scholarly journals The Training Program Effectiveness to Improve English Pronunciation for Students with Hearing Impairments in the Elementary Level

2021 ◽  
Vol 2 (5) ◽  
pp. 1-11
Author(s):  
Mohammad Abedrabbu Alkhawaldeh ◽  
Mohamad Ahmad Saleem Khasawneh

This study aimed to determine the effect of a training program to improve English pronunciation for hard-of-hearing students. To achieve the aim of the study, the researchers used the quasi-experimental approach, and the study sample consisted of (30) students with hearing impairments from primary schools in the city of Irbid. The experimental group studied based on the training program and consisted of (15) students, and (15) students of the control group studied in the traditional way. A set of instruments has been prepared, which consists of an image-naming test and preparing a training program based on the curriculum for students to see their effectiveness in raising the level of pronunciation for students with hearing impairments in the English language. The results showed that there were statistically significant differences between the control and experimental groups in favour of the experimental group. The study recommended holding training courses (sound training) targeting parents of hearing-impaired students in order to develop the receptive and expressive language of their children.

2018 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Gholam Reza Parvizi

This study focuses on the impact of the type of form-focused instruction (FFI) on its efficiency in mastering L2forms. The hypothesis that FFI, which induces structural and metalinguistic salience on the basis of contrastiveanalysis of the learner’s L1 and L2, would be particularly effective at facilitating the acquisition of difficult L2 formswas tested in a quasi-experimental study comparing the effectiveness of two types of FFI, one with and one without acontrastive component. The contrastive FFI explicitly drew learners’ attention to the cross-linguistic differences inthe tense-aspect systems of their L2 and L1 while the non-contrastive treatment only focused on the tense-aspectsystem of the L2. The effects of these two types of FFI were assessed by analyzing the learners’ pre-test and post-testperformance on two tasks differing in the extent to which they involve the activation of explicit and implicitlinguistic knowledge: a grammatical judgment task and a controlled translation task. The subjects of the studycomprised of 43 students majoring in English language in the Iranian capital university, Tehran, 22 were selected asfor experimental group and 21 for control group randomly. The results of the study revealed that the quantitativeanalysis of the Grammatical Judgment Test (GJT) data indicated no significant effect of CFFI due to the novelty ofthe translatory technique, or the potential individual differences in the learning orientation of the learners. On thecontrary, the qualitative analysis indicated differential effects of this type of FFI according to the nature of targetform, i.e. CFFI was beneficial in raising the grammatical judgment of Persian Learners of English (PLE) regardingpresent perfect form but not effective in their judgment of ungrammatical progressive forms. In terms of translationtask, the CFFI appeared to be effective in the correct use of the target structures by PLE. This may be mainly due tothe fact that Translation Test (TT) needed explicit knowledge which was presented in CFFI and that translation is acontrastive activity in nature.


2021 ◽  
Vol 4 (1.2) ◽  
pp. 358-371
Author(s):  
Noemi Mercedes Remache Carrillo ◽  
Sandra Paulina Porras Pumalema ◽  
Diana Carolina Campaña Días ◽  
Mónica Alexandra Garcés Villacrés

Introduction: higher education has experienced a number of changes in the teaching field due to the current situation. In this context, e-learning through educational platforms has taken on great value in the teaching-learning process. Objective: to apply an educational intervention through the Moodle platform to consolidate the skills of the English language in the students of the industrial maintenance career of the Escuela Superior Politécnica de Chimborazo during the special period April-September 2020. Methodology: this investigation was carried out in the context of mandatory teleworking due to the Covid-19 pandemic. This mixed research had a descriptive approach with a quasi-experimental focus. To achieve the main goal, 70 students from the third semester took an active part in it who were divided into two study groups: the control group and the experimental group, with 35 students respectively. Before the intervention phase, information was collected through a survey which yielded important general data related to their socio-demographic information and self-perception of their level of English. At the same time, a pre-test of knowledge of the language was taken from the students which was based on the Cambridge PET exam. With this exam, data were obtained for the development of the intervention plan that was implemented throughout the semester. Results: after the intervention phase, the students took a post-test and the corresponding means could be compared. They obtained 9.20 for the control group and 11.99 for the experimental group as final scores. Conclusion: it is concluded that the Moodle Platform is a valuable didactic support to improve English language skills.


2021 ◽  
Vol 5 (3) ◽  
pp. 6-19
Author(s):  
Jazmín Marisol Medina ◽  
Jazmina Ivonne Mena Mayorga

Introduction. The English language is a mandatory subject in elementary, secondary, and higher education in Ecuador. To become proficient, a broad knowledge of grammar is needed because it is considered the backbone of a language. Objective. This research aims to implement graphic organizers in the teaching-learning process of grammar tenses. Methodology. This inquiry took place at a university of Riobamba with a target population of 62 A2 level students. A quasi-experimental research, was carried out with 31 students that were the experimental group and the same number of students as the control group. A pre-test was applied to both groups to evaluate their grammar skills. After that, both groups were given a post-test to determine if the graphic organizers implemented made any improvement on the students’ performance regarding grammar tenses. Results. The post-test results demonstrated that the competence of the experimental group students has been enhanced after implementing graphic organizers. Conclusion. The students were able to clear up their ideas and to establish better relationships between graphical and cognitive demands.


Author(s):  
Marbella Binti Justine ◽  
Rosliah Kiting ◽  
Julita@Norjietta Binti Taisin

Reading skill is an important skill in Kadazandusun language to enable pupils to follow and master the teaching and learning in the classroom. However, the findings from previous studies show that most pupils in primary schools have yet to master the basic skills of reading in the pronunciation aspect. Therefore, this study has to be carried out to study the effectiveness of ‘Sinding Pimato’ software application on the reading achievement of the Year One pupils. This study is a quasi-experimental study. The quantitative approach is used together with pre and post-test instruments. A total of 30 Year One pupils in a school at Tambunan District have become the sample for this study. The sample of the study was divided into two groups, namely the experimental group taught using ‘Sinding Pimato’ software and the control group taught by Chalk and Talk method. The findings show that there is a significant difference in the achievement of reading between the experimental group and the control group. The findings of this study show that the application of ‘Sinding Pimato’ learning software is effective in helping to improve the achievement of reading for the Year One pupils. In conclusion, the ‘Sinding Pimato’ software has an effective effect as a learning tool for Kadazandusun Language. The implication of the study shows that the ‘Sinding Pimato’ software is useful to improve the quality of teaching and learning Kadazandusun language curriculum.


EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 68-82
Author(s):  
Kamarudin Kamarudin ◽  
Tawali Tawali ◽  
Muhammad Muhlisin

This research aims at finding out whether Course Review Horray strategy has effect to promote students’ self-confidence in learning vocabulary at the seventh grade students of MA NW Senyiur Keruak Lotim or not. This research rises since the use of English vocabulary plays crucial roles of mastering English language. Students will gain a huge number of benefits in which they can cope with various vocabulary items. For instance; students will automatically convince their self to speak up fluently where they know much of variety of vocabulary. This phenomenon comes up along with students of MA NW Senyiur Keruak Lotim. This research was a quasi-experimental with two group pre-test and post-test design. The population was all the students of the seventh grade at MA NW Senyiur Keruak Lotim consisted of 74 students from 3 classes. The samples of this research were 2 classes consisted of 25 students each group.  The experimental group was treated by using Course Review Horray strategy and control group was using Engage Study and Activate Strategy. The instruments of collecting the data were vocabulary test and questionnaire. After the data analysis completed, it was found that the questionnaire of students’ percentage was 56% the students got qualification A as criteria Student master 90%-100% of all indicators, 24% students get qualification as B master 80%-89% of all indicators, 16% students get qualification as C master 65%-79% of all indicators, 4% students get qualification as D master 55%-64% and 0% students got qualification as E master 0%-54% of all indicators. The number of T-test score was (2.865) > T-table (2.011). So, Course Review Horray (CRH) has effect towards students’ self-condident in learning English vocabulary


Author(s):  
Saovapa Wichadee

The purposes of this study were to develop a blended learning model using Edmodo as a learning tool in language learning and examine the effectiveness of the model implemented in an English course regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasi-experimental design was employed to collect data using the tests and questionnaires. The samples in this study were the second-year students enrolled in an intermediate English course. The samples were from two classes, each of which contained 42 students. One class was used for the control group; another one for the experimental group. In the control group, students were only taught in a face-to-face learning environment using the PPP model whereas the experimental group studied through the PPP model in class supported by online learning using Edmodo. The findings indicate that blended learning was more effective than traditional learning. That is, students in the experimental group not only outperformed those in the control group in oral proficiency, but they also exhibited higher learning motivation. Although students in both groups did not differ in their attitude toward the PPP model, those in the experimental group expressed a positive attitude toward Edmodo. The findings of this study have implications for English language instructors, encouraging them to see how technology can facilitate learning and help learners produce better academic performance.


Author(s):  
Karla Lobos Peña ◽  
Claudio Bustos ◽  
Alejandro Díaz

Introduction. Current research based on observational design studies characterized the teaching practices that stimulate the development of academic self-concept, but there is a need for experimental and quasi-experimental studies to validate those findings. The present research evaluate the impact of a teacher training program based on academic self-concept stimulation strategies on academic self-concept, attendance and grades of their students. Method. 36 teachers of primary level and 819 students from public schools of the Province of Concepción, Chile, participated. A quasi-experimental design with pre and post measures was applied. Information was collected through self-report and information available on official records. Results. After the intervention, teachers in the experimental group have greater capacity to stimulate the self-concept of their students, D(1, 41700.91)=17.09, p < 0.001, encouring self-concept related to capacity, work procedures and class participation. Also, the students on experimental group have a greater perception about their capacity to participate in classes after the intervention, dependent on the pre-test perceived capacity, D(1, 983-22)=6.10, p=0.014,  and higher attendance rates, D(1, 691.34)=82.50, p<0.001, than control group. Discussions and conclusions. The teacher training program is effective to improve the teaching strategies of stimulating the academic self-concept, the perception of competence to participate in classes of the students and to increase the levels of attendance.


MANAZHIM ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 136-150
Author(s):  
Mohmmad Khasawneh

The purpose of this study was to identify the effect of using a language games-based electronic program on developing the oral expressions of people with learning difficulties in the English language during the emerging Covid-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students, who were distributed to an experimental group (42) and a control group (42). The instruments of the study consisted of the training program and a test for the evaluation of oral expressive performance. The study found the existence of significant differences between the experimental and control groups in the acquisition of oral expression after receiving the training program in favor of the experimental group.


2019 ◽  
Vol 5 (1) ◽  
pp. 48-57
Author(s):  
Duvis Nava Yunensia Ovi Adila

The objective of the study is to investigate the effectiveness of SQ3R strategy on students’ reading comprehension at State Junior High School 2 of Bululawang. The study used quantitative method with quasi-experimental design because there were two different groups for the samples namely experimental and control group and also the researcher gave different treatment for both experimental and control group. For experimental group the researcher taught by using SQ3R strategy while for control group the researcher taught by using skimming-scanning strategy. The researcher took VII A as control group and VIID as experimental group by using flipping coin. The instrument of this study was a reading test conducted twice as a pretest and post-test and the supporting instrument was a questionnaire. The results of hypothesis test showed that significance value was 0.000. So, there was a significance effect of SQ3R strategy on students’ reading comprehension at State Junior High School 2 of Bululawang. In other words, SQ3R strategy was effective and applicable for seventh grade students at State Junior High School 2 of Bululawang specifically on descriptivetext. Indeed, this strategy is recommended for teachers and students in learning English especially in reading skill to increase the students’ reading comprehension and stimulate the students’ activeness during teaching-learning process. Key Words: SQ3R Strategy, English Language Skill, Reading Comprehension.


2022 ◽  
Author(s):  
Arash Marzban ◽  
Zahra Farsi ◽  
Effat Afaghi ◽  
Mehdi Rezaei ◽  
Mohsen Moradi

Abstract Background: The coronavirus disease 2019 (COVID-19) caused many adverse effects, including increased stress in patients. The present study aimed to determine the effect of an online self-care training program on perceived stress in COVID-19 patients.Methods: This quasi-experimental study was fulfilled by recruiting 132 COVID-19 patients, referred to two hospitals in Isfahan, Iran, from February 20 to August 22, 2021. These patients were selected using the convenience sampling method, and were then randomized into experimental (n=63) and control (n=63) groups. The online self-care training program was subsequently presented to the patients in the experimental group, during six sessions of 30 minutes for two weeks. E-learning and educational content introduced through lectures, multimedia, and instructional videos using web platforms. Then, daily follow-up sessions continued until one month after the intervention. The data were collected administering an individual characteristic form and the Perceived Stress Scale (PSS) at three stages before, immediately, and one month after the intervention.Results: The mean scores of perceived stress before, immediately, and one month after the intervention in the experimental group were respectively 30.51±6.31, 24.59±4.66, and 26.57±3.82, and they were 29.78±4.81, 29.4±4.57, and 29.11±4.73 in that order in the control group. Moreover, no significant difference was observed between both groups at the pre-intervention stage (p=0.467), while the mean scores of perceived stress in the experimental group were lower compared with those in the control group immediately (p<0.001) and one month after the intervention (p=0.001). The mean scores of perceived stress in the experimental group before, immediately, and one month after the intervention had also changed in a significant manner (p<0.001), whereas there was no significant variation in the control group in this respect (p=0.298).Conclusions: The online self-care training program led to a reduction in perceived stress in COVID-19 patients. It is thus recommended to implement this cheap, safe, and efficient method to relieve perceived stress in such cases.


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