Receptive Skills Research Articles

Effective Strategies to Overcome EFL Speaking Difficulties

This study investigates the speaking difficulties and strategies used by Saudi university students learning English as a foreign language (EFL). The results reveal significant barriers to speaking fluency, with "limited vocabulary" identified as the most obstructive factor, followed by "lack of practice" and "limited exposure to receptive skills”. Pronunciation issues and reliance on memorization also contributed to speaking challenges, though to a lesser degree. Most participants agreed that these issues hinder fluency development. The research also highlights the effectiveness of various strategies used by fluent EFL students. "Socializing with fluent speakers" and "organizing ideas in advance" emerged as the most effective strategies. Additional strategies like studying a topic thoroughly and receiving feedback from expert speakers were also deemed highly effective. The findings align with existing research on EFL fluency, particularly the emphasis on vocabulary, practice, and social interaction. However, the study provides unique insights into the specific cultural and linguistic challenges faced by Saudi learners, underlining the importance of context-specific approaches to language learning.

Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era

ABSTRACTAs artificial intelligence (AI) has been integrated into foreign language (FL) education, learners' well‐being is influenced by various factors, including technological, personal and contextual elements. However, few studies explored how external and internal factors jointly shape FL learners' well‐being in the era of generative AI. To fill this gap, this study explores the effects of generative AI acceptance, perceived teachers' enthusiasm and self‐efficacy on FL learners' well‐being by investigating 613 university learners of English as a foreign language (EFL). The structural equation modelling results reveal that (1) generative AI acceptance positively predicts EFL learners' well‐being and self‐efficacy; (2) perceived teachers' enthusiasm does not predict learners' well‐being and positively predicts EFL learners' self‐efficacy; and (3) the self‐efficacy for receptive skills mediates the relationship between generative AI acceptance/perceived teachers' enthusiasm and EFL learners' well‐being, whereas self‐efficacy for productive skills does not play the mediation role. This research broadens the understanding of the antecedents of EFL learners' well‐being and extends the application of self‐efficacy theory in the AI‐driven educational environment, providing significant pedagogical implications.

A Road to Success in Language Olympiads: A Comprehensive Analysis of EFL Olympiad Tasks in Russia from Inception to 2023

Language Olympiads have been effectively used by Russian universities for enrollment purposes for years. Consequently, secondary and high school students are often coached to participate in these Olympiads to improve their chances of university admission. This research aims to trace the development and transformation of tasks used in EFL Olympiads over the past decade to identify the most common types, thereby providing school English language teachers with a clear framework to better prepare students for these competitions. Both quantitative and qualitative methods were used to analyze past Olympiad papers from 2015 to 2023. An in-depth analysis of the tasks in top language Olympiads revealed the predominance of tasks focusing on receptive skills, integrated skills, and cultural knowledge, in contrast to those assessing productive and creative skills. While tasks aimed at evaluating productive skills are largely absent in the elimination rounds, they account for more than 50% of the total score in the final rounds. Speaking tasks for secondary and high school students are minimally represented among the Olympiad tasks. Additionally, there is a noticeable trend toward assessing participants’ knowledge of the history, literature, and culture of English-speaking countries, both directly and indirectly, while testing both receptive and productive skills. Moreover, tasks assessing integrated skills, which were previously the least common, are now gaining prominence. The findings suggest that preparation should focus more on skill development rather than on individual tasks. This shift would facilitate simultaneous preparation for multiple EFL Olympiads and improve students’ performance in the short term. This study also contributes to the field of professional discourse and the teaching of English for Specific Purposes (ESP) by highlighting how the evolving nature of EFL Olympiad tasks can inform the development of targeted ESP curricula that better align with the communicative and cultural competencies required in academic and professional spheres.

The role of context in the word family debate

There has been debate regarding how to define the lexical unit for the receptive skills, with different levels of inclusiveness being possible depending on learner proficiency and pedagogical or research purpose. The most frequently-used definitions for L2 reading are the lemma, flemma, and Bauer and Nation's (1993) level-6 word family (WF6). When WF6 is used, it is assumed that if one family member is known, unfamiliar members can be understood when encountered in meaningful contexts. Past investigations of this assumption have been criticized for assessing knowledge of morphologically-related words only in isolation or in sentence-length contexts. The present study addressed this concern by examining Japanese university students' ability to understand related words in isolation, in limited-context sentences, and in page-length passages. The relationship between baseword and derivational form knowledge was weak, and the level of contextualization had little effect on this relationship. These findings corroborate past findings and support the use of limited-context assessment in research on the word family and the relationship between vocabulary and reading.

Online Academic Tutoring for English Language Learning: A Case Study of Receptive Skills Development in Ecuadorian Students

This study examines the impact of online academic tutoring on Ecuadorian students of 5°, 6°, and 7° grades of Educación General Básica (EGB) on English receptive skills. Despite English's importance and integration into Ecuador's education system, language acquisition keeps facing some challenges due to resource limitations and diverse linguistic backgrounds. The research involved 52 students and 57 preservice teachers in an exploratory case study. Statistical data showed how digital education along with online academic tutoring contributed to improvements in the receptive skills of a group of English language students as well as let researchers see the most significant gains in 7th graders. Preservice teachers also developed pedagogically but encountered technical challenges. Findings underscore online tutoring's potential to address educational gaps, highlighting the need for greater investment in digital infrastructure and teacher training. Future research should examine the socio-emotional impact of online tutoring on learners' confidence and well-being.

Augmentation of Receptive Skills and Integration of Technology: An Analytical Perspective of Faculty’s Perceptions and Observations in EFL Context

Focusing on the utilization and integration of technology in EFL classrooms to train learners and enrich language inputs. Augmenting receptive skills in the EFL contexts, this paper has repopulated faculty’s perceptions and observations respecting the integration of technology. The study discloses patricians’ thoughts regarding the significance of integrating technology in language classrooms in Saudi for the augmentation of professional strength and academic performance. Language has become more error-free during the practices through technological devices and applications of apps in sessions by language instructors. The study reveals that teachers have presented the effectiveness of the integration of technology for the elevation of de-codification and standardization of language receptions. To inculcate language materials enhances learners’ comprehension during discussions and participations. Instructors have concluded that the integration of technology assists students’ knowledge of language helping in the deconstruction of codification purportedly. Correspondingly, faculty have communicated their discernments of technology integration in EFL classrooms to capitalize on its substantial application for enhancing receptive domains. This research has clarified that integration of technology has become lucrative to instigate effectively learners to receive messages—minimizing misinterpretation of text. Obtaining the overall insights and observations of teachers have identified the optimistic implication of integrating technology for instructional applications and enhancement of receptive skills. They discussed and reflected on the constructive impacts of technology integration on EFL learners. Moreover, the researcher used two questionnaires to conduct the present study from faculty, whose perceptions and attitudes about technology integration inspiring and instigating factors influencing students in the EFL context. Data have been analyzed through SSP to know the differences between all participants’ selected options. Hence, it can be recapitulated that the augmentation of receptive skills has effectual acceleration after the integration of technology.

The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years.

This study examined the influence of linguistic input on the development of productive and receptive skills across three fundamental language domains: lexico-semantics, syntax, and phonology. Seventy-one (35 female) Basque-Spanish bilingual children were assessed at three time points (Fall 2018, Summer 2019, Winter 2021), between 4 and 6 years of age, by specifically examining language knowledge and spontaneous language use in each language. A direct impact of the amount of linguistic exposure on the longitudinal growth of lexico-semantic and syntactic abilities was observed in both languages. While phonological skills were not directly influenced by exposure, they were more proficient in the more exposed language. The use of lexically diverse and syntactically rich utterances developed relatively later than language knowledge, both supported by the amount of linguistic exposure.

Developing English Listening Comprehension Materials Based on YouTube as a Medium for Second-Grade Students of SMAN 2 Teluk Dalam

One of the initial steps in learning a language is to get accustomed to listening to that language and understanding the meaning and intent of the spoken words. The next step is to follow along, practice, and apply it in everyday life. Listening and reading are considered receptive skills since they involve understanding language without the need to produce it. These skills entail accepting and comprehending language input. The word-guessing method is one of the techniques that can enhance students' speaking and listening skills. This method fosters interactive exchanges, which are highly suitable for improving speaking skills in the learning process. It enables students to enhance their speaking abilities through active participation and engagement.the objective of this research was to knew how effective this method to improved student listening skills. This research was conducted at SMN2Teluk dalam,. The research took place from January to March 2024 during the odd semester of the 2023/2024 academic year. This demonstrated that the development of the listening skill learning material using the youtube by folklore story was highly effective as it significantly improved student achievement. Initially, only 4,76% of students passed this subject, but this increased to 95,23% of students meeting the passing criteria.

ENHANCING RECEPTIVE SKILLS IN FOREIGN LANGUAGE LEARNING: THE INTERPLAY OF READING AND LISTENING COMPREHENSION

Receptive skills, particularly reading and listening comprehension, are crucial components of foreign language acquisition. This study explores the interplay between these skills and their significance in language learning by utilizing the scientific literary and analytical–synthetic method. The literature suggests that reading proficiency can enhance other language skills, whereas listening comprehension facilitates foreign language learning through various activities and the use of Information and Communication Technology (ICT). Specific learning disorders, auditory functioning, and instructional materials can influence the development of receptive skills. The relationship between short-term memory (STM) and listening comprehension was also examined, highlighting the importance of enhancing STM capacity in improving listening skills. Additionally, vocabulary knowledge is central to both listening and reading comprehension. The research collectively underscores the importance of targeted strategies and resources to enhance the receptive skills of learners in foreign language contexts. However, individual learner characteristics and prior language experiences may require tailored approaches for effective improvement. While receptive skills are crucial for understanding, some argue that a balanced approach that incorporates both receptive and productive skills may lead to better language outcomes. Although receptive skills are certainly important for comprehension, it can be argued that a more holistic approach to language learning, which includes both receptive and productive skills, may ultimately result in more effective language acquisition. The basic aspects of teaching listening skills involve understanding the cognitive and pedagogical underpinnings of listening comprehension and applying effective strategies, such as top-down and bottom-up processing and a metacognitive approach, to enhance this skill.

Understanding Appropriate and Applicable Sex Education Instruction for People With Intellectual Disability

Although individuals with intellectual disability need sex education, little is known about the instructional practices of sex educators. To fill this gap and explore how instruction is appropriate and applicable to individuals with intellectual disability, we interviewed 58 sex educators about their instruction. Using thematic analysis, we identified four themes: (a) Deciding how to individualize: “A lot of my students have receptive skills, but don’t have a lot of verbal skills. I don’t need them verbal,” (b) Applicability to real life: “I want to teach them behaviors they can use,” (c) Conceptualizations of age: “Depends on the age and how much the person’s going to understand,” and (d) Strategies and challenges of assessing practice: “I don’t know how to measure sexuality.” Study findings elucidate the lived experiences of sex educators so we might learn and better support individuals with intellectual disability.

Intensity matters in CLIL: Evidence from primary school learners’ receptive skills

The implementation of L2-medium education, exemplified by Content and Language Integrated Learning (CLIL), is becoming increasingly popular in primary schools (García Mayo, 2021). While previous research highlights CLIL's positive impact on linguistic competence (Jiménez-Catalán & Ruiz de Zarobe, 2009), differences in linguistic achievement are often associated with varying exposure hours (Pladevall-Ballester & Vallbona, 2016). Despite CLIL's growing popularity, studies examining linguistic achievement in varying-intensity CLIL programs remain scant. We address this gap by comparing low and high-intensity CLIL programs, alongside a standard English as a foreign language (EFL) program in primary schools. Focused on 11-year-olds' receptive skills, our results show that high-intensity programs significantly enhance proficiency in listening and reading when compared to their lower-intensity counterparts. Distinctions between low-intensity and EFL programs are non-significant. These findings underscore the critical role of the intensity of exposure in shaping the effectiveness of CLIL programs and contribute insights for refining CLIL program design guidelines.

The Impact of Cultural Contact on Exchange Students’ Foreign Language Development

It is well-known that participating in a cultural exchange program brings about many personal, social, academic, and professional benefits for the exchange student. One of those benefits is improving the student’s foreign language. The current study, therefore, aims to investigate how cultural exchange student programs lead to the improvement of students’ language skills, in particular, and overall language fluency and proficiency, in general. The data was gathered through a questionnaire and a semi-structured interview. 16 Moroccan exchange alumni from the YES (Youth Exchange Scholarship) program were recruited using snowball sampling to take part in the study and evaluate how their proficiency in English has progressed thanks to the ten months of cultural exchange they have spent in the host country and the most helpful activities that helped them improve their language skills. Then seven of them were selected to give more insights into this language improvement. The data from the questionnaire and the interviews showed that students relied on different activities to further improve their productive and receptive skills making use of the contact they had with native speakers in the host country. Moreover, the data revealed a significant improvement in the students’ language proficiency and language fluency.

Association between Sleep and Language Development in Children with Congenital Zika Syndrome.

Congenital Zika Virus Syndrome (CZS) presents notable hurdles to neurodevelopment, with language development emerging as a crucial aspect. This study investigates sleep patterns and language skills in children with CZS, aiming to explore the potential synchronization of sleep development with their neurodevelopment. We studied cross-sectionally 135 children with CZS aged 0 to 48 months, investigating sleep using the BISQ Questionnaire. Language development was assessed using the Early Language Milestone Scale, while motor development and cognitive and social ability were assessed using the Bayley Scales of Infant and Young Child Development 3rd edition. We also studied longitudinally a cohort of 16 children (initially aged 0 to 12 months) whom we followed for four years, assessing at one-year intervals. Sleep disturbances and language deficits were highly frequent in this population. In the 0-12 months group, a late bedtime and frequent nighttime awakenings were associated with poorer auditory expressive skills. At 13-24 months, nighttime awakenings were associated with poorer auditory expressive skills, while among 25-36-month-olds decreased auditory receptive skills were associated with longer sleep onset latency and reduced nighttime sleep duration. The brain alterations caused by Zika virus infection affect both sleep disturbances and delays in language development. It is possible that sleep disturbance may be a mediating factor in the pathway between CZS and delayed language development, as the three analyzed language skills showed a correlation with sleep parameters.

Рецептивные умения как средство развития иноязычной научно-исследовательской компетенции

важность научных работ на иностранном языке обусловлена современными требованиями в отрасли научной коммуникации. Актуальность исследования обуславливается тем, что современная профессиональная среда предполагает вести активный диалог с коллегами, в том числе, с зарубежными партнерами. В сложившихся условиях одним из высших показателей профессионализма у инженеров выступают способность к глубокому изучению явлений, умению наблюдать, анализировать, определять и критически оценивать результаты своей деятельности, генерировать новые идеи, гибко изменять способы решения комплексных задач. В связи с этим, особое значение приобретает научно-исследовательская деятельность. Отличным решением в неязыковом вузе является развитие интегративных компетенций, в частности, иноязычной научно-исследовательской компетенции, позволяющей реализовывать поставленные перед обучающимися в магистратуре задачи. Целью данной статьи является разработка основных рецептивных умений в развитии иноязычной научно-исследовательской компетенции в процессе восприятия изучаемой информации, необходимых для развития продуктивных умений при создании иноязычного научно-технического текста. В ходе анализа литературы автор дает определение основным понятиям. Так, основу иноязычной научно-исследовательской компетенции составляют рецептивные и продуктивные умения, необходимые для продуцирования письменной речи на иностранном языке, в частности, иноязычного научно-технического текста как результата этого процесса. Работа по извлечению информации состоит из трех этапов: предтекстового, текстового и послетекстового. На первом этапе происходит актуализация предыдущих знаний и прогнозирование содержания текста. На втором этапе осуществляется поиск фактов в тексте-первоисточнике. На последнем этапе происходит оценка полученной информации и получение новых знаний, которые в дальнейшем могут быть использованы для написания иноязычного научно-технического текста. В ходе исследования были определены и выделены такие умения, как нахождение цели исследования, актуальности, постановка проблемы, а также поиск путей решения поставленной проблемы и намеченных результатов. Для систематизации информации была разработана таблица рецептивных умений, в которой представлены этапы и соответствующие умения, преобразовывающие имеющиеся знания в новые знания. the importance of scientific works in a foreign language is determined by modern requirements in the field of scientific communication. The relevance of the study is defined by the fact that the modern professional environment implies an active dialogue with colleagues, including foreign partners. In the current conditions, one of the key indicators of professionalism for engineers is the ability to deeply study phenomena, observe, analyze, determine and critically evaluate the results of their work, generate new ideas, and flexibly change methods of solving complex tasks. In this regard, scientific research activity is of particular importance. A great solution in a non-linguistic university is the development of integrative competencies, in particular foreign language scientific research skills, allowing students in the graduate program to achieve their goals.The aim of this article is to develop the main receptive skills in the development of foreign language scientific research competence during the perception of a studied information, primarily, necessary for the development of productive skills in creating a foreign language scientific and technical texts. In the course of analyzing literature, the author defines the main concepts. Thus, the basis of foreign language research and development competence is made up of receptive and productive skills necessary for producing written speech in a foreign language, in particular, a foreign language scientific and technical text as a result of this process. Information retrieval consists of three stages: pre-textual, textual and post-textual. The first stage involves updating previous knowledge and predicting the content of the text. The second stage involves searching for facts in the source text. At the last stage, the obtained information is evaluated and new knowledge is obtained, which can be further used for writing a foreign language scientific and technical text. In the course of the study, such skills as finding the purpose of the research, relevance, problem statement, as well as finding ways to solve the set problem and the intended results were identified and highlighted. In order to systematize the information, a table of receptive skills was developed, which presents the stages and relevant skills that gradually transform existing knowledge into new knowledge.

Parental linguistic support in a home environment is associated with language development of preschool-aged children.

In today's increasingly digitalised society, there is a growing need for information on how parents can support their children's language development at home. We investigated the associations between three types of parental linguistic support and children's language skills in different domains. Between April 2019 and March 2020, 164 children aged between 2.5 and 4.1 years and their parents were recruited via daycare centres in Helsinki. Information on how frequently parents read, told free stories and sang to their children was collected. The children's lexical and grammatical skills and general language ability were assessed using validated instruments. More frequent reading, storytelling and singing were all separately associated with higher-level expressive lexical and general expressive language ability. More frequent reading and storytelling were also associated with higher-level phonological skills. Only reading was associated with receptive skills. The regression analyses revealed that reading had the highest explanatory value for lexical and general language ability after controlling for the effect of background factors. Furthermore, storytelling had the highest explanatory value for grammatical skills. The results highlight the benefits of parental reading. However, broad use of all parental linguistic activities is recommended to support the development of children's different language domains.

Can an extended-matching second-language vocabulary test format bridge the gap between meaning-recognition and meaning-recall?

Meaning-recognition and meaning-recall vocabulary tests are commonly used to assess knowledge of the form-meaning link as it relates to the receptive skills. Although meaning-recognition is generally more convenient, think-aloud protocols have revealed that in comparison to meaning-recall, meaning-recognition is more susceptible to blind guessing and the use of construct-irrelevant test strategies. Perhaps because of this, meaning-recall tends to be a stronger predictor of reading ability. Following Budescu (1988), this article reports on three studies that investigated an extended-matching test (EMT) format that was designed to address these limitations of meaning-recognition while retaining its convenience. An EMT with 90 target words was developed. It contained three clusters, each with a 30:130 ratio of target words to Vietnamese L2 response options. In comparison to meaning-recall criterion measures, the EMT did not meaningfully differ in terms of internal reliability, mean scores, and, importantly, the strength of the correlation with reading comprehension scores. The consistency of correct/incorrect response classifications ranged from 83 % to 86 %. These initial findings suggest that the EMT format may be used interchangeably with meaning-recall for many research purposes.

The use of tennis racket media among SEA Games athletes in Cambodia: How does it affect receiving sepak takraw?

Background Problems: Receiving the first ball is a problem for national sepak takraw athletes at the 2023 Cambodia Sea Games, where the reception technique is in the bad category. Research Objectives: This study aims to determine the effect of using tennis racket media on SEA Games athletes in Cambodia on improving sepak takraw reception skills. Methods: This study used quantitative methods with a one-group pretest and posttest. Random sampling was used to select Cambodian SEA Games sepak takraw athletes as research subjects. The population in this study were men’s sepak takraw athletes from the 2023 Cambodia Sea Games national training, with the sample used totaling 12 athletes taken randomly. Findings and Results: The results showed that the use of tennis racket media had a significant effect on increasing acceptance of sepak takraw games. Athletes who follow the training programme with tennis racket media experience a consistent increase in their ability to receive the ball. Conclusion: These results indicate that the use of this additional training tool can be an effective strategy for improving the performance of sepak takraw athletes. The study makes some significant contributions to understanding the use of racket media in the training of sepak takraw athletes. Further research and wider experimentation can help deepen the understanding of the potential use of tennis racket media in sports training.

Blended learning intervention on the students’ reading comprehension achievement with different personality traits

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability.

Lexical skills and gesture use: A comparison between expressive and receptive/expressive late talkers

BackgroundStudies on late talkers (LTs) highlighted their heterogeneity and the relevance of describing different communicative profiles. AimsTo examine lexical skills and gesture use in expressive (E-LTs) vs. receptive-expressive (R/E-LTs) LTs through a structured task. Methods and proceduresForty-six 30-month-old screened LTs were distinguished into E-LTs (n= 35) and R/E-LTs (n= 11) according to their receptive skills. Lexical skills and gesture use were assessed with a Picture Naming Game by coding answer accuracy (correct, incorrect, no response), modality of expression (spoken, spoken-gestural, gestural), type of gestures (deictic, representational), and spoken-gestural answers’ semantic relationship (complementary, equivalent, supplementary). Outcomes and resultsR/E-LTs showed lower scores than E-LTs for noun and predicate comprehension with fewer correct answers, and production with fewer correct and incorrect answers, and more no responses. R/E-LTs also exhibited lower scores in spoken answers, representational gestures, and equivalent spoken-gestural answers for noun production and in all spoken and gestural answers for predicate production. Conclusions and implicationsFindings highlighted more impaired receptive and expressive lexical skills and lower gesture use in R/E-LTs compared to E-LTs, underlying the relevance of assessing both lexical and gestural skills through a structured task, besides parental questionnaires and developmental scales, to describe LTs’ communicative profiles.

Measures Taken by Lecturers in Teaching Language Skills to Large EFL Classes Online at Some Universities in Vietnam

In EFL online teaching, large-sized classes are of major concern, and different teachers have taken various measures to facilitate and enable better learning outcomes. This study investigated the measures used by lecturers at some universities in Vietnam to teach language skills to large EFL classes online. The sample size was 60 respondents from different age groups, university settings, and IT competence levels. The research found that most teachers often preferred teaching receptive skills (i.e. reading and listening) as they were more graphic and more easily handled. Accordingly, more audio-visual measures were reported to be effective. Activities that allowed students to prepare and get ready were also more favorable. Presentations, role-plays, interviews and flipped classes were counted among the most frequently used activities. Besides, class short assignments on less academic tasks were more prevailing because they did not apply challenges and pressure on learners. Respondents revealed that they had to perform a lot of technical skills and combine several digital means of teaching, managing, monitoring and assessing their classes. It was recommended from this study that more training on handling blended classes and support efforts should be given to teachers of large classes as well as more innovative language activities and pedagogical measures should be designed to improve teaching and learning quality in such a circumstance.