Enhancing Nursing Students’ ‘EFL-Course-Missing’ Listening and Speaking Skills through ‘Easy English’ Website-Based Activities with Speech Analysis, Sentence-Recital, and Simultaneous Interpretation and through the Same Activities with the Traditional Method and Assessing Students’ Perceptions of Both Instruction Methods
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: | جامعة بنها - كلية التربية |
| المؤلف الرئيسي: | Albaaly, Emad Ahmed Mohamed (Author) |
| المجلد/العدد: | مج35, ع138 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2024
|
| الشهر: | أبريل |
| الصفحات: | 43 - 110 |
| ISSN: |
1110-2411 |
| رقم MD: | 1515244 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Easy English Website | Activities | Speech Analysis | Sentence Recital | Simultaneous Interpretation | EFL | Listening | Speaking | Nursing Students | Mohp | Perceptions | Egypt
|
| رابط المحتوى: |
عدد مرات التحميل
2
| المستخلص: |
This study aimed to enhance the nursing students‟ EFL-course-missing listening and speaking skills through „Easy English’ website-based activities with speech analysis, sentence-recital, and simultaneous interpretation and through the same activities offered in the traditional method and to assess students‟ perceptions of both instruction methods. A quasi-experimental approach with a two experimental group design was utilized. „Easy English‟ website-based listening and speaking activities presented with speech analysis, sentence recital, and simultaneous interpretation formed the intervention in the first experimental group (G1). The same activities taught in the traditional method were the intervention in the second experimental group (G2). Both the G1 and the G2 participants were 5th-year nursing students at the Tumour Nursing Institute (n. 28) and the Medical Insurance Nursing Institute (n. 28), with a total of 56 participants. Three main instruments were designed and validated, and their reliabilities were checked and confirmed: a pre-post listening test, a pre-post-speaking test, and an on-action perception form (in two versions). T tests were used to assess the students‟ statistical changes in performance and the effect size levels for the two interventions. The results revealed that the listening and the speaking skills in both groups were enhanced by the two interventions. They indicated that G1 improved slightly higher in both the listening and the speaking skills than G2, and the listening skills in both groups improved higher than the speaking ones. At a group level, the results of the effect size levels showed that the two interventions were largely effective in improving the two skills (p=<0.01 in all cases). At the two-group level, the comparison between the two group intervention effects showed slightly more effects of G1 intervention on the listening skills (p=<0.01) and the speaking skills (p=<0.05) than the G2 intervention. The participants in both groups descriptively revealed positive views about and were thus satisfied with the instruction, but those in G1 showed more positive views and thus more satisfaction. |
|---|---|
| ISSN: |
1110-2411 |
عناصر مشابهة
-
Improving Listening Skills through Comprehension by Activating Students
بواسطة: حسن، طارق حسن محمد منشور: (2023) -
Using the Negotiation Strategy for Enhancing EFL Students’ Active Listening Skills
بواسطة: عبيد، شيماء غريب أحمد علي منشور: (2021) -
Examining the Possibility of Using Simultaneous Interpretation in Enhancing the English Language University Students’ Speaking Skill
بواسطة: Hadi, Ebrahim منشور: (2021) -
Developing Preparatory Stage Students’ EFL Listening Skills through Learning Styles Based Differentiated Instruction
بواسطة: El-Dabr, Randa Eliewa Abd El Mawgood منشور: (2021) -
Using Listening Activities and Authentic Materials to Enhance EFL Iraqi University Students Listening Skills
بواسطة: Taher, Yasien M. منشور: (2018)
