The Influence of Prior Knowledge on Students’ Listening and Reading Comprehension

Hasan, Abdullah; Gushendra, Rizky; Yonantha, Ferri

doi:10.15408/ijee.v4i1.4744

Cited by 13 publications

(14 citation statements)

References 4 publications

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“…From his study, he noted that the more background knowledge students have about a topic or a subject matter, the more they can easily talk about them. Hasan, Gushendra and Yonantha (2017) found a strong positive correlation between prior knowledge and students' listening comprehension. They concluded that the influence of prior knowledge on students' listening comprehension is very high.…”

Section: Literature Reviewmentioning

confidence: 82%

French and Chinese Third Language Learners’ Communication Apprehension in a Nigerian University: Influence of Prior Knowledge and Their Demographic Profiles

Akuneme

Nwosu

2021

JESR

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Our study examined the influence of third language learners’ prior knowledge and socio-demographic variables on their communication apprehension. Two hundred and twenty-six third language learners (French n=136 and Chinese n= 90) participated in the study. Data obtained were subjected to point-biserial, multiple regression and t-test statistics. We found that participants’ prior knowledge of their target languages has significant main effects on their communication apprehension. Significant mean differences occurred in the level of communication apprehension as a result of participants’ gender, language of specialization and level of parental education. Regression analysis showed that the joint contribution of prior knowledge, parental level of education, language of specialization and gender on third language learners’ communication apprehension was significant; contributing 13.4% to explain the variances in response. Language of specialization and prior knowledge made significant individual contributions to students’ communication apprehension with language of specialization being the most individual contributor to the variances in students’ responses. Our study has implications for curriculum planners given that if third language curricula are designed to link what is learnt in the university to what is learnt at the primary and secondary schools, learners will find the target language familiar, which may help them overcome the feelings of communication apprehension. Received: 4 May 2021 / Accepted: 12 July 2021 / Published: 5 September 2021

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Section: Literature Reviewmentioning

confidence: 82%

French and Chinese Third Language Learners’ Communication Apprehension in a Nigerian University: Influence of Prior Knowledge and Their Demographic Profiles

Akuneme

Nwosu

2021

JESR

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“…Achieving this highest level also shows that students are able to make a comparison table to answer the problem. It is following the opinion of Schulman that students build an understanding of their initial knowledge [15]. New knowledge relates to the things that already known to students by applying initial knowledge with new experiences and ideas [15].…”

Section: Discussionmentioning

confidence: 99%

“…It is following the opinion of Schulman that students build an understanding of their initial knowledge [15]. New knowledge relates to the things that already known to students by applying initial knowledge with new experiences and ideas [15]. According to Brow, preliminary knowledge is arranged in a scheme where initial mental representations obtained from old experiences help students understand new things [15].…”

Section: Discussionmentioning

confidence: 99%

The Effect of Mind Mapping and Learning Style on Concepts Mastery and Students’ Representation Skills

Lengkana¹,

Surbakti²,

Amala³

2020

Proceedings of the International Conference on Progressive Education (ICOPE 2019)

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This study aims to explore the effect of 1) students' mind mapping towards concepts mastery; 2) students' learning styles towards concepts mastery; 3) interaction between mind mapping and learning styles towards concepts mastery and 4) students' mind mapping towards students' representation skills on the respiratory system. The sample of this study was 86 students of class VIII MTs N 1 Pesawaran, which is the selected technique randomly. The research instrument used the pretestposttest to know the students' mastery concepts and representation skills improvement and questionnaires to identify students' learning styles. The design used was a nonequivalent pretest-posttest control group design. Data of students' concepts mastery and representation skills in the form of pretest-posttest and n-gain analyzed using ANCOVA and Least Significant Difference Test (LSD). The results showed 1) students' mindmapping has a significant effect on students' concept mastery. 2) student learning styles have a significant influence on mastery of concepts. 3) there is no significant interaction between mind mapping and learning styles on the mastery of concepts. 4) there is a significant interaction between mind mapping and learning styles on representation skills.

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“…It can build the reader-text relationship, which leads the readers to get closer to the text. Hasan, Gushendra, and Yonantha (2017) propose that by having relevant background knowledge, ELF learners can better comprehend the text they read since it enables them to correlate their knowledge to the texts" content and context. Jannah and Fitriani (2017) conveyed that 50% of students tend to use their background knowledge as a good strategy in answering the Reading Comprehension section of TOEFL.…”

Section: -171mentioning

confidence: 99%

Strategies in dealing with the Reading Section of ‘TOEFL Prediction’: a case of Aceh EFL Learners

Zalha

Alfiatunnur

Kamil

2020

IEE Ind. J. Eng. Edu.

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Highlighting the TOEFL prediction test, this study attempted to explore EFL learners’ strategies in dealing with the reading comprehension section of the TOEFL prediction test, both in reading the texts and tackling the questions. This study employed a qualitative research design as its approach and a semi-structured interview as the instrument to gain the data. Six participants were purposively selected from the English Language Education Department of UIN Ar-Raniry Banda Aceh. They were interviewed concerning their reading strategies in dealing with the questions in the TOEFL Prediction test. The findings revealed five strategies used by the participants in contending with the TOEFL reading section, classified into reading strategy and test-taking strategy. The reading strategies consist of skimming and scanning the passages, using context to understand the meaning of unfamiliar vocabulary, and utilizing background knowledge. Meanwhile, reviewing the questions and prioritizing easier questions are included in the test-taking strategy. This study proposes further research to investigate the effectiveness of particular strategies in improving EFL students’ performance in facing the reading section.ABSTRAKMengangkat topik tes TOEFL Prediksi, penelitian ini mencoba menyelidiki strategi yang dilakukan oleh mahasiswa-mahasiswi Bahasa Inggris dalam menghadapi bagian Reading Comprehension di tes TOEFL, baik strategi ketika membaca teks maupun ketika menjawab soal-soal yang tersedia. Studi ini menggunakan pendekatan qualitatif dan menggunakan wawancara semi-terstruktur sebagai instrument untuk menghasilkan data. Teknik purposive sampling digunakan dalam memilih enam partisipan untuk studi ini yang keenamnya berasal dari Program Studi Pendidikan Bahasa Inggris UIN Ar-Raniry Banda Aceh. Hasil penelitian ini menunjukkan bahwa ada lima strategi yang digunakan oleh partisipan dalam menyelesaikan TOEFL Reading Section. Kelima strategi tersebut dapat diklasifikasikan kepada reading strategy (strategi membaca) dan test-taking strategy (strategi dalam menghadapi tes). Reading strategies terdiri dari membaca teks dengan menggunakan teknik skimming and scanning, menggunakan konteks untuk dapat memahami makna dari kata-kata yang sukar, dan menggunakan background knowledge (pengetahuan sebelumnya) ketika membaca teks. Sementara mereview pertanyaan dan mengutamakan menjawab pertanyaan-pertanyaan yang lebih mudah termasuk dalam test-taking strategy yang dilakukan oleh partisipan ketika menghadapi tes. Studi ini mendukung penelitian lebih dalam kedepannya terkait keefektifan dari strategi-strategi ini dalam meningkatkan performa mahasiswa-mahasiswi Bahasa Inggris dalam menyelesaikan bagian reading comprehension.

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The Influence of Prior Knowledge on Students’ Listening and Reading Comprehension

Cited by 13 publications

References 4 publications

French and Chinese Third Language Learners’ Communication Apprehension in a Nigerian University: Influence of Prior Knowledge and Their Demographic Profiles

French and Chinese Third Language Learners’ Communication Apprehension in a Nigerian University: Influence of Prior Knowledge and Their Demographic Profiles

The Effect of Mind Mapping and Learning Style on Concepts Mastery and Students’ Representation Skills

Strategies in dealing with the Reading Section of ‘TOEFL Prediction’: a case of Aceh EFL Learners

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