The purpose of this scientific study is to analyze and answer the problems that exist in the assessment of class XI Arabic books published by the Ministry of Religion of the Republic of Indonesia in ...2020, especially on language receptive skills, which consist of listening and reading skills. This research was studied using qualitative methods and literature studies to collect data. Primary data comes from Arabic books published by the Ministry of Religion in class XI in 2020, while secondary data comes from literature documents that are relevant to the research. The results of the analysis show that receptive language skills have been assessed and are included in the realm of knowledge. In fact, receptive skills (reading and listening) must be included in language skills, while aspects of language knowledge can be obtained from language elements. Therefore, an authentic assessment is needed that positions receptive skills in the assessment of skills, which at the same time can assess linguistic elements in the knowledge aspect without forgetting the attitude aspect by assessing portfolios, assignments, performance, and interviews that are tailored to needs. The theme of the text being read or heard. Authentic assessment of receptive skills can be carried out by using projects, interviews, or assignments with command words, such as concluding the spoken text heard, making pictures based on the description of the spoken text, making conversations according to the content heard, or making texts that are similar to the text being spoken heard.
The implementation of L2-medium education, exemplified by Content and Language Integrated Learning (CLIL), is becoming increasingly popular in primary schools (García Mayo, 2021). While previous ...research highlights CLIL's positive impact on linguistic competence (Jiménez-Catalán & Ruiz de Zarobe, 2009), differences in linguistic achievement are often associated with varying exposure hours (Pladevall-Ballester & Vallbona, 2016). Despite CLIL's growing popularity, studies examining linguistic achievement in varying-intensity CLIL programs remain scant. We address this gap by comparing low and high-intensity CLIL programs, alongside a standard English as a foreign language (EFL) program in primary schools. Focused on 11-year-olds' receptive skills, our results show that high-intensity programs significantly enhance proficiency in listening and reading when compared to their lower-intensity counterparts. Distinctions between low-intensity and EFL programs are non-significant. These findings underscore the critical role of the intensity of exposure in shaping the effectiveness of CLIL programs and contribute insights for refining CLIL program design guidelines.
Professional English language teachers are expected to master subject knowledge that includes not only their knowledge of English language but also their proficiency in using the language. They can ...self-assess their proficiency and use their assessment result as the basis for their professional growth since it can inform which areas that still need improvement. Despite the importance of teachers’ self-assessment, there has not been much research on this, especially one that investigates the teachers’ perceived receptive skills. This study, therefore, aims to explore the in-service teachers’ perception of their proficiency level, particularly of their receptive skills. This research uses a descriptive quantitative approach utilizing a survey containing 48 questions of self-perceived reading and listening skills which was distributed to in-service teachers in lower and higher secondary schools in Indonesia. This snowball survey received responses from 449 in-service teachers from various islands in Indonesia such as Java, Bali, Sumatera, Sulawesi, Kalimantan, and Papua. The results show that, in general, the participants considered themselves to be able to comprehend various text types concerning personal and daily issues in both written and spoken modes. However, when it came to comprehending longer texts with more complex linguistic choices and structures in both modes, an increase in the number of participants who struggled was evident. These findings indicate that while most of the in-service teachers were confident in their receptive skills. However, while only limited numbers of in-service teachers’ facing difficulties in comprehend longer and more specialized texts containing complex linguistic resources, support is still needed. Based on these findings, this study discusses several important implications for teacher educators and English teachers in Indonesia and offers recommendations for future research in EFL contexts.
Purpose. This manuscript is a result of a research that aims at identifying Constraints Based Behaviours in EFL (English as a Foreign Language) Mastery.
Methods and procedure. This scientific ...research result manuscript has data obtained descriptively and analysed qualitativelyso that qualitative descriptive method is used. Graduade students of English Education Study Program, Faculty of Teacher Training and Education as its subjects have to do real behaviours for overcoming the constraints to master the EFL that has been learnt to decode and encode messages for having solution of problem through activities that have not been realized because of the constraints. Its specific target is realization of the university students’ behaviours supporting their English competence/knowledge and performance/skill. They have to realize main points of activities based on their problems in learning that foreign language to be behaviours based on the constraints in mastering that international language. This is to identify the students’ constraints to hopefully be overcome by the English education students and lecturers. The students are intended to freely use their English so that they do have the foreign language skills: receptive and productive skills.
Results. Resultsof the research indicate thatthe English education students sometimes learn English, use/produce it so that they can understand/comprehend it, develop their skills, and always improve their English. English skill that they master most is Reading. They master oral English more than visual one and most of them do English speaking skill/activities and they in mastering the English have most constraints on reading skill.
Conclutions. English education students experienced most constraints on Reading Skill, have behaviours for overcaming the constraints, and then can master most that skill. Thus, constraints based behaviours of English education students in EFL mastery are identified through their experiences consistently.
This study analyzed aspects of assessing Arabic receptive and productive skills in eleventh-grade Arabic books issued by the Ministry of religious affairs in 2020. The method used in the scientific ...study is a qualitative approach with the literature review method with research techniques in the library for data collection. The primary data source selected in this scientific study is an Arabic book, chapter eleven, published by the Ministry of religious affairs in 2020. The analysis results show that the ability to understand the book is assessed from a cognitive perspective, while productive skills are evaluated from a skills perspective. However, the book needs to explain assessment in the affective aspect, and the assessment is still traditional. Cognitive aspects still dominate the assessment of most receptive skills, while psychomotor aspects dominate assessments of productive skills. Therefore it is necessary to develop a form of assessment of receptive language skills in this book.
Foreign language learning plays a prominent role in the world today not only for communication across borders, but also for the potential benefits of other learning skills. The main objective of this ...research is to examine and explore the relationship between first-year full-time undergraduate students' (
= 1,257) English as a foreign language (EFL) reading and listening achievement and learning strategy preferences in relation to knowledge acquisition and knowledge application. Our results show that students achieved significantly better on listening tasks than on reading tasks and that their knowledge acquisition performance was higher than their knowledge application achievement. The majority of the participants reported that they usually or always employ learning strategies, with the most preferred strategy type being the control strategy. The structural model shows that language learning, and knowledge acquisition and application are strongly interrelated; moreover, the level of use of memorization and elaboration strategies directly affects both knowledge acquisition and application skills. This suggests that EFL learning significantly influences the development of knowledge acquisition and knowledge application, which are essential in a range of areas in education and society today.
The rapid advancement in video technologies in recent years has made the creating and editing of subtitles for a video increasingly feasible. For a long time, however, the pedagogical potentials of ...subtitling in language teaching and learning have been neglected. To fill this gap, this technology review introduces VisualSubSync, a free and flexible tool for subtitle editing, as a practical instrument to facilitate the teaching of listening and viewing skills. This review first provides an overview of the main features of the software and then discusses the possible benefits it offers to listening and viewing pedagogies in the English-as-a-foreign-language classroom. Finally, the challenges that teachers and learners may face with subtitling are considered.
From the long years ago, education have been trying a proper way to improving the skills of English. Educators tried several methodologies in English to choose the better one. This paper brings out ...the effect of teaching Receptive skills by implementing NLP (Neuro- Linguistic Programming) in second language as English. Neuro- Linguistic Programming is one of the methods to catch up the English by giving focus on the brain anatomy. Brain anatomy can motive the creativity as well as the skills of using language. It also exist the role of Neuro Linguistic Programming in teaching the Receptive skills of English, which could make the students to improve the Receptive skills such as listening and reading. The study, in short, affirms that NLP strategies could be quite efficacious in making the students procure the skills that are indispensable in workplaces effortlessly. As it involves teaching a reading comprehension course by NLP concepts and techniques, the approach used in this study is experimental. In addition, the experimental method involves pre-and post-tests conducted before and after the course by the control group (40 students) and the experimental group (40 students). The students of the experimental community are chosen from the secondary school students. After the NLP experimentation, it was revealed from the study that there was a significant difference in the level of the experimental group in pre and post-test.
The present study aimed to investigate the impact of vocabulary size on Saudi EFL learners’ reading and listening skills. Thirty-eight undergraduate Saudi EFL learners participated in the study. The ...study tools consisted of vocabulary size test (VST) developed by Nation and Beglar (2007). The test was developed to provide a reliable, accurate, and comprehensive measure of a learner’s vocabulary size from the 1st 1000 to the 14th 1000-word family of English word-level tests. A paid reading and listening comprehension tests were used. Both tests were obtained from ETS, TOEFL official application. The results revealed that the vocabulary size of the Saudi EFL learners in the tertiary stage was 2790 words. Furthermore, the study found a positive relationship between the scores of the vocabulary test levels and the score of the reading and listening test. This indicates that a higher level of performance in the vocabulary test may lead to a higher level of performance in the reading and listening test, and these relationships were statistically significant at the level of 0.01. Because of this, it was recommended that teachers and learners use different approaches and styles for teaching and learning vocabulary.
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