scholarly journals Does ‘WOW’ translate to an ‘A’? Exploring the effects of virtual reality assisted multimodal text on Chinese Grade 8 EFL learners’ reading comprehension

2021 ◽  
Vol 1 (3) ◽  
pp. 21-41
Author(s):  
Yudan Su
Keyword(s):  
Virtual Reality ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Cognitive Processing ◽  
Multimodal Learning ◽  
Retention Performance ◽  
Text Input ◽  
Significant Difference ◽  
8Th Grade ◽  
Multimodal Text

Purpose In recent years, the incorporation of multimedia into linguistic input has opened a new horizon in the field of second language acquisition (SLA). In the reading aspect, the advent of virtual reality (VR) technology extends the landscape of reading repertoire by engaging learners with auditory, visual and tactile multimodal input. This study aimed to examine the pedagogical potential of VR technology in enhancing learners’ reading comprehension. Methods Three classes including 131 Chinese 8th grade EFL students participated in this study. This study adopted mixed methods methodology and triangulated pre-post-retention tests, questionnaires, learning journals and interview data to compare three modes of text input on learners’ reading performance and cognitive processing. Results The results indicated that VR-assisted multimodal input significantly improved learners’ macrostructural comprehension in the short term, whereas there was no significant difference in retention performance. The findings revealed that reading multimodal text did not exceed learners’ memory capacity or impose extraneous cognitive load. Participants mainly reported favorably on the efficacy of multimodal input in assisting their reading. Conclusion This study was the first attempt to integrate VR technology with input presentation and cognitive processing and offered a new line of theorization of VR-assisted multimodal learning in the cognitive field of SLA.

scholarly journals STUDENTS’ READING AND LISTENING COMPREHENSION BASED ON THEIR LEARNING STYLES

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Titing Magfirah
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Listening Comprehension ◽  
P Value ◽  
Comprehension Test ◽  
Significant Difference ◽  
8Th Grade ◽  
Comprehension Score ◽  
Academic Year

This research aims to know whether there is significant difference of students’ reading and listening comprehension score based on their learning style; visual and auditory at 8th grade students of SMPN 4 Pallangga Gowa in academic year 2016-2017. This study used quantitative method and causal comparative as the design of the study. The instruments of this study were learning style questionnaire, reading comprehension test and listening comprehension test. Further, it used Independent Sample T-Test to analyze the data from learning styles questionnaire, reading and listening comprehension score. Findings of the result reveal that there is no significant difference of students’ reading and listening comprehension score based on two groups learning styles; visual and auditory. The result showed sig. value is 0.592 and 0.594 for the reading comprehension based on two learning styles; visual and auditory, are greater than p-value (0.05), (0.592 and 0.594 >0.05). Similarly, the sig. value of two learning style groups in listening comprehension performance are the same, it is 0.954. Meaning that both sig. values are greater than p-value (0.954> 0.05). Hence, it can be concluded that H0 is accepted and Ha is rejected. Clearly, from the result, it can be said that learning style was not the only one factor affecting students’ reading and listening comprehension score

scholarly journals THE EFFECT OF HAMBURGER STRATEGY ON STUDENTS’ READING COMPREHENSION OF RECOUNT TEXTS

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Ismalianing Eviyuliwati ◽  
Cesar Abi Sarwan
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
English Education ◽  
School Level ◽  
Teaching Reading ◽  
High School Level ◽  
Significant Difference ◽  
8Th Grade ◽  
Quasi Experimental ◽  
The Mean

ABSTRACTThe study is aimed at finding whether or not the Hamburger Strategy is effective to use in teaching reading comprehension of recount texts at the eighth-grade students of a Junior High School level called MTs. Daarul Ma’arif in Jakarta, Indonesia. The samples of the study are 43 students who are divided into two groups, the experimental class (22 students) and the controlled class (21 students). The research method used is a quantitative method which employs a quasi-experimental design. The data collection is conducted through pretests and posttests. The validity and the reliability of the tests are measured by using ANATES. Furthermore, the collected data are analyzed using SPSS version 23 to find the t-value, i.e. to know whether there is a significant difference of the mean scores of posttests of the two groups. The finding shows that the mean score of the experimental class is 77.27 and that of the control class is 70.00. The t-value is 2.892. In addition, the hypothesis testing shows that at the sig. 2-tailed, probability  values (p) is 0.006, while alpha value (α) is 0.05. In other words, p < α, which indicates that Hѳ is rejected and Ha is accepted. In conclusion, the Hamburger Strategy is effective to use in teaching reading comprehension of recount texts at the 8th-grade students of MTs. Daarul Ma’arif, Jakarta, Indonesia. ABSTRAKPenelitian ini bertujuan untuk membuktikan apakah Strategi Hamburger efektif bila dipakai untuk mengajar Membaca Teks Recount pada siswa kelas 8 MTs Daarul Ma’arif Jakarta, Indonesia. Sampel penelitian ini terdiri dari 41 siswa yang terbagi dalam dua kelompok, kelompok ekperimen (22 siswa) dan kelompok kontrol (21 siswa). Penelitian ini adalah peneliatian kuantitatif dengan menggunakan desain kuasi-eksperimental. Pengumpulan data dilakukan dengan memberikan pretes dan postes. Validitas dan realibilitas tesnya diuji dengan ANATES. Setelah data terkumpul, dilakukan Uji-t melalui SPSS 23 untuk mengetahui adakah perbedaan yang signifikan pada rerata nilai postes kedua kelompok. Hasil penelitiannya menunjukkan bahwa rerata nilai postes kelompok eksperimen adalah 77,27, sedangkan kelompok kontrol mendapatkan rerata nilai postes sebesar 70,00. Nilai-t nya ditemukan 2,892. Sedangkan dalam uji hipotesa disebutkan nilai probabilitas (p) = 0,006 dan nilai alpha ((α) = 0.05. Dengan kata lain nilai p < nilai (α), yang artinya Hѳ ditolak dan Ha diterima. Kesimpulannya, Hamburger Strategi efektif digunakan dalam mengajar Membaca Teks Recount siswa MTs. Daarul Ma’arif Jakarta, Indonesia. How to Cite: Eviyuliwati., I., Sarwan, C. A.(2018). The Effect of Hamburger Strategy on Students’ Reading Comprehension of Recount Texts. IJEE (Indonesian Journal of English Education), 5(1), 49-60. doi:10.15408/ijee.v5i1.9880

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

56. Proficiency at the end of practice predicts retention of a technical clinical skills

2007 ◽  
Vol 30 (4) ◽  
pp. 59
Author(s):  
H. Carnahan ◽  
E. Hagemann ◽  
A. Dubrowski
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Technical Skills ◽  
Skills Training ◽  
Retention Performance ◽  
Specific Criterion ◽  
Practice Trials ◽  
Practice Time ◽  
Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

THE EFFECTIVENESS OF USING COOPERATIVE SCRIPT METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION ON RECOUNT TEXT OF 8th GRADE STUDENTS OF SMP N KEWAPANTE, MAUMERE IN ACADEMIC YEAR 2017/ 2018

2018 ◽  
Vol 2 (2) ◽  
pp. 210-220
Author(s):  
Wendelinus Oscar Janggo ◽  
Yuliana Wisnawati Nona Nungsi
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Research ◽  
Qualitative Data ◽  
Qualitative Data Analysis ◽  
Quantitative Data Analysis ◽  
8Th Grade ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Academic Year

This research is entitled “The Effectiveness of Using Cooperative Script Method to Improve Students’ Reading Comprehension on Recount Text of 8th Grade Students of SMP N Kewapante, Maumere in Academic Year 2017/ 2018”. The objective of this research is to investigate and to find out whether the use of cooperative script method effective to improve students’ reading comprehension on recount text. The method of this research is experimental research especially quasi experimental research. In analyzing the data, the researcher combined both quantitative and qualitative data analysis. In qualitative data analysis, the researcher used interview technique in order to get information about students’ perceptions in reading, while in quantitative data analysis, the researcher used SPSS version 16. The result of the research showed that the implementation of Cooperative Script Method in experimental class was more effective to help the students in reading comprehension on recount text compared to the use of the conventional method in control class of the eighth grade students of SMP N Kewapante, Maumere. It is also found that cooperative script method positively contributed to improve students’ reading comprehension. Therefore ,the researcher  suggests the teachers to use cooperative script method in order to improve students reading comprehension Additionally, cooperative script method can also motivate students to be more active, relax and enthusiastic to comprehend reading texts.

A novel approach utilizing laser acupuncture teletherapy for management of elderly-onset rheumatoid arthritis: A randomized clinical trial

2021 ◽  
pp. 1357633X2110098
Author(s):  
Aya Sedky Adly ◽  
Afnan Sedky Adly ◽  
Mahmoud Sedky Adly ◽  
Mohammad F Ali
Keyword(s):  
Rheumatoid Arthritis ◽  
Virtual Reality ◽  
Elderly Patients ◽  
Aerobic Exercise ◽  
Health Professionals ◽  
Post Treatment ◽  
Laser Acupuncture ◽  
Virtual Reality Training ◽  
Significant Difference ◽  
Elderly Onset

Introduction Rheumatoid arthritis (RA) disease is a systemic progressive inflammatory autoimmune disorder. Elderly-onset RA can be assumed as a benign form of RA. Until recently, face-to-face therapeutic sessions between health professionals and patients are usually the method of its treatment. However, during pandemics, including coronavirus disease 2019 (COVID-19), teletherapeutic sessions can extensively increase the patient safety especially in elderly patients who are more vulnerable to these infections. Thus, the aim of this study was to evaluate a novel teletherapy approach for management of elderly patients suffering from RA by utilizing laser acupuncture. Methods A teletherapy system was used for management of elderly patients suffering from RA. Sixty participants were allocated randomly into two groups and the ratio was 1:1. Patients in the first group were treated with laser acupuncture and telerehabilitation sessions, which consisted of aerobic exercise and virtual reality training. Patients in the second group received telerehabilitation sessions, which consisted of aerobic exercise and virtual reality training. Evaluation of patients was done by using the Health Assessment questionnaire (HAQ), the Rheumatoid Arthritis Quality of Life (RAQoL) questionnaire, and the analysis of interleukin-6 (IL-6), serum C-reactive protein (CRP), plasma adenosine triphosphate (ATP) concentration and plasma malondialdehyde (MDA). Results A statistically significant difference was found in CRP, RAQoL, IL-6 and MDA between the pre- and post-treatments in the first group ( p < 0.05) favouring the post-treatment group, while the HAQ showed a statistically significant difference between pre- and post-treatments ( p < 0.05) in both groups. Statistically significant post-treatment differences were also observed between the two groups ( p < 0.05) in RAQoL, CRP, ATP and MDA, favouring the first group. Discussion Laser acupuncture teletherapy could be suggested as a reliable treatment method for elderly patients suffering from RA, as it can provide a safe and effective therapeutic approach. Teletherapy provided safer access to health professionals and patients while giving a high patient satisfaction value with a relatively lower cost (ClinicalTrials.gov Identifier: NCT04684693).

Exploring the Impact of Interaction Modality on Students’ Learning Performance

2021 ◽  
pp. 073563312110272
Author(s):  
Neila Chettaoui ◽  
Ayman Atia ◽  
Med Salim Bouhlel
Keyword(s):  
User Interfaces ◽  
Teaching Method ◽  
Learning Performance ◽  
Controlled Study ◽  
Embodied Interaction ◽  
Multimodal Learning ◽  
Tangible User Interfaces ◽  
Embodied Learning ◽  
Significant Difference ◽  
The Impact

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

scholarly journals “Les copains *dit au revoir”: On Subject–Verb Agreement in L2 French and Cross-Linguistic Influence

Languages ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 7
Author(s):  
Malin Ågren ◽  
Marie-Eve Michot ◽  
Cyrille Granget ◽  
Sonia Gerolimich ◽  
Pascale Hadermann ◽  
...  
Keyword(s):  
Second Language Acquisition ◽  
Oral Narrative ◽  
Complex Interplay ◽  
Verb Morphology ◽  
Future Studies ◽  
Proficiency Levels ◽  
Verb Agreement ◽  
Significant Difference ◽  
L2 Development

This study focuses on the production of subject–verb (SV) agreement in number in L2 French and investigates the role of cross-linguistic influence (CLI) in this particular morphosyntactic domain. CLI is a well-known phenomenon in Second Language Acquisition (SLA) research but it has rarely been investigated systematically in relation to SV agreement in French. The participants of the study are 114 learners with Italian, German, Dutch and Swedish as L1. The source languages are all inflectional languages but they vary in terms of morphological richness in the verb paradigm, ranging from very poor (Swedish) to very rich (Italian). The participants performed an oral narrative task contrasting singular and plural contexts of SV agreement. Results indicate a significant difference between L1 groups in terms of correct SV agreement but they also show that the overall presence of rich verb morphology in the L1 does not, on its own, result in a more correct SV agreement. It is when comparing learners at two different proficiency levels that we observe differences in the rate of L2 development, which may be explained as an effect of CLI. Overall, results indicate a complex interplay of different factors, where the role of CLI must be further investigated in future studies in relation to L2 French.

Step count for 7th and 8th grade students in structured and unstructured physical education classes

2021 ◽  
Vol 9 (1) ◽  
pp. 54-61
Author(s):  
Necip Demirci ◽  
Refika Yilmaz ◽  
Ayda Karaca
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
School Type ◽  
School Students ◽  
Step Counts ◽  
Significant Difference ◽  
8Th Grade ◽  
Private And Public ◽  
Type Data

The aim of the study was to analyze step counts of middle school students in structured and unstructured physical education classes (PE) according to age, gender, and school type. Data were collected on a sample of 74 students, 40 7th and 34 8th grade students recruited from private and public middle schools. Omron HJ-112 pedometers were used in this study to obtain step counts. There were statistically significant differences between boys and girls in the step counts in both structured and unstructured PE. A significant difference was observed between school types in step counts during structured PE in both genders, while no significant difference was found for unstructured PE. Significant difference was found between step counts of only boys of different grades in unstructured PE. Boys made more steps than girls both in structured and unstructured PE. In structured PE, 7th grade boys reached a higher number of steps than 8th grade boys.

The Effects of Virtual Reality on Upper Extremity in Patients with Obstetric Brachial Plexus Injury

2021 ◽  
Author(s):  
Havva Ezgi Karas ◽  
Emine Atıcı ◽  
Gamze Aydın ◽  
Mert Demirsöz
Keyword(s):  
Virtual Reality ◽  
Brachial Plexus ◽  
Upper Extremity ◽  
Brachial Plexus Injury ◽  
Control Group ◽  
Nintendo Wii ◽  
Significant Difference ◽  
Obstetric Brachial Plexus ◽  
Conventional Physiotherapy ◽  
Obstetric Brachial Plexus Injury

AbstractThe present study aimed to examine the effects of playing Nintendo Wii games on upper extremity functions compared with conventional physiotherapy, in children with obstetric brachial plexus injury (OBPI). Twenty-two patients with brachial plexus injuries were enrolled. The patients were divided into two groups by simple randomization. The control group (conventional physiotherapy group [CTG]: n = 11) received conventional physiotherapy for 6 weeks (40 minutes per day, for 4 days per week). The study group, called Nintendo Wii group (NWG; n = 11), received conventional physiotherapy as well as tennis, baseball, and boxing games with Nintendo Wii on days when there was no physical therapy. The upper extremity range of motion (ROM) was evaluated using a digital goniometer, motor function was assessed using the Active Movement Scale (AMS), and shoulder functions were assessed with the Mallet Scoring System (MSS). Virtual reality treatment had a positive effect on shoulder flexion, forearm pronation, wrist flexion, ROM, and functionality (p < 0.05). There was a significant improvement in shoulder abduction and shoulder external rotation in the CTG (p < 0.05). There was no significant difference in the MSS values of either groups (p > 0.05). As per the AMS, in the NWG, the shoulder internal rotation increased significantly (p < 0.05). Nintendo Wii treatment used in addition to conventional physiotherapy may be effective in increasing upper extremity functions in children with OBPI. Clinical Trials Number NCT04605601.

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