scholarly journals Effects of Voki-supported self-practice on high school students’ English speaking performance

2021 ◽  
Vol 13 (3) ◽  
pp. 39-47
Author(s):  
Diem Nguyen Thi Kieu ◽  
Van Loi Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Web 2.0 ◽  
Structured Interview ◽  
Target Language ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
English Speaking ◽  
Speaking Performance

Web 2.0 applications with multimedia affordances provide a creative way to expose students to a non-threatening environment for practising English. Motivated by the potentials of this type of application for English speaking instruction, this study aimed to examine the effects of high school learners’ self-practice using an app called Voki on their speaking performance. A quasi-experimental control group design was employed, in which the effect was measured by means of two speaking tests before and after the treatment, and further explored with a semi-structured interview. The results showed the increase in the students’speaking skills and the satisfaction with this Web 2.0 tool for its effectiveness and engagement. Their shyness and nervousness about uttering the target language diminished as their confidence increased. Accordingly, more evidence of the efficacy of Voki on EFL learners’ speaking performance was offered in the study. Future research can investigate learners’ improvement in language proficiency in different skills and contexts and involve larger sample sizes.

scholarly journals SUGGESTIONS FOR PROMOTING STUDENTS’ PARTICIPATION IN ENGLISH SPEAKING CLASSES: STUDENTS’ PERCEPTIONS

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Huynh Thien Chi ◽  
Le Xuan Mai
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Climate ◽  
Mekong Delta ◽  
Structured Interview ◽  
School Students ◽  
Self Confidence ◽  
Learning Tasks ◽  
English Speaking ◽  
Caring Relationship

EFL high school students’ low level of participation is reported as a problem commonly found in English speaking classes. This study aims to investigate high school students’ perceptions of suggestions for promoting students’ participation in English speaking classes. Questionnaires and interviews were employed as data collection instruments of the study. 206 EFL high school students from three grades in a high school in the Mekong Delta, Vietnam responded to the questionnaire and then 6 of them participated in the semi-structured interview sessions. The results strongly endorsed that “promote students’ self-confidence”, “make learning tasks stimulating and the way teachers present tasks”, “establish a supportive and caring relationship”, and “create a pleasant classroom climate” were significant strategies promoting students’ participation. The results of the study are expected to contribute to the comprehension of teachers’ strategies to enhance students’ participation in English speaking classes. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

scholarly journals Effects of Input-based and Output-based Instructions on Iranian EFL Learners’ Productive Knowledge of Collocations

2017 ◽  
Vol 6 (3) ◽  
pp. 123 ◽  
Author(s):  
Nawal Gholami ◽  
Mohammad Taghi Farvardin
Keyword(s):  
High School ◽  
High School Students ◽  
Treatment Session ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
Efl Learners ◽  
Input And Output ◽  
Post Hoc ◽  
One Way Anova

Few studies have investigated the effects of input-based and output-based instructions on collocational knowledge of EFL learners. Therefore, this study aimed to examine the effects of these instructional approaches on Iranian EFL learners’ productive knowledge of collocations. To this end, 80 senior high school students from three intact classes at Tali-e High School in Ahvaz, Iran, were selected. Each class was assigned to a control group (n = 28) and two experimental groups including the input group (n = 27) and the output group (n = 25). Twenty collocations were selected as the target collocations. Then, a pretest was administered to all groups. Two days after the last treatment session, an immediate posttest was given to the participants. A delayed posttest was also administered two weeks later. The results of Mixed-ANOVA, one-way ANOVA, and Tukey post hoc tests revealed that both input and output groups outperformed the control group on the immediate and delayed posttests. However, there were no significant differences between the input and output groups on the posttests. The implications and suggestions for future research are also presented. 

scholarly journals Demystifying the Effect of Narrow Reading on EFL Learners’ Vocabulary Recall and Retention

2016 ◽  
Vol 2016 ◽  
pp. 1-10
Author(s):  
Marziyeh Abdollahi ◽  
Mohammad Taghi Farvardin
Keyword(s):  
High School ◽  
High School Students ◽  
Repeated Measures ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Vocabulary Recall ◽  
Experimental Group

The aim of the present study was to explore the effect of narrow reading on English as foreign language (EFL) learners’ vocabulary recall and retention. To this end, 60 senior high school students studying at Tarbiyat High School in Mahshahr, Iran, were selected from four intact classes. The participants were then divided into two equal groups, experimental and control. Ten words which were unknown to the participants were selected as target words. The experimental group received thematically related passages while the control group was given reading passages of different topics. The immediate posttest was given to the participants two days after the treatment. Afterwards, two delayed posttests were administered with two week intervals. The scores were analyzed through two-way repeated measures ANOVA, Bonferroni pairwise comparisons, and independent samples t-tests. The results revealed that the experimental group outperformed the control group in all posttests. The implications arising from the findings and suggestions for future research were explained.

Understanding Associations Between Exposure to Violent Pornography and Teen Dating Violence Among Female Sexual Minority High School Students

2021 ◽  
pp. 088626052110283
Author(s):  
Cara Herbitter ◽  
Alyssa L. Norris ◽  
Kimberly M. Nelson ◽  
Lindsay M. Orchowski
Keyword(s):  
High School ◽  
High School Students ◽  
Dating Violence ◽  
Sexual Minority ◽  
Teen Dating Violence ◽  
Baseline Survey ◽  
Future Research ◽  
School Students ◽  
Minority Adolescents ◽  
Teen Dating

Previous research indicates that teen dating violence (TDV) is more common among sexual minority than heterosexual adolescents, with approximately half of female sexual minority adolescents (SMA) endorsing TDV victimization in the last year. In samples of adolescents without regard to sexual orientation, exposure to violent pornography is associated with TDV, but this relationship has not been assessed in female SMA. The current study sample consisted of 10th-grade high school students aged 14–17 who identified as cisgender females ( N = 1,276). Data were collected from a baseline survey prior to the delivery of a sexual assault prevention intervention. Female SMA had 2.54 times the odds (95%CI [1.75, 3.69]) of being exposed to violent pornography and 2.53 times the odds (95%CI [1.72, 3.70)]) of TDV exposure compared to heterosexual girls. Exposure to violent pornography was not associated with involvement in TDV among female SMA, controlling for episodic heavy drinking ( aOR = 2.25, 95%CI [0.88,6.22]). Given the relatively higher rates of violent pornography and TDV exposure among female SMA compared to heterosexual girls, it is critical that sex education curricula address these experiences and meet the needs of adolescents of all sexual orientations. Future research can assess how these TDV interventions might be tailored for female SMA. Although we did not find that exposure to violent pornography was associated with TDV among female SMA, these investigations should be replicated with larger data sets, given that the association between exposure to violent pornography and engagement in TDV was in the expected direction.

scholarly journals Factors Associated with Non-Attendance at Dental Preventive Care in Slovak High School Students

2021 ◽  
Vol 18 (3) ◽  
pp. 1295
Author(s):  
Martin Samohyl ◽  
Jana Babjakova ◽  
Diana Vondrova ◽  
Jana Jurkovicova ◽  
Juraj Stofko ◽  
...  
Keyword(s):  
High School ◽  
Young Adults ◽  
High School Students ◽  
Preventive Care ◽  
Parental Influence ◽  
Adolescents And Young Adults ◽  
Control Group ◽  
School Students ◽  
Factors Associated ◽  
Older Adolescents

This study aimed to determine the factors associated with the avoidance of dental preventive care in high school students and their parents in the framework of The Youth and Parents Risk Factor Behavior Survey in Slovakia, the ongoing cross-sectional school-based survey of students and their parents or legal representatives. The data were collected using two separate standardized questionnaires: (i) the questionnaire for students (n = 515) and (ii) the questionnaire for parents (n = 681). The study group included 57 high school students (54.4% males) who did not visit the dentist for preventive care in the previous year. The control group included 458 students (35.8% males) who visited a dentist for preventive care at least once in the previous year. A significantly higher number of males (54.4%), older adolescents, and young adults (21.8%; 20.0%) were not visiting dental preventive care regularly. Incomplete family (56.1%), stressful situations at home (17.5%), and feeling unwell were the factors contributing to the avoidance of dental preventive care. More than 34.5% of adolescents and young adults were not visiting either dental preventive care or pediatric preventive care (adjusted odds ratio (AOR) = 5.14; 95% confidence interval (CI) = 2.40, 10.99). Children of divorced mothers and mothers with household income lower than EUR 900 had significantly higher dental care avoidance in bivariate analysis. A significantly higher percentage of fathers from the exposed group were not visiting dental preventive care regularly (47.8%, p < 0.05). The results of the study can be used as an educational intervention step focusing on the parental influence on adolescent and young adults’ behavior and as a challenge for the improvement of dental preventive care in older adolescents and young adults.

scholarly journals Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards

2021 ◽  
Vol 11 (4) ◽  
pp. 1830
Author(s):  
Chih-Chao Chung ◽  
Shi-Jer Lou
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Program Design ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Physical Computing ◽  
Technical High School ◽  
Experimental Group

The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programming project, and the experimental group carried out the DBL programming project using the physical computing strategy of Arduino boards. Pre- and posttests and a questionnaire survey were carried out, while ANCOVA (analysis of covariance) was used for evaluation purposes. In the course, students in the experimental group were randomly selected for semi-structured interviews to understand their learning status and to perform qualitative analysis and summarization. This study proposed the physical computing strategy of Arduino boards, featuring staged teaching content, practical teaching activities, and real themes and problem-solving tasks. The results show that the coding literacy of students in the different teaching strategy groups was significantly improved. However, in the Arduino course on DBL programming, the students in the experimental group had a significantly higher learning efficiency in coding literacy than those in the control group. Moreover, according to the qualitative analysis using student interviews, Arduino boards were found to improve students’ motivation to learn coding and to aid in systematically guiding students toward improving their coding literacy by combining their learning with DBL theory. Thus, Arduino technology can be effectively used to improve students’ programming abilities and their operational thinking in practically applying programming theories.

scholarly journals Assessing the Effects of Childhelp’s Speak Up be Safe Child Abuse Prevention Curriculum for High School Students

2021 ◽  
Author(s):  
Marisol Juarez Diaz ◽  
Diane Moreland ◽  
Wendy Wolfersteig
Keyword(s):  
High School ◽  
Child Abuse ◽  
High School Students ◽  
Child Maltreatment ◽  
Child Abuse Prevention ◽  
Control Group ◽  
Abuse Prevention ◽  
School Students ◽  
Prevention Curriculum ◽  
Speak Up

Abstract Purpose This study examined the Childhelp Speak Up Be Safe (CHSUBS) child abuse prevention curriculum for high school students and addressed a gap in evidence-based child maltreatment prevention programs. CHSUBS is grounded in theory and was developed to 1) provide students with the skills they need to prevent or interrupt child abuse, bullying, and neglect, and 2) increase student knowledge about safety related to abuse. Methods Utilizing a cluster-randomized controlled trial design, the three high schools were randomly assigned to participate in the CHSUBS curriculum or the control group. Survey items measured the efficacy of the curriculum in grades 9 through 12. Surveys were implemented at baseline, immediately after the intervention, and after 6 months for a follow-up. Analyses included exploratory factor analyses and a paired samples t–test to determine whether increases in child maltreatment knowledge and resistance skills were gained. Results Findings showed positive significant results that child maltreatment knowledge and resistance skills were significantly different from pre to post for the CHSUBS group and showed no significant control group changes. Conclusions High school students in the CHSUBS group appeared to gain both child maltreatment knowledge and resistance skills. Future studies on prevention programming for high school students might show results that lead to a reduction in child maltreatment and an increase in better health outcomes for adolescents.

scholarly journals Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students

2021 ◽  
Vol 18 (11) ◽  
pp. 5596
Author(s):  
Federica Galli ◽  
Tommaso Palombi ◽  
Luca Mallia ◽  
Andrea Chirico ◽  
Thomas Zandonai ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Media Literacy ◽  
Repeated Measures ◽  
Intervention Group ◽  
Literacy Intervention ◽  
Media Influence ◽  
Control Group ◽  
School Students ◽  
Health Promoting Behaviors

The outbreak of coronavirus required adjustment regarding the delivery of interventions. Media literacy interventions are necessary to help people acquire relevant skills to navigate the complexities of media communications, and to encourage health-promoting behaviors. The present study aimed to promote a media literacy intervention regarding performance and appearance enhancement substances use in sports high school students. The COVID-19 contingency allowed us to evaluate whether online sessions can effectively promote greater awareness of media influence, a stronger sense of confidence in persuading others to deal with media messages, and healthier attitudes about PAES use among high school students. The study relied on an “intervention group” comprising 162 students (31.5% female) and a “control group” comprising 158 students (42% female). Data were analyzed through repeated measures of Group X Time MANOVA and ANOVA, demonstrating some degree of efficacy of the media literacy intervention. The “intervention group” reported higher awareness of potential newspapers’ influence and a significant increase in their sense of confidence in dealing with media influence compared to the “control group”. Findings support the efficacy of online media literacy programs to prevent doping consumption in adolescents.

Basic English Speech Support And Pronunciation Skills Of Senior High School Students

2021 ◽  
Vol 8 (3) ◽  
pp. 662-671
Author(s):  
Henry Orbasayan Alperito ◽  
Cristobal Millenes Ambayon
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
High School English ◽  
Management Students ◽  
Basic English ◽  
Experimental Group ◽  
Senior High School Students

The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

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