scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

scholarly journals The Effect of Mall Strategy Integrated with Padlet Towards Students’ Reading Comprehension

2019 ◽  
Vol 3 (2) ◽  
pp. 141
Author(s):  
I Gede Yoga Prastya
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching Strategy ◽  
Control Group ◽  
Statistics Analysis ◽  
Mobile Assisted Language Learning ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The research aimed at investigating the significant difference on students’ reading comprehension between students taught using Mobile Assisted Language Learning (MALL) strategy integrated with Padlet and students taught using conventional teaching strategy. This research was quasi-experimental utilizing post-test only control group design. The population of this research was tenth-grade students in SMA Negeri 4 Singaraja. The sample of this research were 73 students consisting of 35 students from X BB 1 as experimental group and 38 students from BB 2 as control group. The sample were chosen using cluster random sampling technique. The data collection in both groups were done through post-test. The obtained data were analyzed using descriptive and inferential statistical analysis. The result of descriptive statistics analysis reveals that the mean score for experimental group is higher than control group (78.03 > 73.39). Furthermore, the result of inferential statistics analysis through t-test shows that the significant value of tobserve is higher than tcritical value, which is 2.270 > 1.666 (df = 71, α = 0.05). Thus, it indicates that there is a significant difference on students’ reading comprehension between students taught using Mobile Assisted Language Learning (MALL) strategy integrated with Padlet and students taught using conventional teaching strategy.

scholarly journals The Influence of Electronic Dictionaries on Vocabulary Knowledge Extension

2016 ◽  
Vol 5 (3) ◽  
pp. 139 ◽  
Author(s):  
Mojtaba Rezaei ◽  
Mohammad Davoudi
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Learning Needs ◽  
Test Results ◽  
Efl Learners ◽  
Electronic Dictionary ◽  
Post Test ◽  
Knowledge Extension

<p>Vocabulary learning needs special strategies in language learning process. The use of dictionaries is a great help in vocabulary learning and nowadays the emergence of electronic dictionaries has added a new and valuable resource for vocabulary learning. The present study aims to explore the influence of Electronic Dictionaries (ED) Vs. Paper Dictionaries (PD) on vocabulary learning and retention of Iranian EFL learners. Seventy college students formed the participants of the study. Before the treatment, a Preliminary English Test was used for assessing the participants’ homogeneity. The participants were assigned to Electronic Dictionary (ED) group and Paper Dictionary (PD) group. The treatment lasted for 15 sessions. Eighty-eight new target words were selected in order to be taught in this study. The ED group participants were asked to use their mobile dictionary (Blue Dict dictionary), that include eight popular different dictionaries. The participants of the PD group used their ordinary Paper Dictionaries for finding the meaning of words. In order to check their short-term and long-term vocabulary learning, both groups took part in an immediate and delayed post-test respectively after the treatment. Based on the t-test results, the participants in ED group outperformed those of PD group. The overall results indicate that EDs can improve vocabulary learning.</p>

Second Language Vocabulary Acquisition through Mobile Assisted Language Learning

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 439-444
Author(s):  
ASHA MADHAVI PAGADALA
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Learning Approach ◽  
Ubiquitous Learning ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring the benefits of Mobile assisted Language Learning in vocabulary acquisition by a second language learner.It also discusses the vocabulary activities and strategies that can be facilitated through different mobile devices so as to fit to the needs of the learner. 

scholarly journals The Effectiveness of the Use of Animation in Arabic Language Learning

2017 ◽  
Vol 13 (10) ◽  
pp. 124 ◽  
Author(s):  
Norhayati Che Hat ◽  
Mohd Fauzi Abdul Hamid ◽  
Shaferul Hafes Sha'ari ◽  
Safawati Basirah Zaid
Keyword(s):  
Student Achievement ◽  
Language Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Control Group ◽  
Teaching Aid ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation. 

scholarly journals Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Web Search ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Language Schools

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>

scholarly journals L’EFFICACITÉ DE LA MÉTHODE D’APPRENTISSAGE BRAINSTORMING POUR COMPRENDRE LE TEXTE DESCRIPTIF EN FRANÇAIS POUR LES ÉLÈVES DE LA CLASSE X AU LYCÉE 2 MAGELANG

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Riri Restiarti ◽  
Sudarwoto Sudarwoto ◽  
Neli Purwani
Keyword(s):  
French Text ◽  
Language Learning ◽  
Reading Skills ◽  
T Test ◽  
French Language ◽  
Learning Method ◽  
Significant Difference ◽  
Post Test ◽  
Text Reading ◽  
French Language Learning

Dans le processus d’apprentissage du français, la plupart des élèves lisent le texte français sans comprendre le sens. Pour surmonter ce problème, la méthode brainstorming peut être appliqué pour que les élèves soient plus actifs et comprennent le contenu du texte. La méthode brainstorming oblige les élèves à donner leurs opinions afin que l’apprentissage ne soit pas dominé par des élèves intelligents. L’objectif de cette recherche est de décrire l’efficacité de l’apprentissage du français en utilisant la méthode brainstorming pour la compréhension écrite du texte descriptif pour la classe X au lycée 2 Magelang. C’est une recherche expérimentale, utilisant pre-test et post-test. Les échantillons dans cette recherche sont les élèves dans la classe X IPA 3 et X IPA 4. La technique d’échantillonnage est random sampling, pour collecter les données j’ai utilisé la documentation et le test. Cette recherche a utilisé la validité du contenu. J’ai utilisé la formule de KR 21 pour assurer la fiabilité de résultat. Je les ai analysés en utilisant de t-test. Cette recherche montre que l’utilisation de la méthode brainstorming est efficace pour la compétence de compréhension écrite du texte descriptif français pour les élèves à la classe X au lycée 2 Magelang. Le résultat de t-test montre une différence significative que tcalcul = 8.86 plus grand de ttab = 2.05. C'est-à-dire que l’apprentissage avec la méthode brainstorming est efficace pour améliorer la capacité de la compréhension écrite du texte descriptif français. In the process of French language learning, most of the students are only able to spell French text, without understanding its meaning. To overcome this problem, can be applied the brainstorming method to encourage students to be more active in understanding the content of the text. The brainstorming method requires students to argue, therefore learning is not only dominated by students who are good at it. The purpose of this research is to describe whether learning French using brainstorming method as learning method in reading descriptive text of the X grade students at SMA N 2 Magelang is effective or not. This research is an experimental research with pre-test and post-test. The population in this research is the students in Class X IPA SMA N 2 Magelang. The respondents in this study are students in X IPA 3 and X IPA 4. To collect the data is documentation and test. This research uses the content validity. Level of trust instrument is measured by the formula KR 21. The data was analyzed using the formula t-test. In addition, to know the material that understood by the students the data was analyzed using the formula effect size. This research shows that the brainstorming learning method is effective for descriptive text Reading Skills of 10th grade students of SMA N 2 Magelang. The results of the t-test shows a significant difference that tvalue more than ttable, the result is 8.6 more than 1.07. Therefore, learning by using brainstorming method is effective to improve reading skills of descriptive text in French.

scholarly journals The effectiveness of computers on vocabulary learning among preschool children: a semiotic approach

2016 ◽  
Vol 11 (1) ◽  
pp. 02 ◽  
Author(s):  
Tutku Basöz ◽  
Dilek Tüfekci Can
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Instruction Group ◽  
Significant Difference ◽  
Semiotic Approach

Semiotics in foreign language learning has recently achieved some prominence as a theoretical foundation for language teaching and learning. Although there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the present study aims to investigate whether there is a significant difference in preschool children’s vocabulary gain depending upon the computer assisted vocabulary instruction or the traditional vocabulary instruction both adopting a semiotic approach. The sample group of the study included 35 preschool children (5-years) who are studying at Balıkesir University Necatibey Faculty of Education Kindergarten. In this quasi-experimental study, the children were assigned to computer assisted vocabulary instruction group (16) or traditional vocabulary instruction group (19), which were the experimental and control groups. Before the experiment, the children were given a pre-test, which measured the number of target vocabulary the children had already known. While the experimental group learned the target vocabulary through computer-assisted instruction, the control group was taught the same target vocabulary via traditional vocabulary instruction. After the experiment, the same test was given to the children as the post-test. The results of the study showed that both instruction types were successful in teaching vocabulary and there was no significant difference between the groups in terms of their vocabulary gain. Keywords: Vocabulary learning; semiotic approach; computer assisted vocabulary instruction; preschool children; foreign language learning 

scholarly journals The Effect Of Counseling On The Adherence Of Therapeutic Hypertension Patients

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Gita Sekar Prihanti ◽  
Novi Puspita Sari ◽  
Nur Indah Septiani ◽  
Laura Putri Risty L. Tobing ◽  
Annisa Rahayu Adrian ◽  
...  
Keyword(s):  
Family Support ◽  
Statistical Tests ◽  
Adherence Rate ◽  
Test Results ◽  
A Value ◽  
Significant Difference ◽  
Post Test ◽  
Lifestyle Education ◽  
Nonparametric Statistical ◽  
Adherence To Therapy

Failure of therapy is a result of bad adherence  medication. Non-adherence to therapy is a major factor that is suspected to result in uncontrolled blood pressure in hypertensive patients resulting in more serious complications. Therefore it is important to increase the adherence rate of treatment in patients with hypertension in the treatment process. For this reason, the need for interventions to improve  adherence  with several aspects that can be changed. This study uses One Group Pretest-Posttest Design using 100 samples. Data derived from questionnaires containing 25 items of adherence to therapy, 5 items of knowledge, 4 items of trust, 3 items of motivation, 10 items of family support with nonparametric statistical tests used were Mc Nemar test. Mc Nemar test results indicate that there is a significant difference between adherence at the pre-test and at the post-test after counseling with a significance value (p = 0,000). The results also showed that there was a difference in knowledge with a significance value (p = 0.001), motivation with a value (p = 0.031) and family support with a value (p = 0,000). The education with counseling about knowledge, trust, motivation and family support is effective in increasing compliance. There are other changeable factors such as lifestyle education, patient doctor relationships, and the use of smartphone applications for self-reported therapy can improve adherence in patients thereby minimizing therapy failure. Other educational methods that can be used besides counseling are counseling and dissemination of social media information.

scholarly journals PENGARUH PSIKOEDUKASI TERHADAP PENGETAHUAN INKLUSIVITAS PADA ANAK-ANAK DI YAYASAN PANTI ASUHAN Z

2021 ◽  
pp. 1429
Author(s):  
Agnes Nugrawati Salim ◽  
Atalya Debora ◽  
Farica Tanojo ◽  
Sriana Sihombing ◽  
Sylvia Dewi Suryaganda ◽  
...  
Keyword(s):  
Social Interaction ◽  
Experimental Design ◽  
Statistical Test ◽  
Test Results ◽  
Significant Difference ◽  
Post Test ◽  
Parametric Statistical Test ◽  
Age Range ◽  
Non Parametric

The research explored the effect of psychoeducation towards knowledge of inclusivity for children at Yayasan Panti Asuhan Z (Z orphanage). Yayasan Panti Asuhan Z (Z orphanage) has been chosen because there is a phenomenon where the typical children shows stigmatization towards the atypical children. There are various form of stigmatization, including physical, attitude, communication, social interaction, et cetera. This research involved 33 children at the Yayasan Panti Asuhan Z having an age range from 11-21 years old. The design used in this research is within-group experimental design. The result of this study indicates that there is an increase after being given psychoeducation. Researchers used the Mann-Whitney non parametric statistical test. The result has shown there is a significant difference between pre-test and post-test results (p < 0.05, N=28).Penelitian ini melihat pengaruh psikoedukasi terhadap pengetahuan inklusivitas pada anak-anak di Yayasan Panti Asuhan Z. Yayasan Panti Asuhan Z dipilih karena adanya fenomena stigmatisasi yang tidak disadari antara anak-anak tipikal terhadap anak-anak atipikal yang tinggal di panti tersebut. Bentuk stigmatisasi yang terjadi beragam, seperti fisik, sikap, cara berkomunikasi, cara berteman, dan sebagainya. Penelitian ini melibatkan 33 anak-anak di Yayasan Panti Asuhan Z yang berusia mulai dari 11 hingga 21 tahun. Desain yang digunakan pada penelitian ini adalah within-group experimental design. Hasil dari penelitian ini menunjukkan bahwa terdapat peningkatan pengetahuan inklusivitas yang ditandai dengan meningkatnya hasil pre-test setelah diberikan psikoedukasi. Peneliti menggunakan uji statistik non-parametrik Mann Whitney. Berdasarkan hasil uji beda tersebut, diketahui bahwa hasil pre-test dan post-test memiliki perbedaan yang signifikan (p < 0.05, N=28).

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