The study aims to discover whether audio or video modality in a listening test is more beneficial to test takers. In this study, the posttest-only control group design was utilized and quantitative data were collected in order to measure participant performances concerning two types of modality (audio or video) in a listening test. The participants, first grade students from an ELT program, were recruited and randomly assigned to two groups: audio-only text (AOT) (n=30) and video-only text (VOT) (n=27). Audio-only text (AOT) and video-only text (VOT) posttests were administered to the two randomly selected groups. Based on the results, the spread of the scores was wide in the post tests. In a nutshell, apart from texts 1 and 2, the AOT group performed significantly higher than the VOT group, despite the visual elements of the video. When considered all twenty items of the four texts, the significant difference found indicates that the audio modality was more favorable. This study examined differences in the effects of video listening text or audio-only listening text in terms of their effect on L2 test-taker performance. The quantitative results showed significantly higher success for AOT test takers. In other words, a consistent pattern presented in the listening comprehension test towards audio modality. However, the findings of the current research are not conclusive since various elements may have affected the outcome, such as motivation, physical factors, and topic familiarity, note-taking habits, and initial preference for audio or video. Therefore, further empirical research comparing AOT and VOT listening comprehension assessments is suggested to take into account these variables.
<p>The study aimed to develop a valid and reliable scale to measure the expectations of students from the discipline program implemented in their schools. The study was conducted with students studying in seven different high schools in fall semester of 2019-2020 school year. As a result of the Confirmatory Factor Analysis (CFA), a 5-point Likert scale with 3 dimensions and 22 items was established. It was revealed that the fit index values for the final form of the scale are χ2 = 360.92, df = 206, P = 0.00, RMSEA = 0.062, GFI = 0.86, AGFI = 0.82, CFI = 0.93, RMR = 0.063; NNFI = 0.92. Cronbach Alpha reliability test was used to test the reliability of the ultimate scale and test retest reliability value was used to measure the stability of the test. Reliability value for the whole test was determined as .823, for the factor of Effective Teaching Discipline Expectation as 717, for the factor of Behavioral Discipline Expectation as 596, and for the factor of Social Discipline Expectation as .636. Test retest reliability of the test was determined as .763. Upon the evaluation of the analyses made, it was concluded that scale on discipline expectations of students is a valid and reliable scale to measure the discipline expectations of the students studying in secondary education institutions in Turkey.</p>
A handful of research studies have investigated the effect of writing centre tutorials on subsequent revisions. This classroom-based study adds to that research by reporting results from a collaborative study between a composition professor and a writing centre tutor. The aim of the study was to examine the influence of writing centre tutorials on immediate student revisions as well as final drafts. The analysis was extensively framed by the Vygotskyan sociocultural model of language and cognitive development with an emphasis on tutor-student engagement as reciprocal interaction which include directive feedback and consequential revision. This study employed a qualitative design with students in a sophomore-level core composition course. Participants attended a writing centre session concerning their major writing assignment. Data triangulation included analysis of assignment drafts, observation notes, and tutorial transcripts. Findings revealed that students attended to feedback that was directive and straightforward. Additionally, students did not attend to citation feedback unless it was direct and explicit. Furthermore, students sometimes overgeneralized and misapplied the feedback. The findings highlight the impact of individual learner factors as well as the results of directive feedback on revisions.
In the field of second language (L2) perception, there is a common adherence to quantitative methods to examine reduced forms (RFs). This chapter extends the field by reporting on an investigation that analyzed L2 listeners' perceptions of RFs in English from a qualitative perspective. RFs instruction through web-based activities was delivered to a total of 80 learners of English of varying proficiency for five weeks. Twenty participants reflected on their performance on RFs listening tasks and provided justifications for their perceptions of the target RFs. Qualitative analysis revealed that the RFs that influenced L2 learners' perceptions of RFs were linking, pause phenomena, and assimilation. The results of using such qualitative methodology highlights the important role that RFs plays in perception judgements in syllable-timed languages such as Turkish, a factor which has not always been given much prominence in previous L2 fluency quantitative research.
Reduced forms (RFs) spoken by native English speakers have been challenging on the part of the second language (L2) learners. This chapter aims to address suprasegmental features to Turkish preparatory language school students in relation to L2 listening comprehension. Considering the limited research on RFs in learning English as a L2 context, this pre-test post-test control group design study aimed to explore whether the instruction of five RFs in sentential level results in any difference in listening comprehension test performance. The five forms entail contraction, assimilation, flap, elision, and linking. A total of 343 were recruited, and RFs instruction was delivered through the web page designated for the study for five weeks, and the performance of the eight groups was measured twice throughout the study. The findings indicated that sentence level of RFs instruction through web-based learning facilitates the listening comprehension of RFs.
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