The effects of using advance organizers on improving EFL learners' listening comprehension: A mixed method study

Jafari, Khadijeh; Hashim, Fatimah

doi:10.1016/j.system.2012.04.009

Cited by 44 publications

(34 citation statements)

References 26 publications

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“…Although still, somewhat neglected in the second language acquisition"s researchs, listening, now plays a more central role in language teaching, and speaking is the outcome of the listening process. [5] stated that listening provides the listeners information from which to develop their knowledge. When this knowledge is being developed, students will begin to speak, so listening has a crucial role in communication [6] [7].Recently, many tests like theentrance exams, university leaving tests and others have begun to include the listening comprehension components, and acknowledgment that listening and speaking abilities are important aspects of language proficiency.…”

Section: Technology and English Teachingmentioning

confidence: 99%

The Use of Podcast to Improve Students' Listening and Speaking Skills for EFL Learners

Ramli¹,

Kurniawan²

2018

Proceedings of the International Conference on English Language Teaching (ICONELT 2017)

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Abstract-This study investigated the use of podcast to develop students' English skills, listening and speaking. Technology has produced prominent contribution on education in this information age. It is well known as edutechnology. Podcast is one of interactive medias applied to support learning process in the classroom in developing listening and speaking skills. This study reviewed some previous researchs and designed teaching instructions using Podcast. The result found that the potential achievement in using technology affected both students and teachers. Students motivately engaged themselves to sharpen their English achievements; listening and speaking with technology experiences. They obtained various instructions and interesting learning atmosphere. Besides, the teacher was also challenged to have an ability to integrate technology tools (such as Podcast) to perform a creative instruction in classroom setting. Podcast provided tremendeous topics and activities which make teachers and students enrich their knowledge as well as mastery their skills in educational purposes.

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Section: Technology and English Teachingmentioning

confidence: 99%

The Use of Podcast to Improve Students' Listening and Speaking Skills for EFL Learners

Ramli¹,

Kurniawan²

2018

Proceedings of the International Conference on English Language Teaching (ICONELT 2017)

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“…In this case, preteaching is used to monitor the learning progress of a specific target group. Jafari and Hashim use the learning outcomes of a complete group, but instruction is tailored based on assessment results [53]. Those students performing one standard deviation higher or lower than their peers are distinguished.…”

Section: The Use Of Preteaching As a Differentiated Instructional Strmentioning

confidence: 99%

“…Jafari and Hashim compare a group of students who receive vocabulary preteaching with a group that receives an advance organizer in preparation for reading skills [53]. It is the only study that not only measures the effectiveness of learning, but also systematically gathers data on the experiences of participants based on interviews.…”

Section: Differential Effects Of Preteachingmentioning

confidence: 99%

“…The only studies on preteaching that address differences in instructional needs in their research design are those of Jafari and Hashim and Munk et al [53,54]. Both indicate that tailored instruction could enhance students' listening comprehension or let them gain necessary content information.…”

Section: Differential Effects Of Preteachingmentioning

confidence: 99%

“…The effects are said to be mediated by contextual factors such as the type of preteaching or extended instruction or observed learning progress and dependent on the targeted learning goals. Also, affective effects such as motivation or self-efficacy are to be taken into account when assessing the use of preteaching and extended instruction [53,57]. As a result of this, evidence-informed teachers' decision-making is crucial to catering for students' different instructional needs [78] More empirical studies that acknowledge this complexity are needed in order to provide deeper insight in the subject.…”

Section: Which Differential Effects Of Preteaching and Extended Instrmentioning

confidence: 99%

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Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

Smets

Struyven

2018

Education Sciences

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This literature review focuses on achieving educational equity through catering for differences in students' instructional needs. In heterogeneous classes the need for tailored direct teacher instruction is dependent upon students' instructional needs. Realist review methodology is used to study how instructional strategies can add to catering for students' different needs. The focus lies on two proactive strategies in which teachers cater for these differences, namely preteaching and extended instruction. The aim of this realist review is to verify how preteaching and extended instruction may contribute to catering for students' different instructional needs. It is noticed that the complexity of differentiated teaching is not always reflected in studies on preteaching and extended instruction. The focus of many studies lies in measuring learning progress in a linear and fixed way for a selected group of students which is not aligned with theory on differentiated instruction which suggests cyclical teaching processes. To respond to students' needs ongoing monitoring of cognitive and affective indicators of learning is needed. Implications for theory and practice are discussed.

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Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter?

Dewulf

Braak

Houtte

2017

British Educational Res J

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This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed.

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The effects of using advance organizers on improving EFL learners' listening comprehension: A mixed method study

Cited by 44 publications

References 26 publications

The Use of Podcast to Improve Students' Listening and Speaking Skills for EFL Learners

The Use of Podcast to Improve Students' Listening and Speaking Skills for EFL Learners

Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter?

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