A Study on the Development of AI-based Assessment Model for English Speaking Skills in Primary School

2020 ◽  
Vol 15 ◽  
pp. 53-76
Author(s):  
Eun Joo Song ◽  
KyuNam Shim
Keyword(s):  
Primary School ◽  
Assessment Model ◽  
English Speaking ◽  
Speaking Skills

Students’ Speaking Skill in English Immersion School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Mohammad Fadil ◽  
Sumardi Sumardi ◽  
Ngadiso Ngadiso
Keyword(s):  
English Teachers ◽  
Program Improvement ◽  
Average Score ◽  
Factors Affecting ◽  
English Immersion ◽  
Speaking Skill ◽  
English Speaking ◽  
Comparative Results ◽  
Academic Year ◽  
Speaking Skills

This research aims to describe: (1) students' English speaking skill in English immersion school; (2) students’ strengths and weaknesses in speaking skill in English immersion school; (3) factors affecting students' speaking skill in English immersion school. The research was designed as a case study, conducted at a school applying English immersion in Bondowoso, East Java, Indonesia in Academic Year 2017-2018. The research used purposive sampling. Data were collecated by interview, questionnairre, observation, and document analysis. The informants were grade 2 students, English teachers, and the school founder. The analysis found that: (1) on the scale of 1-5 (1=very bad, 2=bad, 3=fair, 4=good, 5=very good), students’ English speaking skills were at levels of very good (2.22%), good (6.67%), fair (37.78%), bad (44.44%), and very bad (8.89%); (2) students’ strengths in English speaking skills were related to vocabulary with average score of 2.7, and the weaknesses dealt with fluency with average score of 2.25; (3) factors that were assumed to affect students’ English speaking skills were environment, local accent, vocabulary mastery, English use, preference, and habits. It is recommended that all parties involved in the English immersion program evaluate the running of the program and the content of the program to provide learning outputs through English immersion. Commitment to using English should be strengthened, especially in English Week program. Improvement on English teachers’ is needed by involving them in trainings. Finally, similar research at non-English immersion school is necessary to ensure the comparative results gained from both types of school.

The Effect Of Implementing The Suggestopedia Method On Grade Four Students’ English Speaking Skills And Their Attitudes Toward It At Mayar International Schools

2020 ◽  
pp. 648
Author(s):  
كارول نويران المجالى ◽  
نايل درويش الشرعة ◽  
سعدية محمد سالم
Keyword(s):  
International Schools ◽  
English Speaking ◽  
Speaking Skills

scholarly journals The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

2021 ◽  
Vol 11 (6) ◽  
pp. 298
Author(s):  
Irina Karpovich ◽  
Oksana Sheredekina ◽  
Tatyana Krepkaia ◽  
Larisa Voronova
Keyword(s):  
Academic Performance ◽  
Quantitative Methods ◽  
Qualitative Content Analysis ◽  
Peer Assessment ◽  
Educational Process ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
English Speaking ◽  
Speaking Skills

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

Kebutuhan Pengembangan dan Keterampilan Khusus Personil dalam Bidang Penerbangan Indonesia

WARTA ARDHIA ◽  
2014 ◽  
Vol 40 (2) ◽  
pp. 85-98
Author(s):  
Yaddy Supriyadi ◽  
Rusdi Abdullah
Keyword(s):  
Air Traffic ◽  
Working Environment ◽  
Continuous Development ◽  
Knowledge And Skills ◽  
Air Traffic Controllers ◽  
Transport Safety ◽  
English Speaking ◽  
Mitigation Action ◽  
Monitoring Devices ◽  
Speaking Skills

Mitigation action towards aviation occurrence in Indonesia, according to number of aviation accident of the National Transport Safety Commitee, have not been showing a significant results. It can be caused by two things. First, the continuous development of aviation knowledge and technology. Second, the gaps between knowledge and skills that acquired during training phases and those required in the working environment This research is aimed to identify these gaps. The lack of understanding of Air Traffic Controllers on the concept of separation and how to implement it, minimum English speaking skills, and no training on RNA V and RNP are findings related to training solution. Whilst the malfunction of communication and monitoring devices, and no callibration to those devices are findings related to non-training solution. Pemecahan permasalahan kecelakaan penerbangan di Indonesia, berdasarkan data jumlah kecelakaan pesawat dari Komisi Nasional Keselamatan Transportasi, dapat dikatakan belum optimal. Masalah tersebut dapat dilihat dari dua hal, yaitu perkembangan ilmu pengetahuan dan teknologi penerbangan maupun kesenjangan yang terjadi antara kebutuhan pengetahuan dan keterampilan personil di lapangan dengan pengetahuan dan keterampilan yang diberikan pada masa pendidikan dan pelatihan. Penelitian ini dimaksudkan untuk mengidentifikasi kesenjangan tersebut. Kurangnya pemahaman personil Pemandu Lalu Lintas Udara terhadap konsep pemberian separation dan implementasinya, kurangnya keterampilan bahasa Inggris dan belum terprogramnya program pelatihan RNAV dan RNP merupakan temuan yang bersifat pelatihan. Sementara tidak optimalnya fungsi peralatan komunikasi dan monitoring bahkan tidak dapat dioperasikannya peralatan monitoring serta tidak adanya program kalibrasi terhadap peralatan tersebut merupakan hasil temuan yang bersifat non-pelatihan dari penelitian ini.

scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

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