scholarly journals Digital Audio-visuals Aids and Listening in English as a Foreign Language Classrooms

2020 ◽  
pp. 253-269
Author(s):  
Mahamadou Sawadogo ◽  
Moses Kwadwo Kambou ◽  
Inoussa Malgoubri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Burkina Faso ◽  
Effect Size ◽  
Control Group ◽  
Digital Audio ◽  
Listening Skills ◽  
Visual Aids ◽  
Listening And Speaking ◽  
Speaking Skills

Many scholars and language practitioners have stressed the importance of listening and speaking in language learning and teaching particularly in formal contexts. However, learners of English as a Foreign Language (EFL) in Burkina Faso appear to perform very poorly in those basic language skills. This experimental study investigates the potential of digital audio-visuals to improve the listening skills of EFL learners in secondary schools in Burkina Faso. Assuming that learners born around the year 2000 are digital natives, we have tried to integrate smartphone-friendly audio-visuals in their EFL classrooms in a four-week experiment involving one Experimental Group and one Control Group. The experiment aimed at gauging the effectiveness of those aids operated via students‘ smartphones in improving learners‘ listening and speaking skills. Independent T-tests were used to compare the groups and Sample Paired T-Tests to make comparisons within groups. Furthermore, Cohen‘s d, an effect size formula, was used to measure the effect size. The findings show that the listening skills of the students exposed to the digital audio-visual aids improved on average from 10.2 to 18.5. It was noticed incidentally that their speaking skills improved as well. The study suggests that, if appropriately used, smartphones are excellent devices for language teachers and learners in this digitizing world.

Utilizing WhatsApp Messenger to Enhance Listening Skills of Civil Engineering Degree Students in Mandarin Courses at UiTM Penang Branch

2021 ◽  
Vol 5 (1) ◽  
pp. 51-60
Author(s):  
Foo Terng Hoe ◽  
◽  
Teck Heng Lim ◽  
Boon Yih Mah ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Scores ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tool ◽  
Significant Difference ◽  
Experimental Group

Listening skills are important skills that need to be mastered by foreign language learners. Listening skills have, however, often been neglected in the teaching and learning process. This study aims to investigate the effectiveness of using WhatsApp messenger as an instructional tool in enhancing listening skills. This experimental research employs the two-group pre-test post-test design. Two groups of 30 students who enrolled in the Introductory Mandarin course in one of the public universities in Malaysia took part in the study. During the study, the experimental group of 30 students underwent listening drills and exercises using WhatsApp messenger as the treatment, while another 30 students in the control group were taught by another lecturer using the conventional method of teaching listening skills. Listening test scores of before and after the treatment were compared and analyzed using Independent Samples t-Test to identify the significant level of the difference between the scores of these two groups. The findings show no significant difference in the listening pre-test scores between both control and experimental groups. However, after the treatment, the listening scores of the experimental group students are significantly better than that of the control group students. These results indicate that WhatsApp messenger is a useful instructional tool to teach listening skills in foreign language. The findings of this study could be used as a reference for further development of WhatsApp messenger as an instructional tool to enhance listening skills, overcome the constraints on teaching time, and improve the pedagogy as well as the instructions of foreign language learning.

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 72-81
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

The Generalization of Instruction on Genitive Relative Clause in the Acquisition of English as a Foreign Language

2006 ◽  
Vol 151 ◽  
pp. 99-113
Author(s):  
Akihiro Ito
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Relative Clause ◽  
Relative Clauses ◽  
Foreign Language Learning ◽  
Control Group ◽  
Test Results ◽  
Japanese Learners Of English ◽  
Special Instruction ◽  
Japanese Learners

This study examines the generalization of instruction in foreign language learning. A group of Japanese learners of English served as participants and received special instruction in the structure of genitive relative clauses. The participants were given a pre-test on combining two sentences into one containing a genitive relative clause wherein the relativized noun phrase following the genitive marker "whose" is either the subject, direct object, or object of preposition. Based on the TOEFL and the pre-test results, four equal groups were formed; three of these served as experimental groups, and one as the control group. Each experimental group was given instruction on the formation of only one type of genitive relative clause. The participants were then given two post-tests. The results indicated that the generalization of learning begins from structures that are typologically more marked genitive relative clauses to those structures that are typologically less marked, and not vice versa.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals Effetiveness of Zahorik Model in the Acquisition of Listening and Speaking Skills in the Light of the Motivation toward Learning Arabic among the Seventh Grade Students in Jordan

2017 ◽  
Vol 11 (2) ◽  
pp. 258
Author(s):  
Amal A. Wasas ◽  
Adnan S. Al. Abed
Keyword(s):  
The Other ◽  
Seventh Graders ◽  
Control Group ◽  
Seventh Grade ◽  
Validity And Reliability ◽  
Reliability Indicators ◽  
Listening Skill ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Speaking Skills

This study aimed at measuring the effectiveness of Zahorik Model in the acquisition of listening and speaking skills in the light of the motivation toward learning Arabic, among the seventh grade students in Jordan. The subjects of this study were selected purposely from the seventh grade students of a high school in Amman-Jordan. Two classes were selected randomly, one with (26) students, was assigned as an experimental group, where the other of (26) students, was assigned as a control group. Two tests were developed, one for the listening skill, and the other one for the speaking skill. A scale to measure the motivation toward learning Arabic was also developed. All validity and reliability indicators were obtained for these instruments. The results showed statistical differences in listening and speaking skills, for seventh graders, attributed to the method of teaching in favor of the experimental groups. The result also showed statistical differences in the speaking skill attributed to the interaction between the method and motivation toward learning Arabic, but showed no statistical differences in listening skill attributed to the interaction between the method and motivation toward learning Arabic. A set of recommendations were concluded in the light of these findings. 

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 Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

scholarly journals Metode Dan Strategi Pengajaran Membaca pada Pembelajaran Bahasa Arab Bagi Pemula

2020 ◽  
Vol 8 (1) ◽  
pp. 92
Author(s):  
Sitti Aisyah Chalik
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Language Skills ◽  
Writing Skills ◽  
Learning Objectives ◽  
Basic Skill ◽  
Listening Skills ◽  
Speaking Skills

This paper discusses the methods and strategies of reading in Arabic lessons. As is well known that language skills include four aspects,  namely  speaking skills, writing skills, reading skills, and listening skills. At the beginner level, reading is a basic skill that must be mastered by everyone who wants to    learn Arabic as a foreign language and as is well known that Arabic is a Foreign Language for non-Arabs. Teaching Arabic which is a foreign language requires various methods and strategies appropriate so that learning objectives can be achieved effectively and efficiently.

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