Improving ESL Learners’ Comprehension through Motivational Synergy

Abstract

The present study focuses on the use of Motivational Synergy as means to ameliorate the comprehension of ESL Learners at various campuses of the University of Education. The study is correlational. The survey method was adopted to carry out the research. A convenient purposive sampling technique was used to collect the sample which is comprised of 100 public sector university students including 33% males and 67% females studying in the M.A. English program. This study focused on reading comprehension and listening comprehension. The results show that bottom-up training had a negative impact on comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.

Effectiveness of Lib-Rungog: Audiobook on the Listening Comprehension Skills of Grade 7 Learners: Basis for Intervention Program

“…This perspective highlights the significance of foreknowledge already obtained by the learners in supporting them in forming an account of the substrate to that they are exposed. Sarwar et al (2021) claim that following the formulation of a prediction on the grounds of a generalized and greater level of schemata, the system searches for input to install the information that has been received into high-level schemata that are realistically satisfactory. The context of rejecting the listening comprehension skills of the learners from the activities and other content of the curricula led to the realization of the Lib-RUNGOG: Audiobook Intervention on Students' Listening Comprehension Skill.…”