On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students

Abu-Snoubar, Tamador Khalaf

doi:10.5539/ies.v10n12p130

Cited by 5 publications

(5 citation statements)

References 12 publications

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“…Rankin [13] indicated that listening is the most frequently used language activity and has a close relationship with speaking skills. According to the study of Abu-Snoubar [14] listening has an influence on the development of oral proficiency in EFL classes. To help EFL learners improve their listening and speaking skills, researchers investigated the impacts of different factors.…”

Section: Discussionmentioning

confidence: 99%

The Explicit Instructions on Connected Speech to the First Year English Major Student’s Perception and Production at School of Foreign Languages – Thai Nguyen University

Ngoan¹,

Giang²

2021

TNUJST

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Liên ngữ là một khía cạnh quan trọng của âm vị học có ảnh hưởng lớn đến sự thành công của quá trình giao tiếp tiếng Anh. Do đó, nghiên cứu này được thực hiện nhằm điều tra tính hiệu quả của việc hướng dẫn tường minh các khía cạnh liên ngữ đối với khả năng nhận diện và sử dụng liên ngữ của sinh viên. Đối tượng nghiên cứu là 40 sinh viên năm thứ nhất, ngành ngôn ngữ Anh tại trường Ngoại ngữ - Đại học Thái Nguyên. Trước khi nghiên cứu, sinh viên của nhóm thực nghiệm và đối chứng được làm bài kiểm tra để đảm bảo năng lực đầu vào của các sinh viên là không có sự chênh lệch. Sau đó, sinh viên của nhóm thực nghiệm sẽ được hướng dẫn chi tiết về các khía cạnh của liên ngữ trong vòng 7 tuần. Ngược lại, sinh viên ở nhóm đối chứng tham gia các tiết học trên lớp. Kết thúc 7 tuần, sinh viên ở cả hai nhóm làm bài kiểm tra đầu ra. Kết quả của các bài kiểm tra sẽ được so sánh để trả lời các câu hỏi nghiên cứu. Kết quả cho thấy cả hai nhóm đều có sự tiến bộ, tuy nhiên kết quả của nhóm thực nghiệm cao hơn so với nhóm đối chứng.

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Section: Discussionmentioning

confidence: 99%

The Explicit Instructions on Connected Speech to the First Year English Major Student’s Perception and Production at School of Foreign Languages – Thai Nguyen University

Ngoan¹,

Giang²

2021

TNUJST

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“…From activities that involving listening skill, such as listening to audiobooks or dramas, English-language podcasts or English-language songs, students can be familiar and understand when people communicating by using English. There is strong positive relation between listening and speaking Snoubar (2017). The more often they listen English language, they will become familiar with it.…”

Section: B Discussionmentioning

confidence: 99%

Learning Autonomy in English Speaking Skill

Amini

Kusumaningsih

Sari

2021

jiip

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The study aimed to find out kinds and the effects of students’ learning autonomy. This research is qualitative research. The subject of study is 11th graders Science 4 SMAN 1 Mempawah Hilir. To obtained data, researcher used indirect and direct method, there are questionnaire and interview guidelines. The analyzed data obtained from questionnaire by grouping kinds of students’ learning autonomy then to know the effects, researcher conducted interviews to 8 students. The results are vocabulary notebook is a kind of learning autonomy sometimes used (17.9%) while the most frequently used is English songs (63%). The effects they feel are gain new vocabulary, familiar with environment that uses English, enhances confidence and fluency. In conclusion, there are some kinds of learning autonomy students often do, like using vocabulary notebooks and Youtube, listening English podcasts, audiobooks or English dramas and English songs, speaking exercise focuses on fluency, not on grammar, talking to myself, playing English games, and watching English movies or TV programs. From those kinds of learning autonomy, students can improve speaking skill in terms of vocabulary and fluency and can be recommendations to improve speaking skill. In addition, teachers and students must also share ideas to find other interesting kinds of ways in English speaking learning.

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“…Limited research exists investigating how listening correlates to speaking by adopting an experimental research design that implements a particular teaching strategy or technique. Some researchers correlated the students' listening and speaking scores and reported that they were correlated positively (Abu-Snoubar, 2017;Demir, 2017;Hoang & Ngoc, 2021).…”

Section: Theoretical Reviewmentioning

confidence: 99%

The Influence of Socio-Affective Learning and Metacognition Levels on EFL Listening and Speaking Skills in Online Learning

Utomo

Mujiyanto

Rukmini

et al. 2022

IJLTER

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This research studied the possibility of applying socio-affective instruction in online learning in Indonesia during the pandemic. The main objectives of this study were to investigate how Socio-Affective Instruction (SAI) and metacognition levels affected the students' listening and speaking proficiency and to investigate students’ perceptions. This was experimental research with one group using a pre- and a post-test. The research sample was 41 students, with a total population of 84 students. The instruments were speaking and listening tests, metacognitive awareness questionnaires, and open-ended questionnaires. The non-parametric test was used to analyse the quantitative data, and Open Code was used to synthesize the student perceptions. The result reported significant differences between the listening and speaking pre- and post-test, indicating that SAI significantly influenced students' listening and speaking proficiency. Students with high metacognition showed a significant difference in listening and speaking proficiency, indicating metacognition's significant influence on listening achievement compared to speaking. The perceptions revealed that students valued a comfortable environment during online learning. However, online learning caused learning collaboration to have many disadvantages. The metacognition level contributes significantly to students listening proficiency. In conclusion, although the SAI was applied to enhance collaboration, students tended to work individually. On the contrary, metacognition did not influence students' speaking proficiency because students cooperated well and were much influenced by peer assistance.

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On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students

Cited by 5 publications

References 12 publications

The Explicit Instructions on Connected Speech to the First Year English Major Student’s Perception and Production at School of Foreign Languages – Thai Nguyen University

The Explicit Instructions on Connected Speech to the First Year English Major Student’s Perception and Production at School of Foreign Languages – Thai Nguyen University

Learning Autonomy in English Speaking Skill

The Influence of Socio-Affective Learning and Metacognition Levels on EFL Listening and Speaking Skills in Online Learning

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