scholarly journals Consonant Cluster Acquisition by L2 Thai Speakers

2017 ◽  
Vol 10 (7) ◽  
pp. 216 ◽  
Author(s):  
Apichai Rungruang
Keyword(s):  
Second Language Acquisition ◽  
First Language ◽  
P Value ◽  
Consonant Cluster ◽  
Item Questionnaire ◽  
Listening Skill ◽  
Significant Difference ◽  
Second Year ◽  
Listening And Speaking ◽  
Speaking Skills

Attempts to account for consonant cluster acquisition are always made into two aspects. One is transfer of the first language (L1), and another is markedness effects on the developmental processes in second language acquisition. This study has continued these attempts by finding out how well Thai university students were able to perceive English onset and coda clusters when they were second year and fourth year students. This paper also aims to investigate Thai speakers’ opinions about their listening and speaking skills, and whether their course subjects enhanced their performance. To fulfil the first objective, a pretest and posttest were launched to measure how the 34 Thai participants were able to identify 40 onset and 120 coda clusters at different periods of time. The statistical findings show that even though their overall scores in the fourth year were higher than those in the second year, there was no statistically significant difference in both major types of clusters [t = -1.29; p value >0.05 in onsets; t = -0.28; p value >0.05 in codas]. The Thai participants performed slightly better in onset (84% / 86%) than in coda (70% / 71%). To complete the second objective of the study, a 24-item questionnaire was distributed to the participants. The responses indicated positive opinions about their listening and speaking skills and the English courses they took in a four-year study. However, they still had difficulty identifying some English consonant clusters even though those were widely used or found. Finally, most participants claimed that English Phonetics and Phonology Course was one of the significant course subjects instrumental in establishing their fundamental knowledge of how to pronounce English words and develop their listening skill as well.

scholarly journals A STUDY OF ENGLISH COMMUNICATION PROBLEM BETWEEN NON-THAI AND THAI CO-WORKERS IN LUTHERAN CHURCH IN MUKDAHAN AND UBON RATCHATHANI AREAS

2016 ◽  
Vol 4 (1) ◽  
pp. 131-137
Author(s):  
SupornneeJampa ◽  
Nutprapha Dennis
Keyword(s):  
First Language ◽  
Bachelor's Degree ◽  
Thai Language ◽  
Lutheran Church ◽  
Communication Problem ◽  
Communication Problems ◽  
Listening Skill ◽  
Research Findings ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated English communication problem between non-Thai and Thai co-workers in Lutheran church. The study focused on the problems of English listening and speaking skills. The questionnaires were used to collect the data. The data analysis was presented in descriptive statistic. The research findings: 40 Thais and 13 non-Thai co-workers were more female than male in respondents of the study. Most of the Thai co-workers have previously graduated with a bachelor’s degree. There were 38.46% of the non-Thais have previously graduated with bachelor’s degree. There were 76.92% of the non-Thais come from Norway and they do not use English as a first language. Most of non-Thai respondents used Thai language communicated with Thai co-workers. The English communication problems exist between Thai and non-Thai co-workers at their work. The most difficult English skill for Thai co-workers was speaking whereas for non-Thais, it was the listening skill in communication. All of Thai co-workers often have problems in both listening and speaking skills. The major problems in communication were accent/pronunciation, using correct grammar and using appropriate words. Whereas foreigners communicated with Thai co-workers, there were major problems with understanding Thai co-workers’ accent/pronunciation of English.

scholarly journals The Impact of an Educational Program on Medical Students’ Knowledge and Awareness of Elder Abuse

2021 ◽  
Vol 8 ◽  
pp. 238212052110164
Author(s):  
Abbie West ◽  
Cara Cawley ◽  
Elizabeth Crow ◽  
Alexis M. Stoner ◽  
Natalie M. Fadel ◽  
...  
Keyword(s):  
Medical Students ◽  
Educational Program ◽  
Survey Methodology ◽  
Elder Abuse ◽  
P Value ◽  
Significant Difference ◽  
Survey Results ◽  
Second Year ◽  
College Of Osteopathic Medicine ◽  
The Impact

Objective: Approximately 1 in 6 adults 60 and older have experienced a form of abuse in the past year. Many cases remain under-reported due to lack of knowledge and awareness. This study created an educational program on elder abuse for medical students to determine if participation would increase knowledge and awareness of elder abuse. Methods: This study used a pre and post survey methodology to evaluate students’ knowledge and awareness of elder abuse before and after participating in this educational program. Sixty first and second year osteopathic medical students at the Edward Via College of Osteopathic Medicine, Carolinas Campus participated in this study. Students were emailed a pre-survey to evaluate their pre-existing knowledge and awareness. The survey was, previously created by the Student Training on Preventing Domestic Violence (STOP-DV) team using validated measures. Participants then attended educational events about various forms of elder abuse and recognizing its associated signs, and afterward completed the post-survey. The results were compared using t-tests to determine if there was a significant difference. Results: First and second year students differed significantly in pre-survey results of knowledge but not post-survey results. The results showed a significant difference in overall mean knowledge ( P-value < .001) and awareness scores ( P-value < .001) in all students. Conclusion: These results suggest education on elder abuse can enable future physicians to better recognize, understand, and support older adults regarding elder maltreatment.

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 Myopic Shift After Intraocular Lens Implantation in Children Less Than Two Years of Age

2018 ◽  
Vol 10 (1) ◽  
pp. 11-15
Author(s):  
Suma Ganesh ◽  
Reena Gupta ◽  
Sumita Sethi ◽  
Chandra Gurung ◽  
Raman Mehta
Keyword(s):  
Cataract Surgery ◽  
Intraocular Lens ◽  
Axial Length ◽  
Early Years ◽  
P Value ◽  
Group I ◽  
Significant Difference ◽  
Myopic Shift ◽  
Second Year ◽  
Group Ii

Purpose: The purpose of this study was to evaluate the myopic shift over a period of 2 years following implantation of intraocular lens (IOL) in children less than 2 years of age with axial length less than 22 mm.Method: A retrospective analysis of records of children below 2 years of age with axial length less than 22 mm who had undergone cataract surgery with primary IOL implantation over a period of 7 years was undertaken. Mean myopic shift was analyzed at 6 months, in first year, second year and end of 2 years following surgery.Results: Total 40 eyes of 23 children were included (mean age 13.55±7.38 months); with mean myopic shift at end of 2 years -2.35±2.15. Myopic shift in eyes with undercorrection in range of 3-4 D (group-I) and 5-7 D (group-II) was compared using Mann-Whitney test. Mean myopic shift at end of 2 years was -2.93±2.55 in group-I and -1.88±1.77 in group-II (p value not significant). There was no significant difference in myopic shift between two groups at 6 months and 1 year; a borderline significant difference was found in second year (p= 0.04).Conclusion: In our study amount of myopic shift in first two years in children with axial length less than 22 mm is below the expected normal. There was not much significant difference in the myopic shift over a period of 2 years in eyes, which were undercorrected by 3-4 D against those with 5-7 D. Thus aiming for less residual hyperopia by less undercorrection did not increase myopic shift. Thus high-level hyperopic glasses in the early years could be avoided and help in prevention of amblyopia after paediatric cataract surgery.

scholarly journals Comparison of Visuospatial Skill Development Between Preclinical and Clinical Undergraduate Students Using Dentinal Pin Placement Exercise

2021 ◽  
Vol 30 (03) ◽  
pp. 147-151
Author(s):  
Alia Ahmed ◽  
◽  
Usman Anwer Bhatti
Keyword(s):  
Undergraduate Students ◽  
Dental Students ◽  
Two Dimensions ◽  
Categorical Variables ◽  
P Value ◽  
Psychomotor Skills ◽  
Continuous Variables ◽  
Chi Square ◽  
Significant Difference ◽  
Second Year

OBJECTIVE: The objective of this study was to compare visuospatial and psychomotor skills of second year pre-clinical dental students with final year dental students using an exercise in dentinal pin placement. METHODOLOGY:A total of 120 BDS undergraduate students who had completed second or final year Operative dentistry rotation were included. While students from second and final year who had not consented to participate or had missed the practical demonstration or whose dentinal pins were misplaced after becoming loose from the tooth were excluded. Participating students placed the dentinal pins, following which Adobe Photoshop (version CC 2014) was used to analyze the photographs of the taken radiographs in two dimensions. Parameters assessed were pulpal perforations, periodontal perforations and pin angulation. Independent sample t-test was used to compare continuous variables while chi-square test was used for testing association for categorical variables. RESULTS: Final year students fared better in all categories of pin placement except periodontal perforation which was the same for both years. Statistically significant difference in the angulation for pin placement were observed between the two student groups in mesiodistal direction (p value =0.001) and in buccolingual direction (p value <.001). CONCLUSION: There is a significant difference in the psychomotor and visuospatial skill of second year pre-clinical when compared with the final year clinical undergraduate students. KEYWORDS: curriculum, dental, learning, operative, students.

scholarly journals COMPARING HOLISTIC AND ANALYTIC WAYS OF SCORING IN THE ASSESSMENT OF SPEAKING SKILLS

2018 ◽  
Vol 6 (1) ◽  
pp. 179
Author(s):  
Rastislav Metruk
Keyword(s):  
Objective Assessment ◽  
Assessment Process ◽  
P Value ◽  
Oral Performance ◽  
Holistic Scoring ◽  
Significant Difference ◽  
Analytic Scoring ◽  
English Speaking ◽  
The Relationship ◽  
Speaking Skills

of testing oral performance are usually applied: holistic and analytic scoring. In the present study, these two ways of evaluating the spoken proficiency are explored in order to examine the relationship between them. English speaking skills of a total of 50 subjects, who are Slovak university EFL (English as a foreign language) students, were assessed by an interlocutor and an assessor. The interlocutor conducted the holistic scoring, while the assessor performed the analytic scoring. Categories within the analytic scoring consisted of content and organisation, pronunciation, vocabulary, and grammar. The overall average for the four criteria was 3.32, while the holistic scoring mean was 3.56. The results demonstrate that there exists a statistically significant difference between the holistic and analytic ways of assessment as the p-value was calculated at 0.001 (p < 0.05). It is, therefore, suggested that employing both ways of scoring in the assessment process might be considered appropriate as they appear to complement each other, and together contribute towards more objective assessment.

scholarly journals Performance Anxiety in Slovak Students at Adolescent and Young Age

2018 ◽  
Vol 23 (4) ◽  
pp. 70-79
Author(s):  
Z. Chmelárová ◽  
A. Čonková ◽  
E. Šoltés
Keyword(s):  
University Students ◽  
Early Adulthood ◽  
Performance Anxiety ◽  
P Value ◽  
Stage Fright ◽  
Pedagogical Practice ◽  
Direct Impact ◽  
Significant Difference ◽  
Males And Females ◽  
Second Year

The paper presents outcomes of a study on the levels of performance anxiety in Slovak school and university students in adolescence and early adulthood from a gender perspective and depending on their educational stage. The research sample consisted of 589 respondents, 270 students of secondary schools and 319 students of the Economic University. The data was collected using a standardized questionnaire KSAT [13] and brainstorming method. The following hypotheses were tested: 1) there are statistically significant differences in the level of anxiety between males and females; 2) performance anxiety decreases with age. Our research didn’t confirm the direct impact of sex on stage fright; nor did it prove that performance anxiety decreases with age. A statistically significant difference in the level of stage fright between males and females was found only in the second-year university students (p-value = 0.0001).In our pedagogical practice, we will focus on the development and implementation of special strategies for overcoming stage fright that would fit every person.

scholarly journals USING HAND PUPPETS AS MEDIA TO IMPROVE STUDENTS’ SPEAKING SKILL THROUGH NARRATIVE TEXT: A CASE OF EIGHTH STUDENTS OF SMP N 16 SEMARANG IN ACADEMIC YEAR OF 2016/2017

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Chintia Ardhiani ◽  
Arso Setiyaji ◽  
Jafar Sodiq ◽  
Dias Andris Susanto
Keyword(s):  
Quantitative Description ◽  
Narrative Text ◽  
P Value ◽  
Theoretical Frameworks ◽  
Study Program ◽  
Significance Level ◽  
Significant Difference ◽  
Speaking Skill ◽  
Academic Year ◽  
Speaking Skills

Chintia, Ardhiani. 13420056. Using Hand Puppets to Improve Students’ Speaking Skill Through Narrative Text: A Case of Eighth Grade Students of SMP N 16 Semarang in The Academic Year of 2016/2017. Final Project, English Study Program, Faculty of language and Arts Education, University of PGRI Semarang. Advisor 1: Dr. Arso Setiaji, S.Pd.,M.Hum, and Advisor 2 Dr. Jafar Sodiq, S.Pd.,M.Pd. The objectives of this study are (1) to find out the students of speaking skills who are taught using hand puppet. (2) to find out the students of speaking skills who are taught without using hand puppet. (3) To find out any significant difference speaking skills of students who are taught with and without using hand puppet. In order to the objectives of the study, relevant theories were refer to and discussed significance among them were theories of speaking, storytelling, learning media, and hand puppets. Following the presentation of the theoretical frameworks, the research methods were selected. The study used quantitative description with experimental approach.  Based on the data analysis, the research found that the result of the significant difference speaking skill of students who are taught with and without using hand puppets through narrative text. According to statistical calculations, sig.(2-tailed) and with df 33 in significance level 0,05 t-table = 22.392 with p-value = 0,000 and a = 0,05. Which is p < a; (0,000 < 0,05). It proved that Hº was rejected and H¹ accepted.

scholarly journals Pengaruh Metode Storytelling Berbantuan LCD Proyektor Terhadap Keterampilan Menyimak Dan Berbicara Peserta Didik SDN 64 Malaka Kabupaten Maros

2021 ◽  
Vol 1 (2) ◽  
pp. 51-57
Author(s):  
Hastuti Hastuti ◽  
Muhammad Yunus ◽  
Asdar Asdar
Keyword(s):  
Test Scores ◽  
Test Score ◽  
Story Telling ◽  
First Semester ◽  
School Year ◽  
Listening Skill ◽  
Post Test ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Speaking Skills

Penelitian ini bertujuan, untuk mengetahui: (1) pengaruh penerapan metode story telling berbantuan LCD proyektor terhadap keterampilan menyimak peserta didik SDN 64 Malaka Kabupaten Maros, (2) pengaruh penerapan metode story telling berbantuan LCD proyektor terhadap keterampilan berbicara peserta didik SDN 64 Malaka Maros, dan (3) pengaruh penerapan metode storytelling berbantuan LCD proyektor terhadap keterampilan menyimak, dan keterampilan berbicara secara terpadu peserta didik SDN 64 Malaka Kabupaten Maros. Subjek penelitian ini, adalah peserta didik kelas V SDN 64 Malaka semester I tahun ajaran 2020/2021 dengan jumlah peserta didik 19 orang yang terdiri atas 11 orang laki-laki dan 8 orang perempuan. Hasil penelitian menunjukkan bahwa,  metode story telling berbantuan proyektor dapat berpengaruh terhadap keterampilan menyimak, keterampilan berbicara, dan keterampilan menyimak dan berbicara secara terpadu. Hal ini dibuktikan,  dengan adanya nilai pos test pada peserta didik, nilai ketuntasan belajar nilai postest keterampilan menyimak 72,11% yang sebelumnya pada pelaksanaan pretest (tes awal) hanya sebesar 66,63%, nilai ketuntasan belajar nilai postest keterampilan berbicara 73,53% yang sebelumnya pada pelaksanaan pretest (tes awal) hanya sebesar 64,11%, nilai ketuntasan belajar nilai postest keterampilan menyimak dan berbicara secara terpadu 75,95% yang sebelumnya pada pelaksanaan pretest (tes awal) hanya sebesar 68,42%. Dengan demikian, metode story telling berbantuan LCD proyektor dapat berpengaruh terhadap nilai keterampilan menyimak, keterampilan berbicara, dan keterampilan menyimak, dan keterampilan berbicara secara terpadu. This study aims to determine:(1) the effect of the implementation of storytelling method assisted with LCD projectors on the listening skill of students in SDN 64 Malacca, Maros Regency, (2) the effect of the implementation of storytelling method assisted with LCD projectors on the speaking skill of students in SDN 64 Malacca, Maros Regency, and ( 3) the effect of the implementation of storytelling method assisted with LCD projectors on listening and speaking skills of students simultanously in SDN 64 Malaka, Maros Regency. The subjects of this studying were students in grade V SDN 64 Malacca in the first semester of 2020/2021 school year with 19 students consisting of 11 boys, and 8 girls. The results showed that the projector-assisted storytelling method can affect listening skill, speaking skill, and listening and speaking skills in an integrated manner. This is evidenced by the presence of post-test scores of students. Post-test score for listening skill was 72.11% while previously in the pre-test it was only 66.63%. Post-test score for speaking skill was 73.53% while previously in the pre-test it was only 64.11%. The posttest value of listening and speaking skills in an integrated manner was 75.95% while previously in the pretest it was only 68.42%. Thus, the LCD projector-assisted story telling method can affect the scores of listening skill, speaking skill, listening and speaking skills in an integrated manner.

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