Audiobooks allow language learners to read and listen to the same text simultaneously; yet the effects of this bimodal input (written and spoken) on learners’ comprehension have been inconsistent, ...suggesting that the conditions under which audiobooks can help comprehension are not well understood. As such, I explored silent reading speed and text complexity as two potential variables that moderate reading‐while‐listening (RWL) comprehension. In a within‐participant design, 46 English learners in an American university read, listened to, and simultaneously read and listened to two complexity versions of a fictional text. Mixed‐effects regression modeling revealed that participants comprehended better in the RWL conditions than in the listening‐only conditions, echoing findings from the captions literature. This effect was moderated by neither silent reading speed nor text complexity. There were also no main effects between RWL and reading‐only conditions, indicating limitations in the use of audiobooks in language classrooms to promote written text comprehension.
The aim of this study was to examine the direct and indirect effects of domain‐specific knowledge (vocabulary knowledge and topical knowledge) and domain‐general cognitive abilities (metacognitive ...awareness, memory, and attentional control) on second language listening comprehension. Data were collected from 226 Japanese senior high school EFL students. Data sources included a practice version of the TOEFL Junior Standard test, the Listening Vocabulary Levels Test, the Metacognitive Awareness Listening Questionnaire, memory recall tests, attentional control tests, and a study‐generated questionnaire measuring topical knowledge. Scores from these instruments were examined using structural equation modeling. The results showed that vocabulary knowledge had the strongest total effect on listening performance. Topical knowledge and attentional control also had direct effects. Only metacognitive awareness had an indirect effect on listening comprehension through topical knowledge. The findings indicate that differences in domain‐specific knowledge, particularly vocabulary knowledge, are the most important for predicting listening comprehension.
The purpose of this study is to find out the difficulties or problems and the factor encounter by students in listening comprehension aimed to prepare teacher to help Student difficulties and solve ...the problems during teaching. This research used qualitative descriptive method. The procedure data employ the questionnaire in collecting data. 61 EFL Students of STKIP Muhammadiyah Bogor as participants. Ther resultd revealed that there were some factors affected to EFL learner in listening comprehension such as listening material, listener attitude and background knowledge, speaker and physical setting, but the most difficulites faced students in this case were lengt speech its about 60%, and unfamiliar words its about 80% in listening material variable. Meanwhile, for the listener attitude and background knowledge at the least there were two items the most difficulties faced such as catching linking word its about 54% and catching proper word its about 44%. The last and the most significant difficulties faced was the speaker and physical setting such as in unclear recorder resulting from poor CD or casset its is about 93%, and poor of recording quality and poor of equipment both of them approximate 90%.
Current theories of language processing emphasize prediction as a mechanism to facilitate comprehension, which contrasts with the state of the field a few decades ago, when prediction was rarely ...mentioned. We argue that the field of psycholinguistics would benefit from revisiting these earlier theories of comprehension that attempted to explain integration and the processes underlying the formation of rich representations of linguistic input and that emphasized informational newness over redundancy. We suggest further that integration and anticipation may be complementary mechanisms that operate on elaborated, coherent discourse representations, supporting enhanced comprehension and memory. In addition, the traditional emphasis on language as a tool for communication implies that much linguistic content will be nonredundant; moreover, the purpose of anticipation is probably not to permit the prediction of exact lexical or syntactic forms but instead to induce a state of preparedness that allows the comprehender to be receptive to new information, thus facilitating its processing.
This research used a liveworksheet platform to assess students' listening abilities and viewpoints. As a result of the COVID-19 epidemic affecting schools, we need appropriate media, particularly for ...listening skills, and one of the best venues is liveworksheets. As a result of Liveworksheet's numerous valuable features and its novel, interactive platform, online students are more engaged in assignments that need them to demonstrate their listening abilities. This research employs a quantitative approach, testing survey instruments via questionnaires. A total of 55 kids from Junior High School's 2nd grade participated in this research. Students' listening skills improved significantly after using liveworksheet, as shown by the results of the pre-and post-tests. Fifty?one percent of students strongly agree that listening lessons are essential, 45 percent strongly agree that the liveworksheet is an effective platform, 44 percent strongly agree that the platform needs to be maintained, 43 percent strongly agree that liveworksheets are the expected media, and 40 percent of students strongly agree that liveworksheets are easy to access media for listening skills. According to these findings, students' listening abilities improved as a consequence of using the liveworksheets platform.
The Science of Meaning in Life King, Laura A; Hicks, Joshua A
Annual review of psychology,
01/2021, Letnik:
72, Številka:
1
Journal Article
Recenzirano
Meaning in life has long been a mystery of human existence. In this review, we seek to demystify this construct. Focusing on the subjective experience of meaning in life, we review how it has been ...measured and briefly describe its correlates. Then we review evidence that meaning in life, for all its mystery, is a rather commonplace experience. We then define the construct and review its constituent facets: comprehension coherence, purpose, and existential mattering significance. We review the many experiences that have been shown to enhance meaning in life and close by considering important remaining research questions about this fascinating topic.
We present two paths to increasing listening comprehension ability, one in-class and other in the country where the language is spoken. In both cases, we predict that those with higher reading ...ability in the second language will progress faster.
Listening has a crucial role in developing communication skills in English as Foreign Language (EFL) context. Facilitating EFL listening activities can be conducted by using various resources such as ...online video providers, interactive websites, and web-based podcasts.TED Talk is one of the online video series that can be used for undergraduate students to develop their listening comprehension in learning EFL. This study aimed to investigate the use of TED Talk videos in developing EFL listening comprehension and the benefits of listening to TED Talk videos. The study was conducted in an Intermediate Listening Class at a Private University in Yogyakarta. The research subjects were 27 students. The researchers collected data by distributing questionnaires and conducting in-depth interviews with the students. Purpose sampling was employed to result in 3 students. Four students with the highest and lowest results were chosen to be examined thoroughly. The result showed that TED Talk videos helped to develop EFL listening comprehension even though not significant. Listening to TED Talk videos can also motivate undergraduate students to learn English, and can enrich the students’ general knowledge.
As a part of a more extensive computerized dynamic assessment (CDA) project delivered through a dedicated website,
www.lingeli.com
, this study explores EFL learners’ perspectives on an online ...listening comprehension dynamic assessment software focusing on inferential listening skills while trying to minimize the guessing effect. The study participants were 94 Iranian EFL learners selected through convenience sampling to participate in a 1-month dynamic assessment targeting EFL learners listening comprehension using the developed software. The researchers involved half of the study participants in semi-structured interviews held in their native language (Persian) to shed light on the pros and cons of the software. Six major themes emerged from the interviews’ content analysis, encapsulating participant’’ generally positive perceptions and some negative perspectives about the software. They perceived the CDA software as novel and interesting, stress-relieving, supportive, convenient, and cost-effective in terms of time and money, and removing the time and location limitations. In contrast, a few others assumed it was time-consuming and stressful, with limited learning and ignoring the benefits of social aspects of teaching. The study’s findings recommend that learners’ perspectives be considered when developing future CDA listening comprehension software to increase the validity of CDA projects by addressing their drawbacks and fully implementing the CDA test's potential to enhance EFL learners’ listening comprehension abilities.
PDF
