The Impact of Audio Input Enhancement on EFL Learners’ Grammar Learning from Varying Proficiency Levels

Seyedtajaddini, Kobra

doi:10.1016/j.sbspro.2014.03.597

Cited by 6 publications

(7 citation statements)

References 23 publications

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“…Hence, students listen to lessons more carefully, have active participation in the class and learn whatever the teacher taught them more effectively. The findings of the study are also compatible with Seyedtajaddini's (2014) study, which investigated the effect of audio input enhancement on EFL learners' grammar learning from varying proficiency levels, which has been proved to be effective in language learning.…”

Section: Discussionsupporting

confidence: 86%

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Investigating the Effectiveness of Audio Input Enhancement on EFL Learners’ Retention of Intensifiers

Negari¹,

Azizi²,

Arani³

2018

INT J INSTRUCTION

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The present study attempted to investigate the effects of audio input enhancement on EFL learners' retention of intensifiers. To this end, two research questions were formulated. In order to address these research questions, this study attempted to reject two null hypotheses. Pretest-posttest control group quasi-experimental design was employed to determine the extent to which audio input enhancement could have an effect on the retention of intensifiers by EFL learners. Cluster sampling was used and 43 students participated in the study. They were assigned into two groups: an audio input enhancement group and a control group. A multiple choice test of English intensifiers was used during three phases of the study to collect the required data. The reliability of the test was estimated to be 0.74. At the initial stage, English -Beginner Test was administered to assure the students' homogeneity. Before implementing the treatment, a pre-test consisting of 20 multiple-choice items on intensifiers was administered to ensure that the participants' knowledge of the target forms was more or less the same. English intensifiers were taught through audio input enhancement in the experimental group; however, no input enhancement was applied in the control group.

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Section: Discussionsupporting

confidence: 86%

“…Limitations in traditional classrooms might be the reason for this convenience. Audio input enhancement is based on the manipulation of audio materials to make the target forms more salient and draw learners' attention to them (Seyedtajaddini, 2014).…”

Section: Audio Input Enhancementmentioning

confidence: 99%

Investigating the Effectiveness of Audio Input Enhancement on EFL Learners’ Retention of Intensifiers

Negari¹,

Azizi²,

Arani³

2018

INT J INSTRUCTION

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“…Given the complexities of grammar problems in the TOEFL Test for EFL learners, some proposed a variety of approaches for remedial. Chujo, Oghigian, and Akasegawa (2015) for instance introduce a corpus and grammatical browsing mechanism to tackle grammar problems for their students, whereas Seyedtajaddini (2014) uses audio input impact to enhance EFL learners" grammar learning. Using focused and unfocused, direct, and indirect written corrective feedback on EFL learners" grammatical precision was also one of the attempts to address these complexities (Farrokhi & Sattarpour, 2011;Hosseiny, 2014).…”

Section: Efl Learners and Structure And Written Expression In The Toe...mentioning

confidence: 99%

Efl Learners' Difficulties in the Structure and Written Expression Section of Toefl Test in an Indonesian University

Akmal

Rasyid

Masna

et al. 2020

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This study examined the English for Foreign Language (EFL) learners' difficult topics in the structure and written expression section of the TOEFL Prediction Test, and reasons why they consider that these topics were difficult. The mixed-method research design was used in this study. Fifteen participants were selected through purposive sampling mechanism from the seventh-semester students of Department of English Language Education, Universitas Islam Negeri Ar-Raniry who have participated in the TOEFL Prediction Test to identify the difficult topics they encountered. Then, the semi-structured interviews were conducted to six underachieving student's participants with the most recorded errors made in the test to know the reasons behind their difficulties. Findings indicated that students encountered difficulties mostly when dealing with determiners, conjunctions, adjective clauses, apposition phrases, and reduced clauses in the structure section. Meanwhile, adverb connectors, subject-verb agreement, and clause of concession, relative clause, and quantifier are the difficulties they encountered in the written expression section of the test. Thus, the findings also revealed several factors identified as the reasons behind those difficulties, namely lack of practice, grammar incompetence, vocabulary shortage, time management, and low self-confidence. Given the significant impact of this study, we suggested that the lectures and English departments should address these difficulties. It is crucial that the focus of the courses related to grammar and EFL proficiency tests be incorporated into the syllabus.

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“…Those who are given a variety of audio and visual media provide a higher learning linkage than those who learn only by listening to the teacher's explanation (Ayunda, 2013;Tsany, 2021). In addition, the existence of audiobooks can provide a new nuance in increasing students' understanding of the material they are learning, easy to use anywhere, and can be listened to anytime, even in situations that require multi-tasking (Seyedtajaddini, 2014). These fi ndings, of course, are part of the success of using audiobooks, and many other similar studies have proven the success of using audiobooks in education.…”

Section: Introductionmentioning

confidence: 99%

The Urgency of Using Audiobook in General Course Learning

Warsihna

Wang

Anwas³

et al. 2021

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Audiobook is one of the alternative media that can provide material in the form of sound recordings made to attract concentration, facilitate learners, and provide a creative platform in learning. The lack of use of audiobooks in learning is one of the toughest challenges for teachers to achieve the existing learning objectives, especially in university. This study descriptively explored the urgency of using audiobooks in general course learning as a form of distance learning manifestation. A total of 294 respondents filled out the questionnaire by selecting the sample using purposive sampling. The results showed that most respondents thought that the use of audiobooks in learning was a positive breakthrough that could arouse their interest and interest in being active in learning. In addition, respondents also agreed that the use of this audiobook must be strengthened by various essential elements such as the material to be delivered, the chosen voice actor, and the duration of time that will be used. Thus, the results of this study illustrate the importance of using audiobooks in learning.Keyword: Audiobook, Distance Learning, Learning Media

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The Impact of Audio Input Enhancement on EFL Learners’ Grammar Learning from Varying Proficiency Levels

Cited by 6 publications

References 23 publications

Investigating the Effectiveness of Audio Input Enhancement on EFL Learners’ Retention of Intensifiers

Investigating the Effectiveness of Audio Input Enhancement on EFL Learners’ Retention of Intensifiers

Efl Learners' Difficulties in the Structure and Written Expression Section of Toefl Test in an Indonesian University

The Urgency of Using Audiobook in General Course Learning

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