Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  EFL students
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Exploring the Effects of Metacognitive Strategy on EFL Students’ Listening Performance in Indonesia

100%
Episiasi, Mujiyanto J., Suwandi, Hartono R.
The New Educational Review
|
2023
|
vol. 72
176-187
EN
This study aims to describe the effects of metacognitive strategy on students’ listening performance. The quasi-experimental design was employed. The participants were Indonesian undergraduate learners majoring in English education programs. Listening tests and close-response questionnaires were used for collecting the data. The results revealed a significant effect on listening performance after being tutored by using a metacognitive strategy. It also revealed that seven factors affecting students’ difficulties in the listening comprehension process covered comprehension process, linguistic features, psychology, lack of concentration, listeners’ problem, speakers’ problem, and environmental factors. Findings underlined that metacognitive strategy effectively increased EFL students’ listening performance.
2
Publication available in full text mode
Content available

EFFECT OF BLENDED LEARNING USING GOOGLE CLASSROOM ON WRITING ABILITY OF EFL STUDENTS ACROSS AUTONOMY LEVELS

88%
Sujannah W. D., Cahyono B. Y., Astuti U. P.
Teaching English with Technology
|
2020
|
vol. 20
|
issue 2
82-97
EN
A lot of studies have shown that the integration of the Internet in the teaching process in the classroom, or commonly called ‘blended learning,’ improves EFL students’ writing ability. Nonetheless, the effect of blended learning using Google Classroom on EFL students’ writing ability by considering autonomy levels has not been conducted yet. Therefore, this study aimed to examine the effect of blended learning using Google Classroom on writing ability of EFL students across autonomy levels. This study involved 53 third semester students taking Essay Writing course in two classes at Universitas Negeri Malang, Indonesia. One of the classes received blended learning using Google Classroom and the other was taught in a conventional way. Pre-test and post-test were given to students in the two groups to know their writing ability before and after the treatment. The students in the experimental group were also given a questionnaire to know their autonomy levels. The results of the study showed that the writing ability of the EFL students taught by using blended learning using Google Classroom was better than that of the other group. Besides, the high autonomous EFL students outperformed the low autonomous EFL students in their writing ability.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.