Components Of Fluency Research Articles

Kesan Pembelajaran Berasaskan Projek Terhadap Kemahiran Bertutur Bahasa Mandarin

The aim of this study is to look into the effects of Project Based Learning (PjBL) in speaking skill on vocational college non-native Mandarin learners. A quasi-experimental study was carried out on 43 Mandarin learners, in which 23 learners were in the experimental group while 20 learners were in the control group. The participants were selected using convenience sampling technique. An adaptation of Stoller model (1997) was applied in the experimental group interventions while the control group was involved in a conventional teaching approach. Speaking skill was analyzed using speaking pretest and speaking posttest, which looked into the component of accuracy, pronunciation and fluency. The speaking pretest and speaking posttest data were analyzed using t-test. The result of the findings showed that the improvement achieved by experimental group is higher and more significant compared to the control group. The finding of the research provides suggestion towards how teachers can apply PjPL in their teaching sessions based on the suitability of the topic they teach.

THE INFLUENCE OF IDIOMS ACQUISITION ON ENHANCING ENGLISH STUDENTS FLUENCY

Proficiency in figurative language is a challenging aspect of second language acquisition. An essential component of figurative fluency and proficiency is knowledge of idioms. Mastery of these formulaic sequences has been considered as an important indicator of communicative competence, enabling speakers to use the language both fluently and idiomatically. However, learning such essentially perplexing constructs poses a lot of challenges to EFL students, and thus they need to get immersed in language skills provided by teachers. The purpose of language acquisition is to achieve effective communication. Being communicatively competent helps language learners to avoid any kind of breakdown of communication, and therefore reaching fluency is the main goal of EFL learners. Thus, this quantitative study is an attempt to explore the influence of idioms acquisition on enhancing English students' fluency. The study has been carried out with twenty lecturers where a five-point Likert-scale questionnaire was employed to obtain data for the study. The collected data were analyzed statistically using SPSS software. The findings revealed that the participants have a positive attitude towards the impact of idioms acquisition on enhancing English students' fluency and acknowledged the importance of learning such expressions. The study concludes by a thorough discussion of the findings in relation to pedagogical implications in the field of second language teaching and learning.

A Task-based Teaching Approach with Multiple Intelligences Features in Developing Chinese Students’ Speaking Competency

The study aimed to achieve three objectives: 1) to identify the Multiple Intelligences (MI) perceived by Heilongjiang International University (HIU) students, 2) to develop and implement a task-based English speaking course with MI features, and 3) to evaluate the extent the developed English speaking course contributes to the improvement of HIU students’ speaking abilities based on complexity, accuracy, and fluency (CAF) components. The study was carried out with 30 experimental and 30 control group students at Heilongjiang International University, China. Data were collected by a questionnaire survey, the pre-test and post-test, and the final tests focusing on complexity, accuracy, and fluency components. The data were analyzed using the primary statistical measurements by identifying the Mean (M) and the Standard Deviation (SD), and the significance level. The results indicated that with regard to HIU students’ self-perceived MI, Music Intelligence was perceived higher, while the Logical-mathematical Intelligence was perceived lower. As for the students’ speaking ability, the results indicated that there was improvement found between the pre-test and the post-test in the COMPLEXITY with the significance value of .001, the ACCURACY significance value was .002, and the FLUENCY significance value was .001. The conclusion is that the task-based teaching practices with MI features contribute to the improvement of students’ speaking abilities in terms of complexity, accuracy and fluency. The findings are followed by some implications for teaching and learning.

Fostering mathematical creativity with problem posing activities: An action research with gifted students

The aim of this research was to foster the skills of problem posing and mathematical creativity of the gifted student having difficulties with posing problems. The participants consisted of six 7th grade students. With this purpose, a 30-h action plan consisting of 18 problem posing activities based on the model of Stoyanova (1997) was prepared. The Problem Posing Test was used as the pre-test and post-test to measure the skills of problem posing and mathematical creativity. At the first step of data analysis, posed problems was analyzed by the Problem Posing Assessment Rubric in order to calculate the pre-test and post-test problem posing scores. Then the problems were analyzed based on two components of creativity, fluency and flexibility, and the composite creativity scores were calculated. The findings showed that the gifted students had significantly higher post-test scores on both measures. Therefore, it can be said that the action plan improved the problem posing and mathematical creativity skills of the gifted students.

STEM learning of “value-added on banana chips” to enhance students’ motivation and entrepreneurship attitude in a rural school

The unemployment of high-school graduates continuously increases because they do not have the required skill to work. Life skill training is not programmed for such general schools; however, entrepreneurship practice is introduced in the regular curriculum. Life skill learning, which integrates science and technology, is known as STEM learning. This study aims to investigate the implementation of STEM learning with the topic of’the increase of value-added on banana chips" to enhance student motivation and entrepreneurship attitude in rural senior high schools. The STEM module was previously developed with the research and development method and ADDIE model. The module was validated before being used. Several student worksheets were used to collect data on motivation and entrepreneurial attitude before and after STEM learning was conducted. STEM-based student worksheet had been validated, and it was valid to be used. The scale of student creativity during the implementation of STEM was categorized high with the component of elaboration (83.3 %), originality (87.5%), and fluency (75%). The accumulation of mean score indicators of student motivation and entrepreneurship attitude increase from 46.8% to 75.6%, which means students are very interested in entrepreneurship. Entrepreneurship character can be induced by STEM learning.

An ANALYSIS OF STUDENTS’ SPEAKING ABILITY IN RETELLING STORY ON DESCRIPTIVE TEXT AT THE SECOND GRADE STUDENTS OF SMP YLPI PEKANBARU

ABSTRACT
 The aims of this research was to know students' ability in speaking and to find out which aspects are the most dominant problems for the students at the second grade students of SMP YLPI Pekanbaru. The focused of this research was to analyze the students' problems in speaking based on five components of speaking which are pronunciation, grammar, vocabulary, fluency and comprehension. The design of this research was a qualitative research. This research was conducted at SMP YLPI Pekanbaru. The population of this research was the second-grade students at SMP YLPI Pekanbaru which consists of 54 students. The researchers chose class II.2 as a sample with the total number of the students were 28 students through purposive technique sampling. The researchers used speaking test as the instrument of research. This research conducted via Whatsapp by recording the students’ performances when retell descriptive text. Then the researcher transcribed the videos into scripts and asked raters to provide the scores. From the results of this study, the researcher found that the students' speaking ability in retelling story had the average score of 3 and categorized as a good level. The pronunciation component, the students’ mean score was 2.8 points, while grammar got 3.5 points. Following that, vocabulary component was 3.2 points, conversely on fluency, it was 2.7 points. The last, the students’ average score on the component of comprehension was 2.8 points. Finally, it can be concluded that the most dominant problem faced by students in speaking was the fluency component.
 Keyword: Students’ Speaking Ability, Retelling Story, Descriptive Text

Evaluating the rapid automatized naming and arithmetical fluency relationship in Chilean first grade students

Several studies have shown that Rapid Automatised Naming (RAN) is an important reading predictor. However, it has also been found that RAN is a valid predictor of mathematical performance. This study explores the relationship between RAN, counting and arithmetic fluency in Chilean first graders. A total of 102 participants were evaluated with RAN letters, phonological awareness, counting, arithmetical fluency, inhibition and verbal working memory. Results show moderate correlations between RAN and counting with arithmetical fluency. After controlling for the effect of all the variables, RAN still explains a significant variance of arithmetical fluency. Although the nature of the relationship between RAN and arithmetical fluency is multi-componential, our results only confirm the role of working memory when simultaneous counting is considered in the model. Therefore, RAN is not only an important cognitive variable related to reading processes but also a key one for mathematical skills, especially when they involve a fluency component.

Self-Image Improvement and Iranian EFL Learners’ Oral Performance: Effects on Complexity, Accuracy, and Fluency

The present study intended to investigate the effects of self-image improvement on quality of Iranian EFL learners’ oral productions. To this aim, 30 lower-intermediate university students were randomly divided into an experimental (EG) and control (CG) groups. The main focus in both groups was enhancing the students’ oral performance while only the EG received the treatment via self-image improving techniques. Their self-image was measured with the aid of Offer Self-Image Questionnaire and their oral performance was examined using two parallel IELTS speaking tests before and after the treatment. It was found that by receiving self-image training, participants’ self-image improved, which led to a parallel improvement in their speaking skill. More specifically, the EG improved significantly in oral complexity and two components of oral fluency, MLR and speech rate A. However, regarding oral accuracy and speech rate B, no significant difference was observed between the two groups.

Postural sway correlates with cognition and quality of life in Parkinson’s disease

BackgroundThe severity of Parkinson’s disease (PD) is difficult to assess objectively owing to the lack of a robust biological marker of underlying disease status, with consequent implications for diagnosis, treatment...

Berpikir Kreatif Siswa Dalam Memecahkan Masalah Kontekstual Matematika Ditinjau Dari Tipe Kepribadian

The ability to think creatively is a skill that is really needed by someone in solving problems, but everyone has a different creative way of thinking because everyone has various types of personality. The purpose of this study was to describe the analysis of students' creative thinking in solving contextual mathematics problems in terms of sanguine, choleric, melancholy, and phlegmatic personality types. This research is a descriptive study using a qualitative approach. The research subjects are four students of class VII-3 SMP Negeri 1 Krembung. Each personality type is represented by one subject. The data obtained in this study are personality test results, contextual problem solving test results, and interview data. The data obtained were analyzed by describing the components of creative thinking, namely fluency, flexibility, and novelty. The research results were obtainedphlegmatic and melancholy personality types understand the problem and the information at hand, reveal what is known and asked, and can generate diverse and different ideas. Meanwhile, sanguine and choleric personality types have not been able to generate diverse and different ideas. Phlegmatic and melancholy personality types are able to fulfill fluency, flexibility, and novelty components, sanguinis personality types have not been able to fulfill fluency, flexibility, and novelty components, whereas choleric personality types are only able to fulfill fluency components.

Age-related similarities and differences in the components of semantic fluency: analyzing the originality and organization of retrieval from long-term memory

ABSTRACT The present study investigated age-related differences in retrieval from long-term memory using a semantic fluency task in which participants recalled animals during a 5-minute retrieval period. We evaluated the relative uniqueness of items and their output position within the retrieval process to further elucidate how younger and older adults access and retrieve semantic knowledge in long-term memory. Although older (n = 96, aged 56-79, M = 62.44) and younger adults (n = 98, aged 18-27, M = 23.44) scored similarly for retrieval fluency and originality, these abilities tended to decline when we analyzed age as a continuous variable, indicating some preservation in earlier adulthood, but impairment in older age. Additionally, participants tended to recall common, more easily accessible items before unique, less accessible items, and this pattern was more prominent in older adults. Thus, there are both similarities and differences in semantic fluency in older age.

Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches

Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners’ zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction.

Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background

This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency components (rate and prosody), and strategy use with reading comprehension components (literal and deep) in the Turkish language and addresses the direct effects of these predictors on the reading comprehension of fourth grade students. The results showed that, whereas fluency and strategy use made statistically significant contributions to reading comprehension, background knowledge did not. Based on the results, the study affirms the importance of automaticity in word recognition, prosody, and comprehension strategies in contributing to reading comprehension in Turkish and, as such, should be given priority for literacy instruction in Turkish.

Investigating the Relationship between Neural Sensory Gateways and Creative Performance Using Convergent and Divergent Tasks

ABSTRACT The question of what type of attention is associated with creative potential has predominantly been examined using divergent thinking tasks and without the benefits of cognitive neuroscience methods. To address this gap, we rely on a neural approach by indexing attention using the P50 ERP component. The P50 measures sensory gating, which is the brain’s ability to filter out or inhibit responses to repeated stimuli. We analyze the relationships between neural responses to P50 and performance on two tasks designed to measure creative potential: a convergent task and a divergent task. While we did not find evidence of a relationship between attention and the originality component of divergent thinking, our results show that leaky attention was positively associated with the fluency component of divergent thinking but negatively associated with performance on the convergent thinking task. This result highlights that the relationship between attention and performance on creative tasks may depend on the type of task.

Factors affecting nursing students' creativity in Taiwan: Exploring the moderating role of creative personality

BackgroundThe relationships between a school's creative climate, students' creative personality, and students' creative thinking have not been explored in the context of nursing students in healthcare schools in Taiwan. DesignThis cross-sectional descriptive study examined how both school creative climate and creative personality interact with the creative thinking abilities of nursing students in Taiwan, and whether the students' personality moderates the relationship between the other two variables. MethodsSeventy-four nursing faculties provided subjective assessments of the environment of a healthcare school in Taiwan, as measures of school creative climate. Two hundred forty-five nursing students completed Verbal and Figural Torrance Tests of Creative Thinking (TTCT-V and TTCT-F, respectively) as measures of creative thinking; the Taiwanese Creative Personality Scale (TCPS) measured their creative personality. ResultsNursing students' total mean scores on the TTCT-V and TTCT-F were 24.41 and 44.50, respectively. The mean scores for subscales of fluency, flexibility and originality on the TTCT-V were 11.03, 7.12 and 6.26, respectively. The mean scores for subscales of fluency, flexibility, originality and elaboration on the TTCT-F were 18.78, 11.45, 12.73 and 1.54, respectively. Students' mean score on the TCPS was −0.11 (SD = 4.05), indicating an overall negative creative personality. Pearson's correlation analysis showed the sufficient resources component of school creative climate was positively correlated with the elaboration component of figural creative thinking. However, sufficient resources negatively correlated with the fluency and flexibility components of verbal creative thinking. The SPSS PROCESS macro showed that students' creative personality had a moderating effect on the relationship between the sufficient resources component of school creative climate and students' creativity as reflected by the verbal creative thinking components of fluency (b = −0.62, p < 0.01) and flexibility (b = −0.55, p < 0.01). ConclusionOur study fills a gap in the literature regarding the interactions between a school's creative environment and personality factors that foster students' creativity. Validated by empirical data, this study's proposed moderation model of creative personality can be used as a guide for influencing nursing students' creativity. Cultivating students' creative personality and developing sufficiently resourced school creative climates may be key to implementing successful creative education in health care schools.

Self-Image Improvement and Iranian EFL Learners’ Oral Performance: Effects on Complexity, Accuracy, and Fluency

The present study intended to investigate the effects of self-image improvement on quality of Iranian EFL learners’ oral productions. To this aim, 30 lower-intermediate university students were randomly divided into an experimental (EG) and control (CG) groups. The main focus in both groups was enhancing the students’ oral performance while only the EG received the treatment via self-image improving techniques. Their self-image was measured with the aid of Offer Self-Image Questionnaire and their oral performance was examined using two parallel IELTS speaking tests before and after the treatment. It was found that by receiving self-image training, participants’ self-image improved, which led to a parallel improvement in their speaking skill. More specifically, the EG improved significantly in oral complexity and two components of oral fluency, MLR and speech rate A. However, regarding oral accuracy and speech rate B, no significant difference was observed between the two groups.

Creativity and Affective Temperament in Artistic and Non‐artistic Students: Different Temperaments are Related to Different Aspects of Creativity

AbstractThe relationship between creativity and temperament has been well documented in studies with professional artists. This also pertains to affective temperaments which constitute the vulnerability to affective disorders. However, less is known about the contribution of particular temperaments to specific components of creativity, for example, ideational fluency, or originality of thinking. The aim of the present study was to assess affective temperaments and creativity in artistic and non‐artistic students. Ninety (39 artistic and 51 non‐artistic) students were enrolled in the study. Affective temperaments were evaluated by means of TEMPS‐A questionnaire. Creativity was measured with BWAS test assessing the originality of thinking and a sample of tasks derived from BIS battery, assessing ideational fluency. Artistic students showed higher rates of cyclothymic temperament. They also outperformed non‐artistic students in both domains of creativity. The originality of thinking correlated positively with the level of cyclothymic temperament, whereas ideational fluency was positively related to hyperthymic temperament. Ideational fluency also correlated with the level of parental education. Results indicate that creativity is related to temperaments underlying predisposition to bipolar affective disorder; however, different temperaments are related to different aspects of creativity.

The effects of reading rate, accuracy and prosody on second grade students’ oral retelling

This study investigates the effects of reading rate, accuracy and prosody on second grade students' reading comprehension measured by oral retelling. The results of the research indicate that reading prosody has a significant positive correlation with oral retelling scores only, among other components of reading fluency. Additionally, second graders with low and high oral retelling scores differed significantly only in the prosodic measurement. In the light of these findings, it is suggested that more attention should be paid to prosody in order to improve students' reading comprehension skills in the classroom environment and reading programmes must take into account the suitable use of prosody (e.g. intonation, stress placement, perception of word boundaries, pausing and rhythm) for achieving efficient reading skills.

Mathematical creativity profile of elementary school students in solving mathematical problems by considering technology role

This study was aimed to describe mathematical creativity of elementary school students in solving mathematical problems by considering technology role in mathematics learning process in the classroom. Data collection technique was done by giving questionnaires to students and providing creativity tests on the components of fluency, flexibility, originality, and elaboration. The research subjects were 34 fifth graders at one of elementary schools in Palangkaraya. Based on the results of the creativity test, the results showed that 30% of students were able to produce various ideas or questions (fluency), 10% were able to express various solutions (flexibility), 2% were able to provide relatively unique new ideas or answers, 15% were able to specify the answers they wrote in detail (elaboration). Based on the questionnaires results, the results of the study showed that the role of technology was still in a minimum category. It is recommended to integrate technology in mathematics learning process in order to improve students’ mathematical creativity in solving mathematical problems.

Accelerating Qurán Reading Fluency through Learning Using QURÁNI Application for Students with Hearing Impairments

The ability to read Qurán of students with hearing impairments supported by special education is still not as expected due to the limited access to technology. The progress of technology such as a smartphone has led many people to adopt a view that the technology of application is very appropriate to be developed for their learning. In this study, we have developed an application called QUR'ANI to teach reading the Qur'an fluently and appropriately for students with hearing impairments. The method used was single subject research with the AB model. The effectiveness of this application in teaching the Qur’an for students with hearing impairments has been tested with positive effect. Besides, the teacher's subjective point of view in this application has also been consulted. This research found that there was a strong correlation between the components of reading fluency.