scholarly journals The Effects of Test Type, Pronunciation, and Proficiency Level on EFL Learners’ Speaking Exam Scores

2020 ◽  
Vol 10 (3) ◽  
pp. 95
Author(s):  
Kardelen Kilinc ◽  
Ozgur Yildirim
Keyword(s):  
Test Scores ◽  
Intermediate Level ◽  
Test Type ◽  
Speaking Test ◽  
Paired Samples ◽  
Proficiency Level ◽  
Significant Difference ◽  
Efl Students ◽  
Bivariate Regression ◽  
The Difference

The present study aims to reveal the effects of test type, pronunciation and proficiency levels of the students on speaking test scores. A total of 147 Turkish EFL students consisting of 38 beginner, 36 elementary, 37 pre-intermediate and 36 intermediate levels participated in the study. Presentation as planned, and paired speaking test as unplanned one were used as instruments to figure out the effects of two different test types on the test scores. Being prepared for their performances, the students did their presentations lasting between 5 and 8 minutes in front of two raters. The same participants, at the end of each level, were invited to the paired-speaking tests designed for the students to show their spontaneous performances. The performances in both tests were scored through a scale with five criteria, and the criteria along with overall scores were examined through Paired Samples t-test to reveal the effects of test type, and through bivariate regression to see the proportion of pronunciation aspect on overall scores. The results showed that in beginner level, although no differences were found in the overall scores, the test type induced differences in pronunciation, vocabulary and relevance aspect of their speaking performances. Similar results were found in elementary level besides the difference found in accuracy aspect, which resulted in a significant difference in overall scores. However, in pre-intermediate level, the only significant difference was found in pronunciation. On the other hand, in intermediate level all the aspects along with the overall scores were found to be affected by the test type except for fluency and pronunciation. The bivariate regression revealed that the effect of pronunciation sub-score on overall scores is significant in each level and test type.

scholarly journals Gender Differences And Psychological Impacts In Higher Education During Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 290
Author(s):  
Iswadi Iswadi ◽  
Apriyanto Apriyanto
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Negative Effects ◽  
Male And Female ◽  
Postgraduate Students ◽  
Learning Platform ◽  
Significant Difference ◽  
E Learning ◽  
Efl Students ◽  
The Difference

<p><em>E-learning during covid-19 pandemic gives positive and negative effects on students’ psychology. One of the effects of E-Learning is students whose negative and positive perception towards the process of E-Learning. The objectives of the study are to know (1)  The difference perception between male and female EFL post-graduate students of the use of online learning platforms? (2). Impacts psychologically of E-learning during Covid-19 to female and male EFL students in higher education. The method of the study is mixed research with the explanatory sequential design. The participants were 31 EFL postgraduate students in PGRI Indraprasta University. The data collection technique of the study was questionnaires with a Likert scale and an open interview. The data analysis technique of the study is an independent sample t-test with SPSS 22.0 version and collection, reduction, display, and conclusion. The results of the study are: (1) There is no significant difference perception between male and female EFL postgraduate students of the use of online learning platform because the significance value (0.695) which is bigger than 0.05. (2)  E-learning during the Covid-19 pandemic did not  give anxiety, fear, fatigue, and saturation to female and male EFL students in higher education. Implication of this research is University must develop LMS (Learning Management System) for teaching EFL students</em></p>

scholarly journals THE EFL STUDENTS’ CRITICAL READING SKILLS ACROSS COGNITIVE STYLES

2018 ◽  
Vol 5 (1) ◽  
pp. 73-96 ◽  
Author(s):  
Leonardus Par
Keyword(s):  
Reading Skills ◽  
Cognitive Styles ◽  
Main Idea ◽  
Critical Reading ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Significant Difference ◽  
Efl Students ◽  
The Difference ◽  
Reading Texts

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

2017 ◽  
Vol 7 (1) ◽  
pp. 18 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Learning Strategies ◽  
Long Duration ◽  
Significant Difference ◽  
Language Study ◽  
Efl Students ◽  
The Difference ◽  
And Gender

This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.

scholarly journals Productive and Receptive Collocational Knowledge of Iranian EFL Learners at Different Proficiency Levels

2017 ◽  
Vol 6 (7) ◽  
pp. 11
Author(s):  
Fahimeh Talakoob ◽  
Mansour Koosha
Keyword(s):  
Test Scores ◽  
T Test ◽  
Placement Test ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Paired Samples ◽  
Significant Difference ◽  
Intermediate Learners ◽  
The Mean

In the present study, an attempt was made to probe into the probable difference between Iranian intermediate and advanced EFL learners' receptive and productive collocational knowledge. To this end, 60 EFL learners studying at Islamic Azad University, Isfahan Branch, including 30 advanced and 30 intermediate learners, were chosen through the Oxford Placement Test (OPT). The participants at each level of proficiency received two tests of collocations, namely receptive collocation test and productive test of collocations. Paired-samples t test showed no statistically significant difference between productive and receptive knowledge of collocations of the advanced EFL learners. However, the mean comparison between the receptive and productive collocation test scores of intermediate EFL learners revealed a significant difference. Pedagogical implications emanating from the obtained results are elaborated in the study.

scholarly journals THINK-PAIR-SHARE MODEL AS SOLUTION TO DEVELOP STUDENTS’ CRITICAL THINKING IN ISLAMIC STUDIES: IS IT EFFECTIVE?

2020 ◽  
Vol 39 (1) ◽  
pp. 144-155
Author(s):  
Mohammad Kurjum ◽  
Abdul Muhid ◽  
Muhammad Thohir
Keyword(s):  
Critical Thinking ◽  
Conventional Method ◽  
Statistical Technique ◽  
Control Group ◽  
Control Group Design ◽  
Islamic Studies ◽  
Paired Samples ◽  
Significant Difference ◽  
Equivalent Control ◽  
The Difference

One type of cooperative learning methods is Think Pair Share (TPS). This study aimed at examining the contribution of the TPS method in increasing students' critical thinking in Islamic studies. Particularly, the study investigated the significances of the difference between learned students using TPS method and conventional method, and the effectiveness of TPS learning method. This study used an experimental group and a control group. It is a quasi-experiment with pre-test and post-tests non equivalent control group design. The population of this research are students who take courses in Islamic studies. Samples are taken randomly by taking two classes for an experimental class and a control class. The technique of collecting data was tests, while the technique of data analysis used the statistical technique of t-test (independent and paired samples) within the application of the SPSS release 24 program. The results of the study indicate that there is a significant difference (sig .000) between groups of students who are taught by the TPS Method and conventional Method. In addition, the TPS method has also proven to be effective for teaching Islamic studies which shows a significant difference (sig .000) between the pre-test and post-test.

Illustration of temporal evolution in patients with metastatic renal cell carcinoma (mRCC) using both circulating tumor DNA (ctDNA) and tissue-based genomic data.

2021 ◽  
Vol 39 (6_suppl) ◽  
pp. 347-347
Author(s):  
Zeynep Busra Zengin ◽  
Caroline Weipert ◽  
Joann Hsu ◽  
Nicholas Salgia ◽  
Chuck Hensel ◽  
...  
Keyword(s):  
Circulating Tumor Dna ◽  
Genomic Profiling ◽  
Temporal Separation ◽  
Tissue Samples ◽  
Sequencing Platform ◽  
Targeted Next Generation Sequencing ◽  
Paired Samples ◽  
Significant Difference ◽  
The Difference ◽  
Ctdna Analysis

347 Background: We have previously demonstrated the feasibility of ctDNA assessment in mRCC and preliminarily showed agreement between ctDNA and tissue-based genomic findings (Zengin et al ESMO 2020). Our data suggested that the degree of agreement is dependent upon the temporal separation of blood and tissue samples. We sought to further explore this temporal impact in a separate validation cohort. Methods: Patients (pts) with mRCC who underwent ctDNA genomic profiling were identified. ctDNA analysis was performed using a CLIA-certified 73-74 gene panel (Guardant360). From this cohort we identified a subset of pts who also underwent tissue-based genomic profiling using either a whole exome sequencing platform (GemExtra [TGen, Phoenix, AZ]) or a targeted next generation sequencing platform (Foundation Medicine [Cambridge, MA] or Tempus [Chicago, IL]). Only alterations covered by both assays were included for the current analysis. The difference in the proportion of alterations detected on tissue and ctDNA was compared between these cohorts and at a 6-mo landmark using the χ2 test. Results: In total, ctDNA and tissue based genomic profiling was assessed in 112 pts (M:F, 81:31); with most common histology was clear cell (85.7%). Median time between ctDNA and tissue assessments was 9.8 months (IQR 1.15-23.7). When examining paired samples in which >1 ctDNA alteration was detected, 32% (43/133) of alterations detected on tissue were also detected in ctDNA. This proportion increased to 43% (29/67) when samples collected within 6 months of each other, and was 51% (28/55) in samples collected within 3 months of each other. There was no significant difference in the frequency of shared mutations between the cohorts (P=0.09; Table). Conclusions: Our study confirms that ctDNA and tissue-based genomic profiling continue to provide consistently high levels of agreement. Notably, the percentage of samples with ≥1 ctDNA alteration detected was significantly lower in both cohorts compared to previous studies in RCC. More shared alterations were found on ctDNA when both ctDNA and tissue-based assessment were obtained at closer intervals. [Table: see text]

scholarly journals Factors Influencing College-Level EFL Students’ Language Learning Strategies in Saudi Arabia

2017 ◽  
Vol 7 (1) ◽  
pp. 69 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Learning Strategies ◽  
Demographic Variables ◽  
College Level ◽  
Language Learning Strategies ◽  
Factors Influencing ◽  
Significant Difference ◽  
Efl Students ◽  
The Difference

This study investigated the factors that influence college-level EFL students’ Language Learning Strategies (LLS) in Saudi Arabia. A survey of 178 participants from different higher education institutions in Saudi Arabia was conducted. A Multivariate Analysis of Variance (MANOVA) was employed to identify the most frequently used LLS and to investigate the difference between students’ demographic variables and their use of LLS. The study’s results revealed that the majority of participants fell in the age category between (18-22) years old, were in their 4th year of college, were Saudi nationals, and majored in TESL/TEFL. The findings also showed that participants’ overall use of LLS was average (medium). The study investigated the six LLS among participants and revealed that Metacognitive Strategies were the most frequently used strategies while Affective Strategies were the least frequently used strategies. The results also indicated that there was an overall statistically significant difference in LLS based on participants’ gender. However, the findings found that age, college level, nationality, and major did not have any statistically significant effect on the six LLS.

scholarly journals A Comparison of Lane Marking Detection Quality and View Range between Daytime and Night-Time Conditions by Machine Vision

Energies ◽  
2021 ◽  
Vol 14 (15) ◽  
pp. 4666
Author(s):  
Darko Babić ◽  
Dario Babić ◽  
Mario Fiolić ◽  
Arno Eichberger ◽  
Zoltan Ferenc Magosi
Keyword(s):  
Machine Vision ◽  
Lane Detection ◽  
Rank Test ◽  
Quality Level ◽  
Full Potential ◽  
Night Time ◽  
Paired Samples ◽  
Significant Difference ◽  
The Difference ◽  
Detection Quality

Lateral support systems in vehicles have a high potential for reduction of lane departure crashes. To profit from their full potential, such systems should function properly in adverse conditions. Literature indicates that their accuracy varies between day and night-time. However, detailed quantifications of the systems’ performance in these conditions are rare. The aim of this study is to investigate the differences in detection quality and view range of Mobileye 630 in dry daytime and night-time conditions. On-road tests on four rural road sections in Croatia were conducted. Wilcoxon signed-rank test was used to test the difference between the number of quality rankings while absolute average, average difference and standard deviation were used to analyse the view range. Also, a paired samples t-test was used to test the difference between conditions for each line on each road. The overall results confirm that a significant difference in lane detection quality view range exists between tested conditions. “Medium” and “high” detection confidence (quality level 3 and 2), increased by 5% and 8% during night-time compared to daytime while level 0 (“nothing detected”) decreased by 12%. The view range increased (almost 16% for middle line) during daytime compared to night-time. The findings of this study expand the existing knowledge and are valuable for research and development of machine-vision systems but also for road authorities to optimize the markings’ quality performance.

scholarly journals Using Dictation to Promote the Use of Grammar Knowledge in Reconstructing Listening Texts

2017 ◽  
Vol 16 (2) ◽  
pp. 217
Author(s):  
Hesthi Herusatoto
Keyword(s):  
Control Group ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Group A ◽  
The Mean ◽  
Group B ◽  
Grammar Knowledge ◽  
Control Group Group

This paper reports the findings of the implementation of full dictation and partial dictation in improving the awareness of using grammar knowledge in reconstructing listening texts among the EFL students at STBA (School of Foreign Languages) LIA Yogyakarta. Three groups participated in the study, i.e. two experimental groups (Group A and B) and a control group (Group C). A pre-test on listening to lectures was administered to the three groups. Over 9 sessions, Group C did the listening exercises in their textbook using dicto-comp technique, while in addition to the listening exercises which applied dicto-comp, the students in Group A was given full dictation exercises and Group B received partial dictation exercises. A post-test was given to the three groups after the ninth session. In addition to the post-test, a 5-point Likert-scale questionnaire assessing the students responses to the dictation exercises was given to the experimental groups. Results of paired-samples tests indicated that there was a significant difference between each groups pre- and post-test. The mean gain score of Group B was higher than Group A showing that Group B had better improvement in the post-test. Furthermore, Group B had better grammar points in their post-test compared to Group A. Group C also increased their scores but they still got their teachers assistance to point out their grammatical mistakes in their notes. This suggests that the dictations given to the experimental groups improved the students awareness in applying their grammar knowledge to reproduce a listening text they heard.

scholarly journals The effect of explicit and implicit teaching vocabulary on Iranian EFL learners vocabulary

2017 ◽  
Vol 4 (1) ◽  
pp. 15
Author(s):  
Seyyed Taghi Yaghoubi ◽  
Fatemeh Seyyedi
Keyword(s):  
Test Scores ◽  
Efl Learners ◽  
New Words ◽  
English Classes ◽  
Significant Difference ◽  
Efl Teachers ◽  
Explicit Teaching ◽  
Post Test ◽  
Efl Students ◽  
Teaching Learning

This research aimed to find out and compare the effects of two types of teaching- learning vocabularies: explicit vs. implicit teaching-learning on building the EFL vocabulary of Iranian EFL students. The participants of the study were 100 intermediate females EFL students from four English classes. The instruments of this study included a PET test, a pre-test and a post-test. The researchers divided the sample into two groups which were given 15 sessions of treatment; the vocabulary items were taught explicitly to the Explicit Group (EG) by giving them the definitions of the words. However, to the second group, the Implicit Group (IG) the vocabulary items were taught implicitly by giving them example sentences in which the new words were used. After the treatments, a post-test was taken by the participants to examine the effects. The results showed that although both methods of teaching vocabulary were found to be effective, there was a significant difference between the post-test scores of the two groups; the EG which received explicit teaching-learning learnt much more vocabulary than the IG that received implicit teaching-learning of vocabulary. The findings of this study have several pedagogical implications in that they can make EFL teachers in Iran clearer about the more effective way for EFL classes to teach and learn vocabulary.

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