yutube . It aims to explore whether e immersive   effective  in an English as a Foreign Language (EFL) context  is more effective  on the students’ speech development  as a teaching approach. A quasi experimental design was employed for the study. The participants  were 40 students of English department of STKIP PGRI Jombang  who were taking Speaking class in their fourth semester at STKIP PGRI Jombang.  The quantitative data were taken from students’ speaking test. The research finding revealed that the students’ achievement of experimental group in speaking ability is higher than control group and the students responses showed that they had almost positive response in taking the speaking class by employing  immersive multimedia  which reduced the use of code-switching strategies by the students and enabled them to develop oral production skills in English It implied that E immersive  learning is effective to be implemented in speaking class.

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

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 ◽  
Experimental Group

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.

scholarly journals Pronunciation Mobile Application for Oral Communication

2021 ◽  
Vol 3 (2) ◽  
pp. 01-09
Author(s):  
Adrian M. Abarquez
Keyword(s):  
Mobile Applications ◽  
Mobile Application ◽  
Oral Communication ◽  
Control Group ◽  
Oral Production ◽  
Quasi Experimental ◽  
21St Century Learners ◽  
Institute Of Technology ◽  
Experimental Group ◽  
Basic Prerequisite

English is a basic prerequisite for people to achieve accomplishments in various fields. In today’s age, students are well-diverse in eclectic mechanisms to enhance one’s English skills. The 21st century learners have embraced the new way of acquiring skills through the combination of internet sources and mobile applications. This research was done at the Advance Institute of Technology (AIT) to assess the efficacy of smartphone pronunciation in oral communication for 10 English. For the control and experimental classes, a quasi-experimental design was used. There were 42 students as subjects in the study. The students answered a twenty-five (25) item oral production questionnaire as a research instrument. Using the required statistical instrument, based on the result of the analysis, the control group had a very good performance on the pretest while a bigger proportion of the experimental group also performs the same while there was one who performed excellently. Hence, with today’s young learners who are digital savvy, oral literary skills are best improved when English teachers make use of the most utilized and enjoyed simulations for visual and auditory to enhance pronunciation skill development.

scholarly journals Using Audiobooks for Developing Listening Comprehension among Saudi EFL Preparatory Year Students

2018 ◽  
Vol 9 (1) ◽  
pp. 64 ◽  
Author(s):  
Manal Mohamed Khodary Mohamed
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Control Group ◽  
Kingdom Of Saudi Arabia ◽  
Northern Border ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Preparatory Year ◽  
Experimental Group

The current study investigated the usefulness of using audiobooks on developing listening comprehension among Saudi English as a Foreign Language (EFL) preparatory year students. It employed the quasi-experimental design which included two groups: an experimental group (n = 44) and a control group (n = 44). The participants were EFL preparatory year students at Arar Branch, Northern Border University, Kingdom of Saudi Arabia. Before conducting the treatment, the experimental group and the control group were pre-tested by using the pre Listening Comprehension Test (LCT) for equivalence of listening comprehension. By the end of the treatment, the experimental group and the control group were post-tested by using the post LCT. The t-test was used to calculate the differences between the mean scores of the pre and post LCT. The results showed that a statistically significant difference between the mean scores of the experimental group and the control group on the post LCT in favor of the experimental group. The results also revealed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post LCT in favor of the post LCT. Thus, it can be concluded that the audiobooks helped the experimental group develop listening comprehension as they exceeded the control group on the post LCT and they achieved a better result on the post LCT than the pre LCT.

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

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 ◽  
Experimental Group

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.

scholarly journals Comparing the effect of ICT and longhand note-taking instructions towards learners’ comprehension test results

2018 ◽  
Vol 13 (1) ◽  
pp. 17-30
Author(s):  
Clara Herlina Karjo
Keyword(s):  
Private University ◽  
Control Group ◽  
English Department ◽  
Test Results ◽  
Note Taking ◽  
Comprehension Test ◽  
Lecture Video ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Ted Talks

With the advancement of technology nowadays, taking notes by hand seems old-fashioned to most students nowadays. They prefer typing using their various gadgets since it will be done faster, especially when there is a lot of information to be recorded. However, the use of ICT devices (such as laptops, smartphones, and tablets) in the classroom has a tendency to be distracting for the students – it is very easy for the students to take out their gadgets and click on Facebook or other applications during a dull lecture. The purpose of the present study is to find out whether note-taking using ICT devices affect the students’ understanding of the lecture. This study will use a quasi-experimental design, with 52 English department students of a private university as the participants. They will be divided into two groups as the control and experimental group. Participants of both groups were instructed to watch a video from TED talks twice. While watching the video, the control group was instructed to take notes by hand, while the other group was instructed to take notes using their various devices. After that, participants had to do a comprehension test of the lecture video. The results revealed that participants who took notes by handwriting performed better in comprehension test compared to those who took notes using ICT devices.

scholarly journals Towards a Moodle-based assessment of Algerian EFL students’ writing performance

2021 ◽  
pp. 231-248
Author(s):  
KAMILA GHOUALI ◽  
RAÚL RUIZ-CECILIA
Keyword(s):  
Foreign Language ◽  
Control Group ◽  
First Year ◽  
English Department ◽  
Writing Performance ◽  
Teaching Support ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation.

Teaching and learning how to make requests in different contexts in Italian as a foreign language

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Adriana Mendes Porcellato
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Control Group ◽  
Short Term ◽  
Pedagogical Intervention ◽  
Post Test ◽  
Quasi Experimental ◽  
Positive Effect ◽  
Experimental Group

This study is motivated by the dearth of research in pragmatic instruction in Italian as a foreign language (IFL) with beginner learners. Based on the limitations in the way IFL textbooks present requests, instructional material was designed with the following objectives: to improve learners’ pragmalinguistic and sociopragmatic competences and to raise their awareness of request realisation across different contexts. The material, designed for a 60-minute pedagogical intervention, was then used in an Italian language school in Sao Paulo with five intact classes of beginner Brazilian learners of Italian. We implemented a pre- and post-test quasi-experimental methodological design, where three classes were randomly selected to serve as the experimental group, and two classes served as the control group. The data collected through written DCTs and simplified retrospective questionnaires revealed that the learners in the experimental group showed a more significant improvement in their socio pragmatic, pragmalinguistic and metapragmatic competence compared to the control group. These results suggest a positive effect of consciousness-raising activities on learners’ declarative knowledge in the short term.

scholarly journals THE EFFECTIVENESS OF STORY COMPLETION TOWARD STUDENTS’ SPEAKING ABILITY

2019 ◽  
Vol 3 (2) ◽  
pp. 72-87
Author(s):  
Ida Yulianawati
Keyword(s):  
Statistical Analysis ◽  
English Learners ◽  
Control Group ◽  
Speaking Test ◽  
The People ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Story Completion ◽  
Experimental Group

Speaking is an activity used by the people to communicate with others. According to Zhang (2009), speaking remains the most difficult skill to master for the majority of English learners, and they are still incompetent in communicating orally in English”. Many people are difficult to speak English. This research aims to find out the effectiveness of story completion effective toward students’ speaking skill. To solve the problem above, the writer would like to apply the story completion technique in teaching speaking from Kayi (2006). Quasi-experimental was applied as the method of the research. The research was conducted in SMA N Krangkeng with 66 participants; 34 students from X MIPA 1 as the control group and 32 students from X MIPA 2 as the experimental group. To collect the data, a speaking test was given to the participants. Based on the statistical analysis the technique of story completion was successfully improved the students’ speaking ability.

scholarly journals Youtube Videos and Snowball Throwing Technique to Improve Students’ Speaking Skill

1970 ◽  
Vol 5 (2) ◽  
pp. 112-126
Author(s):  
NABELLA DWI MEILINDA
Keyword(s):  
Experimental Design ◽  
Control Group ◽  
Speaking Test ◽  
Significant Difference ◽  
Eleventh Graders ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Youtube Videos ◽  
Points Of View ◽  
Experimental Group

Snowball throwing technique is an interesting strategy which enables students to think and to discuss an issue from different points of view by using the video. This study was done to reveal if (1) there was a significant difference in the eleventh graders’ speaking skill between those who were given intervention by using youtube video with a snowball throwing technique and those who were not, and (2) there was significant difference among good, average, and poor speaking categories among the sample. The participants of this study consisted of 106 eleventh graders of SMA Muhammadiyah 6 Palembang. By means of purposive sampling, 40 students were involved where 20 students of XI. Class IPA 1 was in control group and other 20 students of XI IPA 2 was in experimental group. This study used a quasi-experimental design with non-equivalent pretest and posttest design. To collect the data, speaking test was administered twice as the pretest and posttest for both groups. The result revealed that there was a significant difference in speaking skill between students taught by using youtube video with  snowball throwing technique and those who were not. Last, there was a significant difference among good, average, and poor speaking categories among the sample.

scholarly journals THE EFFECT OF SHADOWING TECHNIQUE ON STUDENTS’ SPEAKING ABILITY OF EIGHT GRADE AT SMP NEGERI 1 PARIGI

2019 ◽  
Vol 4 (3) ◽  
pp. 363
Author(s):  
Melly Astriyani ◽  
La Miliha ◽  
Wa Ode Fatmawati
Keyword(s):  
Teaching And Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Speaking Test ◽  
Oral Test ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The objective of this study is to find out the effect of shadowing technique on students’ speaking ability. The design of this study is quasi experimental were consist of two   classes;   experimental   class   and   control   class   of students’ eight grade students at SMP Negeri 1 Parigi. The researcher applied purposive sampling technique. The instrument of this research was oral test in pre-test and post-test.  This  study  was  conducted  from  March  21st  to April  7th,  2018.  The  instrument  used  for  collecting  data were speaking test and the data was analyzed by using SPSS version 16.0. The findings show the students speaking score in experimental class is higher than the students speaking score in control class. It has proved by the comparison of the mean score from both control class and experimental class. The mean score of post-test in control group is 2.52 and the mean score of post-test in experimental group is 3.31. The gain score from post-test in control group to post-test in experimental group is 0.79. Furthermore, the effect size of the study is 0.6 and it indicates there is any significant effect of shadowing technique on students’ speaking ability of eight grade students’ at SMP Negeri 1 Parigi. In short, shadowing technique is recommended to teacher to be use in teaching and learning process as an additional technique in teaching speaking especially to students speaking ability. Keywords: Speaking Ability, Shadowing technique

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