Comprehension Learning Research Articles

An investigation into how mindfulness practice might improve listening comprehension of English learners in Viet Nam

This study investigated the effect of short mindfulness exercises on the listening comprehension of Vietnamese students learning English. Research participants (N = 190) were randomly divided into two groups: the experimental group who received three five-minute mindfulness sessions before listening tests and the control group who received the mindfulness intervention only before the last listening test. The results showed a significant interaction effect between the group variable and test scores, indicating that mindfulness meditation can enhance listening comprehension of the experimental compared to the control group. These findings align with previous studies on the positive effects of mindfulness on listening comprehension of foreign language learners. This study suggests that mindfulness may be a valuable tool not only in education in general but also in language learning and teaching.

Reading Comprehension of Learners in a Last-Mile School

Analyzing student’s reading comprehension at a last-mile school can reveal valuable insights into a range of educational and socio-economic development. It is along this premise that this paper aimed to determine the level of Reading Comprehension of Learners in a last-mile school in a fourth-class municipality in Negros Occidental during the School Year 2023-2024 as the basis for a contextualized instructional plan. Data needed for this descriptive study was collected from 119 respondents using a 40-item self-made data-gathering instrument that has passed the rigorous tests of validity and reliability. The ensuing analysis showed that learners’ reading comprehension in a last-mile school was average. In literal, inferential, and applied comprehension, learners were found to be at the average level but at a low level around appreciative comprehension. The result calls for the teachers to create and craft more engaging learning and reading materials that suit the background and interests of learners to encourage them to read more and hone their reading skills. They also need to make sure that despite the distance of where the school is located, learners receive quality instructional material. Keywords: Language Education, Literal, Inferential, Applied, Appreciative Level of Reading Comprehension, Negros Occidental, Philippines

Brain Dominance, Learning Styles and Reading Comprehension of Saudi EFL Learners: A Survey Study

Development of global skills to pave the way in the Sustainable Development Goals (SGs) requires institutions around the world to put quality education as one of the pillars for a sustainable economy. The present study employed a descriptive survey research design to capture the brain dominance, learning styles, and reading comprehension of Saudi EFL learners. The study involved a randomly sampled 154 students enrolled in language and reading courses at Qassim University, Saudi Arabia. The results of the study showed that Saudi EFL learners are left-brain dominant in that they consider themselves analytical, logical, methodological, and detail-oriented. Similarly, the distribution of respondents' learning styles, whether visual, auditory, or kinesthetic, is almost equal, indicating that the Saudi EFL learners have distinct learning preferences and processes. Finally, the results revealed that a significant number of students excel in reading, while a smaller number still struggle with it. Hence, Qassim University must implement student-centered language teaching interventions and strategies to realize the vision of the Saudi future. The diversity of Saudi EFL learners necessitates different instructional modalities and processes, and their level of reading performance demands effective interventions to address their language capabilities.

Vocal usage learning and vocal comprehension learning in harbor seals

BackgroundWhich mammals show vocal learning abilities, e.g., can learn new sounds, or learn to use sounds in new contexts? Vocal usage and comprehension learning are submodules of vocal learning. Specifically, vocal usage learning is the ability to learn to use a vocalization in a new context; vocal comprehension learning is the ability to comprehend a vocalization in a new context. Among mammals, harbor seals (Phoca vitulina) are good candidates to investigate vocal learning. Here, we test whether harbor seals are capable of vocal usage and comprehension learning.ResultsWe trained two harbor seals to (i) switch contexts from a visual to an auditory cue. In particular, the seals first produced two vocalization types in response to two hand signs; they then transitioned to producing these two vocalization types upon the presentation of two distinct sets of playbacks of their own vocalizations. We then (ii) exposed the seals to a combination of trained and novel vocalization stimuli. In a final experiment, (iii) we broadcasted only novel vocalizations of the two vocalization types to test whether seals could generalize from the trained set of stimuli to only novel items of a given vocal category. Both seals learned all tasks and took ≤ 16 sessions to succeed across all experiments. In particular, the seals showed contextual learning through switching the context from former visual to novel auditory cues, vocal matching and generalization. Finally, by responding to the played-back vocalizations with distinct vocalizations, the animals showed vocal comprehension learning.ConclusionsIt has been suggested that harbor seals are vocal learners; however, to date, these observations had not been confirmed in controlled experiments. Here, through three experiments, we could show that harbor seals are capable of both vocal usage and comprehension learning.

The Effect of Pre-reading Strategies on Adult ESL Learners’ Reading Comprehension

Reading comprehension plays a significant role in second language learning. Yet, it is still the most challenging skill to acquire for second language learners. Because reading is an active process, research indicated that readers need to apply different strategies before, during, and after reading. This study aimed to examine the effect of pre-reading strategies on reading comprehension of adult ESL learners. Fourteen adult ESL students participated in the study. Data were collected through pre and post reading comprehension tests during a period of three weeks. Students’ performance was measured before they were introduced to the pre-reading strategies and was compared to their performance after learning and applying those strategies. Results showed that students’ scores increased significantly after using pre-reading strategies.

Bridging Linguistic Gaps: Developing a Greek Text Simplification Dataset

Text simplification is crucial in bridging the comprehension gap in today’s information-rich environment. Despite advancements in English text simplification, languages with intricate grammatical structures, such as Greek, often remain under-explored. The complexity of Greek grammar, characterized by its flexible syntactic ordering, presents unique challenges that hinder comprehension for native speakers, learners, tourists, and international students. This paper introduces a comprehensive dataset for Greek text simplification, containing over 7500 sentences across diverse topics such as history, science, and culture, tailored to address these challenges. We outline the methodology for compiling this dataset, including a collection of texts from Greek Wikipedia, their annotation with simplified versions, and the establishment of robust evaluation metrics. Additionally, the paper details the implementation of quality control measures and the application of machine learning techniques to analyze text complexity. Our experimental results demonstrate the dataset’s initial effectiveness and potential in reducing linguistic barriers and enhancing communication, with initial machine learning models showing promising directions for future improvements in classifying text complexity. The development of this dataset marks a significant step toward improving accessibility and comprehension for a broad audience of Greek speakers and learners, fostering a more inclusive society.

Predicting Student Success: A Comparative Examination of Machine Learning Techniques

An essential component of individual and society growth is student education. It could involve innovative curriculum design, efficient teaching techniques, educational technology, and resources. The majority of educational data mining (EDM) research, however, has concentrated on identifying at-risk children so that early, focused interventions can be given, as well as forecasting students' future performance. EDM seeks to create techniques for examining the distinct and progressively larger amounts of data produced by educational environments in order to gain a deeper comprehension of both learners and the environments in which they are taught. It is applicable to study the consequences of educational support and forecast how students will learn in the future. Using student performance datasets, we assessed the suggested feature selection technique's efficacy employing using five machine learning classifiers: Decision Tree (DT), Naïve Bayes (NB), Support Vector Machine (SVM), K-Nearest Neighbour (KNN), and Logistic Regression (LR). This suggested approach uses the chosen algorithm to verify training duration, analysis, recall, accuracy, and precision. But in order to determine which algorithm possessed the greatest best accuracy, they compared all of them the outcomes of this review will help academic researchers, practitioners, and professionals deal with imbalanced classification, particularly within the field of higher education

Investigating Senior High School Students’ Metacognition in Indonesian Learning Reading Comprehension: Does it Have a Positive Impact?

Metacognition and reading comprehension skills are believed to influence students' academic success. However, many studies report that students' understanding of texts is still low even though they have been able to read fluently. This study aims to investigate and describe students' metacognitive awareness in reading comprehension learning activities and the effect of metacognition on reading comprehension skills. The research method used is a mixed-method by utilizing the descriptive and quantitative correlational analysis results. The research subjects involved were 280 students and eight Indonesian language teachers from eight senior high schools. The research data was obtained from the observations of reading learning activities, interviews, distributing questionnaires, and reading skills tests. The results showed that most students did not know the right reading strategy for themselves. Overall, students have not been able to conclude the goals and benefits of learning to read comprehension for their lives, behave passively in learning, and have not been able to identify solutions to face reading comprehension difficulties according to their characteristics. Based on the results of correlational calculations, metacognition was positively correlated with students' reading comprehension skills. This study recommends that teachers and curriculum designers emphasize the components of metacognitive awareness activity for improving students' reading comprehension skills.

The Effectiveness of Cooperative Learning (CL) on Reading Comprehension of EFL Learners at Tertiary Education

The Effectiveness of Cooperative Learning (CL) on Reading Comprehension of EFL Learners at Tertiary Education

Effects of playback speed and language proficiency on listening comprehension of multilingual English learners

ABSTRACT For multilingual English as an additional language learners (EALLs), listening is a critical skill that they must master. This quasi-experimental study examined if playback speed, overall English proficiency, and listening sub-scores affected the listening comprehension of EALLs. It also addressed if any of these effects were moderated by certain background and experiential factors. Data sources included a survey, listening comprehension sub-scores, overall English proficiency scores (TOEFL), and two listening comprehension test scores based on a set of easier and harder questions. Before taking the listening comprehension test, 168 students in English-medium institutions in Turkey and China listened to a 10-minute TED-talk YouTube video at three playback speed levels (slower: 0.75; default/normal: 1; faster: 1.25). Several statistically significant differences were obtained between the three groups regarding these measures. Results suggested that the playback speed and proficiency levels (both overall proficiency and listening sub-scores) matter both for the easier and harder comprehension questions. Implications of these findings for additional language education are described. Through the use of playback speed manipulation, this study underscores the crucial role customized instructional approaches play in enhancing listening comprehension for EALLs on video platforms like YouTube.

Exploring the Correlation between English Proficiency and Reading Comprehension among Elementary Learners in the Philippines

This descriptive-correlational study aimed to determine the relationship between the English proficiency and reading comprehension of the Grade 6 learners at an elementary school in the province of Davao Occidental. Specifically, it aimed to determine the level of English proficiency of the respondents in terms of grammar and vocabulary and their level of reading comprehension. With the use of complete enumeration, there were 20 Grade 6 learners selected as respondents of the study. A validated questionnaire was used to assess the level of students’ English proficiency and the level of students’ reading. The data were analyzed using mean and Pearson-r correlation analysis. Results revealed that the level of English proficiency of the respondents is proficient. This implies that the learners show great understanding and application of the English language. Also, the level of reading comprehension of the respondents is described as high, indicating that they have strong understanding and reading comprehension abilities. Further, the result revealed that there is no significant relationship between the English proficiency and reading comprehension of the Grade 6 learners. It is recommended that further studies on other factors that affect the reading comprehension of elementary learners should be conducted.

Listening Performance of Iraqi Intermediate EFL Learners in Collaborative Learning and their Attitudes Towards it

This pre-experimental study was conducted among Iraqi intermediate EFL students at BA level. It was an attempt to consider Iraqi intermediate EFL learners ’listening performance in CL, focusing on their attitudes toward contribution to the classroom. To achieve the study's goals regarding views on collaborative learning, 60 Iraqi male and female students, aged between 20 -25, were invited to participate in the study. The study was conducted at University of Kufa, college of education, in Najaf, Iraq. The study's conclusions demonstrated that most participants thought collaborative learning was helpful for their learning. Furthermore, this study showed that collaborative learning strategies significantly impact the listening comprehension of Iraqi intermediate EFL learners.

Implementation of an Academic Software for Children from 6 to 8 Years Old for Easy Learning in Basic Mathematics and Reading Comprehension

Nowadays teaching has not improved talking about the methods to get to interest the studentor want to learn, it is not common for schools to have a didactic and innovative curriculum, we continue to maintain in do the same learning format of years ago and it is one of the areas in which we do not evolve compared to others. As we well know, among the most important foundations in education are the reading comprehension and mathematics courses, because these are the pillars to have facilities in learning with other courses in the future and that is why it is important to ensure the knowledge of these courses in childhood so that these students do not present difficulties to learn in the future. That is why in the part of basic education we see important the implementation of an educational software for children, to improve their motor capacity in terms of learning the area of mathematics and reading comprehension, since relying on statistical data we realized that the levels of knowledge in these courses, They are not the desired ones, therefore, we agreed to project a new way of learning so that children can be interested in wanting to learn, for this we develop a plan in which it is proposed to implement educational games, memory games, didactic reading, among others, all this to ensure that children improve their learning through new learning methodologies.

The Effectiveness of Cognitive Strategies Towards Students’ Reading Comprehension at SMA Negeri 1 Sampaga

The purposes of this study were; 1) to find out if the use of cognitive strategies is effective to improve students' reading comprehension at SMA Negeri 1 Sampaga or not, and 2) whether or not students are interested in utilizing cognitive strategies in their reading comprehension learning. This study employed a quantitative approach with a pre-experimental design. The population of this study was students in class X at SMA Negeri 1 Sampaga, and the sample was 16 students in class X at IPS 1. The research data were collected by providing a multiple-choice reading comprehension test on the subject of descriptive text, as well as a questionnaire on a Likert scale to measure students' interest. The t-test and descriptive statistics were used to analyze the data. According to the Paired Sample T-Test results, the probability value (sig. 2-tailed) = 0.000 which is lower than the significance level of 0.05. The researcher then concluded the use of the cognitive strategies is effective in improving students reading comprehension at SMA Negeri 1 Sampaga. Furthermore, the 'interested' response dominates the questionnaire score of the students’ interest. The findings indicated that students are interested in implementing cognitive strategies in their reading comprehension learning.Keywords— Cognitive Strategies, Reading Comprehension, Students’ Interest, Descriptive Text.

The Semantics of Japanese Postpositions and Indonesian Prepositions: A Contrastive Analysis

Abstract. Adpositions are an important aspect in Japanese language learning aspect which must mastered since the beginner level. However, despite its importance, many learners struggle to fully comprehend the meaning and semantics of each adposition. This study seeks to contrast of each semantic of the Japanese postpositions 'ni' and 'de' and Indonesian preposition 'di' stated in Japanese dictionary and Indonesian textbook, and suggestions for Japanese language learners from Indonesian for reducing errors in the use of Japanese postpositions 'ni' and 'de' based on I-JAS Corpus data. The descriptive method was utilized, with contrastive analysis serving as the chosen data analysis technique. The implementation procedures were as follows: (1) collecting data from books and dictionaries; (2) analysing the data so that similarities and differences between adpositions in Japanese and Indonesian can be contrasted in terms of semantics; (3) collecting data on errors in the use of Japanese postpositions from Indonesian students in I-JAS corpus data; and (4) analysing the corpus data, namely explaining the reasons and types of errors and proposing suggestions so that Indonesian learners can reduce these errors in their Japanese language learning. The findings revealed that there are 23 semantics of Japanese postposition ‘ni’ and ‘de’ and Indonesian preposition ‘di’, where the Japanese postposition ‘ni’ has 11 semantics, the Japanese postposition ‘de’ has 12 semantics, and the Indonesian preposition ‘di’ has 3 semantics which are the same as the Japanese postpositions ‘ni’ and ‘de’ and becomes the 3 points of the similarities and differences between the postpositions 'ni' and 'de' in Japanese and the preposition 'di' in Indonesian, and there are three types of errors of using Japanese postpositions 'ni' and 'de' based on I-JAS Corpus data; (a) The errors of using Japanese postposition 'ni', (b) The errors of using Japanese postposition 'de', (c) The errors of using Japanese particle or postposition which should be 'ni' or 'de'. The outcomes of this study hold potential as valuable reference material for translators and Japanese instructors involved in teaching Japanese particles or postpositions. By utilizing this resource, the distinctions among these postpositions can be explained more clearly also it offers comprehension for both translators and Japanese language learners in Indonesia.Keywords: Semantic, Contrastive, Corpus, Japanese Postpositions, Indonesian Prepositions

PREDICTING THE LEARNING PATH TO LEARNER’S OPTIMUM COMPREHENSION

The essence of learning is for the learner to attain a significant level of comprehension after the learning process is completed. The quest to achieve this singular purpose has led to the introduction of several learning techniques in the conventional learning environment, such as asking questions and conducting test after class, just to mention a few. Additionally, technology has been introduced in learning. Even with technological advancements, the learning experience still faces the challenge of learners not attaining the optimum comprehension state after the learning process. This is due to the present systems' inability to model the learner to determine the best methods for achieving maximum comprehension. Hence, this research paper focuses on deriving an improved mathematical model for predicting the learning path to a learner’s optimum comprehension. The paper presented three learning instructional media (learning paths); textual, audio and a hybrid of audio and video, which this research uses in modelling the learner. This is to enable the improved system predict the best learning path to optimum comprehension for learners. This research paper adopted Reinforcement Learning and the Markov decision process, specifically the Markov Chain approach, in developing an improved model for prediction. The evaluation of this research involved brainstorming on the Bellman’s equation with the aid of the Markov Chain transition state framework, resulting in an improved mean value function of 71.7. This indicates an enhanced comprehension state for the learning students compared to the existing mean value function of 46.0. The results obtained from this research clearly demonstrate that the improved model was able to predict and assign the best learning path to achieve optimum comprehension state for learners.

The Use of Blended Learning Based Flipped Classroom towards Students’ Reading Comprehension Achievement and Perspectives

The study conducted a profound exploration on the potential impacts of a blended learning-based flipped classroom method on students' reading comprehension and their perception towards it. The methodology used a quantitative quasi-experimental approach with purposive sampling in a state senior high school in Palembang. The process of collecting data involved the utilization of questionnaires, post-tests, and pre-tests. Either experimental and control class has 25 students. The test's reliability and validity were thoroughly examined through the employment of the Split-Half technique as well as the Aiken formula. Furthermore, in an effort to establish dependability for the questionnaire, Pearson Correlation testing methods were utilized. A comprehensive data analysis covered broad statistical areas including application of Shapiro-Wilk procedure, Levene Statistics test evaluating homogeneity characteristics, deployment of independent samples t-test and incorporation of Cohen's d in hypothesis validation procedures. Post intervention results from experimental group significantly indicated marked improvements in reading comprehension following hypothesis assessment. The alternative hypothesis (Ha) was thereby substantiated, leading to the rejection of the null hypothesis (H0). Additionally, students perceive the blended learning-based flipped classroom as an enjoyable teaching approach that enhances their engagement in the learning process and aids improvement in areas that require attention. These findings imply that implementing the blended learning-based flipped classroom could be a valuable resource for English teachers, offering advantages to students such as improved accessibility and readiness for reading comprehension learning.

Construction of Algorithms for English Learners to Read Foreign Literature Based on Machine Translation Technology

The construction of algorithms for English learners to read foreign literature based on machine translation technology involves several key steps. Initially, the algorithm utilizes machine translation to convert the foreign text into English, ensuring accessibility for learners. Next, it employs natural language processing (NLP) techniques to enhance the readability and comprehension of the translated text, such as simplifying complex sentences, clarifying ambiguous phrases, and providing annotations or explanations for cultural or linguistic nuances. Additionally, the algorithm may incorporate adaptive learning mechanisms to personalize the reading experience, adjusting the difficulty level and content based on the learner's proficiency and preferences. This paper explores the development and implementation of algorithms designed to facilitate English learners' comprehension of foreign literature using machine translation technology. Leveraging Probability Path analysis and classification techniques, investigate the effectiveness of various algorithms in improving translation accuracy, fluency, and comprehension for English learners. Through the Probability Path analysis, we delve into the complexities of language structures, translation probabilities, learner interaction, and linguistic adaptation, illuminating the intricate dynamics of machine translation in the context of language learning. Additionally, classification results provide insights into the performance of different algorithms in translating diverse literary genres, showcasing their potential to support English learners in comprehending foreign texts. The findings reveal translation accuracies ranging from 87.8% to 92.0%, with corresponding fluency scores ranging from 4.0 to 4.6. Additionally, algorithms result in comprehension improvements of 23% to 30% for English learners.

SYNONYMIC FEATURES OF EDUCATIONAL TERMS AND THEIR IMPACT ON LEARNING PROCESSES

This study delves into the synonymic characteristics of educational terms, examining their linguistic properties and the implications for both teaching and learning effectiveness. By employing a mixed-methods approach that combines a literature review, surveys of educational professionals, and direct classroom observations, we aim to elucidate how synonyms used within educational contexts influence learner comprehension and engagement. The findings indicate that while synonyms can enrich the language of instruction and facilitate varied conceptual representations, their improper usage might lead to confusion and hinder learning processes. Based on these observations, the paper proposes strategic recommendations for optimizing the use of synonyms in educational settings to improve clarity and enhance student learning outcomes.

Effects of Reading-While-Listening and Reading Only on Reading Comprehension of Japanese High School EFL Learners

Effects of Reading-While-Listening and Reading Only on Reading Comprehension of Japanese High School EFL Learners