Using Oxford Smart Choice Multi-ROM to develop the students� listening ability

Jakob, Juvrianto Chrissunday; Afdaliah, Nihla

doi:10.30659/e.4.1.25-34

Cited by 5 publications

(6 citation statements)

References 4 publications

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“…We assessed the effectiveness of the interventions on students' academic achievement scores using a standardized academic achievement test of 20 mixed-type questions, each worth 5 points, in four parts selected from the course book end-of-term tests that serve as the framework for the course. The Smart Choice course book (Wilson & Healy, 2016) by Oxford University Press, which is widely used in various K-12 and tertiary level schools, includes tests containing questions targeting the outcomes of the foreign language curriculum and is also the main instrument of various online EFL studies (Jakob & Afdaliah, 2019;Wongpornprateep & Boonmoh, 2019). The instructor and one field expert reviewed the test items in terms of content validity.…”

Section: Academic Achievement Testmentioning

confidence: 99%

Qualifying with Different Types of Quizzes in an Online EFL course: Influences on Perceived Learning and Academic Achievement

Çakıroğlu

Saylan

Çevi̇k

et al. 2022

IRRODL

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This quasi-experimental study explored how different online exam types differentiate learners’ academic achievement and perceived learning. The participants comprised 95 undergraduate students enrolled in an English course at a Turkish university in three groups, each taking a different type of quiz: with multiple-choice, open-ended, and mixed type questions. The results indicated that the academic achievement of the students in multiple-choice and open-ended groups increased and that quiz results improved the most for the multiple-choice group relative to the other groups. The study found a moderate level of significant relationship between cognitive and affective perceived learning and multiple-choice quiz scores. In addition, the study found a weak level of significant relationship between cognitive and affective perceived learning and mixed-design quiz scores, and between cognitive learning and the academic achievement scores of the mixed-design group. Semi-structured online interviews undertaken to further explain the quantitative data displayed positive influences of the different types of quizzes in terms of study behaviors and satisfaction. The findings of this study are expected to shed light for practitioners aiming to use different online assessment types.

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Section: Academic Achievement Testmentioning

confidence: 99%

Qualifying with Different Types of Quizzes in an Online EFL course: Influences on Perceived Learning and Academic Achievement

Çakıroğlu

Saylan

Çevi̇k

et al. 2022

IRRODL

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“…ICT devices such as tablet, smartphone and laptop, have become learning tools with great potential outside and inside the classrooms. Students have a great motivation when they used ICT tools to access the materials for learning English (Jakob & Afdaliah, 2019;Kohnke, 2020). Using ICT also may reduce the amount of anxiety that learners have and encourage them to perform English language skills (Balbay & Kilis, 2017;Shamsi, Altaha, & Gilanlioglu, 2019).…”

Section: Research Focus On the Use Of Ict In English Learningmentioning

confidence: 99%

“…Also, teachers can use video resources in the classroom to enhance English language learning (Boutonglang & Flores, 2011). ICT can be used to develop students' English language skills (Jakob & Afdaliah, 2019).…”

Section: Research Articlementioning

confidence: 99%

Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning

Sulistiyo

Arif

Handayani

et al. 2022

JLE

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Background. The use of ICT in learning English can assist learners to improve their language skills, aside from empowering and motivating them in English language learning. ICT utilization can provide opportunities for collaboration and interaction in the learning process. Purpose. The present study was conducted to examine the motivation, ICT skills, equipment, and attitudes factors towards the use of ICT tools for English learning in English as a Foreign Language (EFL) context. Methods. The quantitative method was applied involving 303 pre-service teachers of English department at a state university in Jambi, Indonesia. A questionnaire was employed to collect the data and Structural Equation Modeling (SEM) was used to analyze the proposed hypotheses developed in fulfilling the study objectives. Technology Acceptance Model (TAM) was used to examine the attitudes of student teachers toward the use of ICT for English language learning. Results. Findings suggested that the determinants of the technology acceptance model are the major factors influencing the usage of ICT. In addition, the effect of equipment, motivation, and ICT skills towards the use of ICT had been mediated by three main variables of TAM, namely perceived ease of use, perceived usefulness, and attitudes. Furthermore, it was found that the motivation, ICT skills and attitudes factors affect the actual use of ICT for English learning while the equipment factor does not. Implications. The results of this study are beneficial for students and teachers both in schools and universities. For students, they need to equip themselves with ICT literacy, ICT skills, motivation, and positive attitudes towards the use of ICT in English learning activities. Teachers should also equip themselves with ICT skills so that they can provide learning experiences according to the needs of students in today's digital age.

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“…Communication activities involve more listening activities than other language skills (Saraswaty, 2018). Through listening activities, one can get a lot of information and it is easier to build good Elfira Mahmud, Pratiwi Pujiastuti, M. Fakhrur Saifudin / Analysis of the Listening Ability of PGSD Students in Online Learning communication with others (Jakob & Afdaliah, 2019). In addition, listening activities can help someone understand the surrounding environment which is one of the important elements in building communication.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Listening Ability of PGSD Students in Online Learning

Mahmud

Pujiastuti

Saifudin

2022

AIJP

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This study aims to analyze students’ listening skills in online learning in language skills courses. In addition, this study also aims to find factors that affect students’ listening difficulties. This study was designed using descriptive research with a quantitative and qualitative approach involving 86 students taking a listening skill test. The results showed that the students had very good listening skills, as indicated by the scores of listening skills, most of the students were in the 82,5-95 range. However, the result is still only on the ability to listen in simple texts, so that listening skills need to be improved again to understand more complex information. Factors that affect listening difficulties are internal factors, that is mental readiness in understanding the information being listened to, and external factors such as inadequate places and poor internet networks.

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Using Oxford Smart Choice Multi-ROM to develop the students� listening ability

Cited by 5 publications

References 4 publications

Qualifying with Different Types of Quizzes in an Online EFL course: Influences on Perceived Learning and Academic Achievement

Qualifying with Different Types of Quizzes in an Online EFL course: Influences on Perceived Learning and Academic Achievement

Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning

Analysis of the Listening Ability of PGSD Students in Online Learning

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