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The analysis for the fourth question (What difficulties do you face in listening and speaking?)

The analysis for the fourth question (What difficulties do you face in listening and speaking?)

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The purpose of our study is to investigate works of scholars about the problems of listening and speaking in learning foreign languages. We try to analyze the difficulties in doing listening and speaking exercises in mixed level groups focusing on “New English File” (Intermediate) textbook. “New English File” presents different kinds of listening a...

Citations

... Many believe listening is simple since it needs passive action, even though (Idrissova et al., 2015). The term "passive skill" when used for listening is misleading. ...
... Listening is an active and interpretative process. The message is formed in the interactional space between participants rather than fixed (Hue, 2019;Idrissova et al., 2015). (Idrissova et al., 2015) described complicated listening activities and how the hearing comprehension process comprises three sequential steps: receiving, attending, and comprehending. ...
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The purpose of this study is to investigate a logical-based learning order and its effects on the growth of pupils lecturing the listening skill. The first approach employed in this study is R&D. Furthermore, data was gathered through inspection, observation, and interviews. The study was conducted for students in the first semester of the 2021/2022 academic year at Siliwangi University Tasikmalaya's Faculty of Teacher Training and Education. The information was quantitatively processed. The findings revealed that logic-based learning syntax positively influenced student lecturing and listening skills. It is advised that the research be followed up and confirmed by people in the same profession to stretcher the research results.
... According to Idrissova, Smagulova & Tussupbekova (2015), there is "a lack of clear idea of how content topics are taught in classrooms through English and a lack of educational research". Therefore, inadequate experience and lack of educational study among key stakeholders, along with a lot of controversies and debates (Baitukenov, 2016), may impede the realization of trilingual education. ...
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Science, technology, engineering, and mathematics (STEM) subjects are taught in English through the use of the CLIL approach following trilingual education that has been implemented in several pilot schools since 2007. In the Kazakhstani background, however, the CLIL approach is still in its infancy, and little is known about the views of stakeholders that can be useful for understanding its current condition and for effective adoption. The present study aimed to explore the attitudes and perceptions of the students of the CLIL approach in one of the trilingual schools. The study used a mixed approach to the design of case studies and semi-structured interviews and questionnaires as tools for data collection. Nine teachers participated in one-on-one interviews and a total of 53 school teachers (39 women and 14 men aged 20-60) participated in the survey. The study showed that students are primarily positive about the CLIL approach. Keywords: CLIL technology; English; integrated learning; natural sciences; teachers.
... To assist mobile chat application in language learning, however, teachers need to prepare and manage the practice tasks suit for language learning objectives and goals. Also, teachers need to consider that most students think the enjoyment leads to better learning ( Idrissovaa, Smagulovaa & Tussupbekovaa, 2015) in order that teacher can manage the appropriate activities conform to students' needs and make the language class through mobile chat application to be more effective. ...
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This study was conducted to examine students' listening and speaking skills performance after learning by LINE activities to improve listening and speaking skills in Thai language out-of-class. The subjects of this study were 108 participants took a Thai language and culture course at the international university in Thailand and participated in this research voluntarily. Two types of instruments were used in this study: experimental and data collection tools. The first was a LINE application and the second was pre-test and post-test of listening and speaking skills in Thai language. Data were analyzed by descriptive statistics and t-test. The result revealed that after learning by LINE activities, mean scores of students' listening skill (M = 8.52, SD = 1.15, t (48) = 2.15, p = 0.03) and speaking skill (M = 8.20, SD = 0.82, t (48) = 2.09, p = 0.04) in Thai language were significantly.
... Speaking English fluently and accurately, on the other hand, is difficult because it requires extensive training and the use of suitable procedures, media, or equipment to improve one's speaking skills. In order to address the difficulties that students can face when learning to talk, more work from teachers is needed (Idrissova, Smagulova, and Tussupbekova 2015). In line with that, Yumru 2015 also discovered that there are eight variables in speech that can make it impossible for EFL learners to generate successful English in oral communication. ...
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Speaking is the art of conveying ideas and feelings by generating and sharing meaning through oral contact. Pow-Tega is a speaking skill teaching technique that combines a power teaching technique with a game to allow students to practice their speaking skills. Students' focus and excitement in speaking are developed using the power teaching technique. Students were inspired to study while playing the game because the classroom environment was more colorful. Researchers used a quantitative method by assigning pre-experimental studies with one group pre-test and post-test to determine the impact of the Pow-Tega technique on students' speaking performance. This study included 33 students as participants. The researchers used a spoken test and video recording to gather data. Before beginning treatment, researchers gave all of the samples a pre-test, then began treatment by using the Pow-Tega Technique for six meetings, and eventually, researchers gave all of the samples a post-test. The results revealed that the mean post-test score (3,93) was higher than the pre-test score (3,39). Furthermore, at the significant stage of 0,05 and degree of freedom-19, the ttest (6,75) was higher than the ttable (2.093). H0 has been refused, while H1 has been accepted. That means there was a significant effect of students' speaking ability after they were taught by using Pow-Tega.
... In addition, methods of teaching listening and lack of materials are responsible for the poor level of listening comprehension. Some previous studies indicate that CALL, Multimedia, Internet and smart or interactive boards are effective in enhancing listening comprehension skills (Idrissovaa, Smagulovaa, & Tussupbekova, 2015;Vahdat & Eidipour, 2016;Yusof, 2012). ...
... Thus, learners with good listening skills can participate effectively in the classroom. In addition, learners can read, write and speak to others (Idrissovaa et al., 2015). Abdulkadir (2018); Hayati (2010); Vahdat and Eidipour (2016) assure that although language learning depends on listening, it was the least emphasis skill in EFL classes. ...
... Listening plays a vital role in all spheres of language learning and can supplement the activity of reading to the best way of improving reading skill (Idrissova et al., 2015). Reading and listening skills are the central core of materials development in this study. ...
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Designing teaching materials for General English at higher education has become a foundation of language teaching practices. The students at tertiary level should delineate the needs of the English language skill in the 21st century. This study aimed to conduct need analysis to create a model of teaching materials that can accommodate university students to improve English proficiency skill. This study focused on the realm of designing teaching materials based on authentic materials in the area of reading skill supplemented with listening skill. The initial need analysis investigated students' needs of reading text, the needs of multimodal texts, the problems in reading and listening skill. The study also invigoratedthe level of critical thinking for critical reading, and the perspectives of lecturer in General English class. A sample of 230 students at Management Program was selected to participate as the sample represented the nature of the homogenous language skill. The results of the study revealed that students prefer to get exposure on authentic materials with multimodal images. They need to read materials that can catalyze critical thinking skill in critical reading. Also, listening materials can serveas an additional material to enrich the reading materials on the basis of sources of authentic materials
... Ahmed & Pawar (2018) explican la importancia de tener un conocimiento del lenguaje y la habilidad de emplearlo para responder a una intención comunicativa. Aunque el lenguaje está compuesto por las macrohabilidades de habla, escucha, lectura y escritura, Idrissova, Smagulova, & Tussupbekova (2015), argumentan que las dos primeras son fundamentales en las interacciones de la cotidianidad por ser las habilidades más empleadas en la comunicación humana. Ahmadi (2016) señala que si los estudiantes desean aprender a hablar inglés, lo primero que deberían hacer es comprender el mensaje que escuchan. ...
... Communication in a foreign language largely depends on listening and speaking skills (Cabell et al., 2015). For this reason, the mastery of listening and speaking skills in English as the second language is a priority these days (Idrissova et al., 2015). It is necessary to equip the students for them to become versatile communicators. ...
... Also, communication in a foreign language largely depends on listening and speaking skills (Cabell et al., 2015). For this reason, mastery of listening and speaking skills in English as a second language is a priority these days (Idrissova et al., 2015). At the same time, listening and speaking skills become increasingly important when the child enrolls in Preschool as it allows them to communicate appropriately. ...
... Also, communication in a foreign language largely depends on speaking skills (Cabell et al., 2015). For this reason, mastery of speaking skills in English as a second language is a priority these days (Idrissova et al., 2015). At the same time, speaking skills become increasingly important when the child enrolls in preschool as it allows them to communicate appropriately. ...
... In der Realität sind Sprechen und Zuhören, also Produktion und Rezeption, stets integriert, weshalb die Integration dieser beiden Fertigkeiten im schulischen bzw. fremdsprachlichen Lernkontext ebenfalls sinnvoll ist (Böhme, 2011;Idrissova et al., 2015;Knell, 2018;Liontas & Siegel, 2018;M. Rost, 2016;Tavil, 2010;Vinogradova, 2018). ...
Thesis
The promotion of oral subject-specific skills in bilingual geography teaching has been a research desideratum in CLIL didactics for a long time. Especially the integration of teaching reception (listening) as well as production (speaking) offers great potential for the promotion of oral skills in bilingual subject teaching. For this reason, the present study examines the extent to which the implementation of foreign-language, subject-specific audio texts has an impact on subject-specific learning in bilingual geography lessons concercning subject-specific literacy and whether it fosters deeper learning processes. Since deeper learning is not only evident in students' subject-specific literacy but also depends on personal learner variables, subject-specific self-efficacy, anxiety about oral narrative situations as well as subjective competence expectations are further examined. For this purpose, the intervention Listening for Literacies was developed, where, in a series of lessons, students work with different audio texts in the form of expert interviews on various geographic topics. This intervention is based on the theoretical assumptions of Pluriliteracies Teaching for Deeper Learning. During the intervention, students focus on the analysis of the prosodic and structural characteristics of the audio texts. Using various task formats, students apply these prosodic and structural patterns themselves in their own language products by formulating oral explanations on various geographic topics. In order to examine effects of the intervention, it was empirically evaluated in a pilot and two main studies with experimental and control groups with pre-post tests in a mixed-methods design. Results show that concerning subject-specific literacy and deeper learning, both subject-specific proficiency and general oral proficiency of students from the Listening for Literacy intervention improved significantly, whereas no improvement was found in the control group. In order to measure and assess students' subject-specific proficiency in a reliable, objective and valid manner, a coding scheme was developed and validated as well. Results indicate that this coding scheme serves as a very reliable instrument for the assessment of oral subject-specific proficiency. However, results of the personal learner variables did not provide sufficient evidence of effects of the intervention.