scholarly journals EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class

E-Structural ◽  
2019 ◽  
Vol 1 (02) ◽  
pp. 123-141
Author(s):  
Dodi Mulyadi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Strategy Instruction ◽  
Vital Role ◽  
Control Group ◽  
Translation Strategy ◽  
Explicit Strategy Instruction ◽  
Efl Students ◽  
Visual Learners ◽  
Experimental Group

Abstract. Albeit listening comprehension as the vital role of language input, most EFL students have a somewhat negligent concern of it in the process of mastering EFL. Accordingly, the listening educators need to confirm students’ listening strategy awareness related to their learning styles for enhancing the quality of teaching listening. To this end, the study aims at assaying EFL students’ listening strategy awareness between visual, auditory, and kinesthetic learners who got an explicit strategy instruction of Extensive listening class and those who did not get the explicit strategy instruction.   The participants of the study were 38 sophomore EFL students of English departments at Universitas Muhammadiyah Semarang. Listening strategy awareness questionnaire, learning style questionnaire, and interview were utilized as the data collection instruments. The results elucidated that explicit listening strategy instructions have raised students’ direct attention strategies. Strategies of interpreting the meaning in their head and translating keywords that they have listened potentially impact on students’ mental translation strategy awareness. Indeed, visual learners in the control group have a higher strategy awareness dealing with person knowledge than in an experimental group. Then, auditory learners have similar scores for both groups — meanwhile, a bit higher score of person knowledge possessed by the kinesthetic learners in the experimental group. However, the statistical findings elucidate that there are no significant differences between the experimental and control group. Interview results confim that explicit strategy instruction of extensive listening class enables learners to create a good atmosphere in listening class, and their competence of listening instruction.

The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions

2017 ◽  
Vol 7 (12) ◽  
pp. 1200 ◽  
Author(s):  
Dodi Mulyadi ◽  
Dwi Rukmini ◽  
Issy Yuliasri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Analysis Of Variance ◽  
Strategy Instruction ◽  
Control Group ◽  
Top Down ◽  
Listening Proficiency ◽  
Visual Learners ◽  
The Individual ◽  
Experimental Group

The students’ listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners’ differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students’ listening proficiency viewed from their learning styles. The participants of the study were 50 Javanese EFL students at Muria University of Kudus, Indonesia. The data were gathered by using a listening proficiency test adopted from Longman TOEFL listening section and a questionnaire of visual, auditory, and kinesthetic (VAK) learning styles. Descriptive statistics, Independent Sample t-test, and Friedman two-way analysis of variance revealed that the experimental group has a significant effect of their listening proficiency after treated by using M-CCSI. Meanwhile, the control group has no significant effect on their listening proficiency after dealt with by using top down strategy (TDSI) as a general listening teaching. On the other hand, the result of two-way analysis of variance reveals that students’ listening proficiency was not influenced by learning styles including visual learners, auditory learners, and kinesthetic learners for both experimental group and control group. Thus, the findings imply that it is not essential for the lecturers of listening course to divide students into different learning styles in applying Explicit M-CCSI.

scholarly journals Augmented Reality Technology in Handball Teaching Based on Wireless Communication Environment

2021 ◽  
Author(s):  
Qin Fan ◽  
Deying Li
Keyword(s):  
Augmented Reality ◽  
Wireless Communication ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Performance ◽  
Control Group ◽  
Communication Environment ◽  
Augmented Reality Technology ◽  
Group B ◽  
Experimental Group

Abstract With the popularization of augmented reality technology in the field of teaching, the development from traditional teaching display to classroom application has greatly promoted the information-based teaching work. The work of this study is to use augmented reality technology in a wireless communication environment to apply to handball guidance. In this study, 13 handball teachers (coaches) and 103 student athletes were selected as subjects from seven traditional handball schools in our state. All subjects were tested in the Kolb learning style test scale (klsi 1985). It is divided into four groups: group A, group B, group C, and group D, depending on the various learning styles. These correspond to type of variance, type of assimilation, type of convergence, and type of adaptation. In this study, experimental staff were divided into two groups: a traditional learning control group and an experimental group of AR technology education. The results show that the improvement value of the experimental group before and after learning is 8.65, while that of the control group is 5.625. In terms of knowledge and skills, process and method, and emotional attitude, the use of AR makes assimilative and convergent learners have better learning performance than decentralized and adaptive learners. The conclusion is that the effect of augmented reality technology under wireless communication is excellent and effective in handball teaching. This study provides a new method for intelligent teaching.

scholarly journals Autonomous Learning for Proficiency Level İn Foreign Language Development of Graduate Students

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Halil Küçükler
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Foreign Language Learning ◽  
Autonomous Learning ◽  
Control Group ◽  
Student Centred Learning ◽  
Experimental Group

Also called student-centred learning, autonomous learning is a multifaceted and self-motivated study skill that relates to a change in focus in the learning environment from the teacher to the student or from teaching to learning (Taylor 2000, p. 107). Its impact on linguistic competence has been investigated over time and the two have been found to be correlated. This survey was conducted in Balıkesir University in academic years of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. The aim of the study is to investigate the impacts of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. Two kinds of questionnaires were administered: the first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ), developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The study involved the YDS test that measured the performance of the control and experimental groups to find out the differences. The study involved 15 sample YDS tests that were administered after every two weeks of instructions. Before the training commenced, there were some preliminaries that were being applied to determine the advancement in the level of proficiency and the level of trainees.  The results indicate that the male graduate students from both groups performed better than the female learners. The results also reveal that the control group scored a mean of 38, 86 while the experimental group recorded 38, 06 in the first test. Throughout all tests, the experimental group only scores a few points less. The ultimate YDS (The formal Proficiency Exam) score was (control group= 48; experimental group =47), which is almost the same. There is no meaningful difference between the control and experimental group.

scholarly journals Teach how to Listen: The Effect of Listening Strategy Instruction on Documentary Video Comprehension

2013 ◽  
Vol 9 ◽  
pp. 11-21 ◽  
Author(s):  
Fatemeh Hosseini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Strategy Instruction ◽  
Foreign Language Learning ◽  
Comprehension Strategies ◽  
Control Group ◽  
Documentary Video ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

Developments in broadcast and multimedia technology have generated a readily available and vast supply of videos for use in second and foreign language learning contexts. However, without pedagogical direction learners are unlikely to be able to deal with the complexities of this authentic listening resource, and strategy instruction may be one route to augmenting comprehension (Cross, J, 2009). The essence of this experimental study was to investigate the impact of teaching listening strategy on comprehension of documentary videos. For the purpose of this study, 54 advanced EFL students, 27 in experimental group and 27 in control group, participated in this study procedure. In 10-week-period, the experimental group went through a well-scheduled instruction in listening strategy. On the other hand, the control group wasn’t received any instruction in listening strategy. The finding of this study has revealed that teaching listening comprehension strategies has significant influence on comprehension of authentic documentary videos

Adaptation with Four Dimensional Personalization Criteria Based on Felder Silverman Model

2017 ◽  
Vol 15 (4) ◽  
pp. 1-20
Author(s):  
Drissi Samia ◽  
Abdelkrim Amirat
Keyword(s):  
Learning Styles ◽  
Cognitive Load ◽  
Learning Style ◽  
Teaching And Learning ◽  
Electronic Media ◽  
Control Group ◽  
Personal Factors ◽  
Learning Content ◽  
Set Up ◽  
Experimental Group

In the past decades, various systems have been proposed to provide students with a better learning environment by taking personal factors into account. Learning styles have been one of the widely adopted factors in the previous studies as a reference for adapting learning content or organizing the content. However, very few researchers give an idea of matching e-media with appropriate teaching and learning styles and very few studies give an idea of which appropriate combinations of electronic media and learning styles are more effective than other. In this paper, the authors aim to prototype an AFDPC-FS system (Adaptation with Four Dimensional Personalization Criteria based on Felder Silverman model). Their system presents a general framework for combining and adapting teaching strategies, learning styles and electronic media according to Felder-Silverman's learning style model. An experiment was designed to explore the effect of adaptation to different learning styles when learning materials were matched with learning styles. In particular it was set up to see whether there are significant differences in learning achievement and cognitive load between two groups, an experimental group who studied with learning style-fit version and a control group who studied with non-fit version of the system without adaptation to learning styles. The experimental results showed that the proposed system could improve the learning achievements of the students. Moreover, it was found that the students' cognitive load was significantly decreased.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals CHARACTERISTICS OF GOOD ENGLISH TEACHERS BASED ON THE PERCEPTION OF THE STUDENTS FROM DIFFERENT LEARNING STYLES AND PERSONALITIES

2018 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Fausiah Sriyuliyana
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
English Teachers ◽  
Psychological Aspect ◽  
English Teacher ◽  
School Students ◽  
Depth Interview ◽  
Pedagogical Aspect ◽  
Visual Learners

The  research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and  Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.

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