Terms Of Fluency Research Articles

Competing within and beyond the boundary: Joint effect of intergroup and intragroup competitions on group creativity

Group creativity is affected by both intergroup competition and intragroup competition, but few studies have examined their joint effect. Based on the Motivated Information Processing in Groups (MIP-G) model, the current study aims to explore such joint effects on group idea generation and idea selection. Both intergroup competition (high vs. low) and intragroup competition (competition vs. cooperation) were experimentally manipulated, and 66 three-person groups were randomly assigned to one of the four conditions to perform a brainstorming task. Consistent with our hypotheses, results showed that two types of competitions interacted to determine group idea generation in that groups under the high intergroup competition and intragroup cooperation condition were most creative in terms of fluency and flexibility. Regardless of the level of intergroup competition, groups demonstrated a higher level of idea elaboration under intragroup cooperation but not competition conditions. Moreover, intergroup and intragroup competitions complemented each other in terms of originality in idea generation and idea selection. Specifically, groups under intragroup competition (rather than intragroup cooperation) condition generated and selected ideas of higher originality when the intergroup competition was low; instead, when the intergroup competition was high, the originality of generated or selected ideas was higher for groups under intragroup cooperation condition. We concluded with a discussion of the implications and value of these findings for theoretical research and management practice in organizations.

CONTEXTUALIZED INSTRUCTION FOR SPEECH COMMUNICATION

In the twenty-first century, educators must tackle the issue of the modern period. The results of the study will assist school administrators in providing guidance to all English teachers regarding the adoption of contextualized instruction in teaching students in order to achieve lifelong learning that can be applied in their real life. With a mean of 1.032, the fluency and accuracy of the 31 pupils fall into the category of needing improvement. The mental structure of the kids could not be sequential, which could skew the coherence of thinking units. Numerous observations, according to Labastida (5), demonstrated that kids struggle with thinking, expressing themselves, and communicating. These can be seen in class discussions when students are reluctant to participate in them. While 13 of the responders had good content in their responses. However, 18 of the pupils had content that needed to be improved. Table 2 displays the respondents' entry-level scores. Thirty-one (31) pupils fall under the "needs improvement" category. This has implications for organizing in that it allows students to write on a particular area of interest, but there are drawbacks to the way thoughts are put together. According to Howard (88), writing that is well-organized is crucial not just for learning but also because it serves knowledge first and communication second. Table 3 shows the respondents' post-test speaking scores following their exposure to contextualized instruction. There were 10 students whose accuracy and fluency fit the good group, and 20 students whose accuracy and fluency fit the required improvement category. With a mean score of 1.290, it is possible that kids' speech is slurred and their thoughts are disjointed. Wilkins, who was cited by Flores (11), and who asserted that nothing can be communicated without grammar and vocabulary, can be used to corroborate this. There were 14 respondents whose organization fell into the "good" category; however, 16 respondents, with a mean score of 1.419, fell into the "needs improvement" category. This indicates that students have a sense of organization in their writing, even though some organizational tools are only sporadically used. According to the data, the respondents' speaking score at the entrance level, specifically in terms of fluency and accuracy, was 0.032, whereas their post-test score was 1.290.

Mathematical Creativity, Mathematics Self-Efficacy, and Mathematics Problem-Solving Performance of High School Students in Different Curricular Programs

This descriptive-correlational study generally aimed to determine if mathematics self-efficacy and mathematical creativity can predict mathematics problem-solving performance of high school students. Further, it also aimed to determine the level of mathematics self-efficacy, level of mathematical creativity, and level of problem-solving performance of high school students as a whole and when classified according to curricular program. The respondents of this study were the two hundred twenty-four (224) high school students enrolled in a national high school in Iloilo. Cluster sampling was used to determine the participants in the study. Three researcher-made instruments were used in this study: the Mathematics Self-Efficacy Rating Scale (MSERS), the Mathematical Creativity Test (MCT), and the Mathematics Problem-Solving Test (MPST). These instruments were content-and face-validated by a panel of three experts and were pilot tested to determine their administrability. Mean and standard deviation were employed for the descriptive analysis of the study. The inferential statistical tools employed were the Oneway Analysis of Variance (ANOVA), Pearson’s Product-moment Correlation Coefficient (Pearson’s r) and the Stepwise Multiple Linear Regression Analysis, all set at .05 alpha level of significance. This study found that the participants’ level of mathematics self-efficacy and mathematics problem-solving performance when taken as an entire group was average, while their level of mathematical creativity, as a whole and in terms of fluency, flexibility, and originality, was moderately low. It was also found out that there existed a significant difference in self-efficacy; creativity in terms of fluency, flexibility, and originality; and mathematics problem- solving performance when the participants were classified according to curricular program. In addition, it was found that a moderate positive correlation existed between the participants’ mathematics self-efficacy and their mathematical creativity. Finally, the result of this study revealed that mathematics self-efficacy and mathematical creativity are predictors of mathematics problem-solving performance when participants were taken as a whole group. When classified according to curricular program, mathematics self-efficacy and mathematical creativity are predictors in the Regular Class participants but not in the Special Science Class, School for the Arts, and School of the Future participants. Furthermore, mathematical creativity was found to be the best predictor of mathematics problem solving performance when participants were taken as a whole group and when classified as to curricular program

Improving English Language Learning Skills Using Social Networking

This paper discussed efforts to improve English learning skills using social networking. The author believes that most students now learning English as a foreign language certainly need more opportunities to practice excellently to relax their learning. However, progress in learning English is often identified with fluency in communicating with fellow students, not in terms of fluency in speaking using various social media applications so that such an atmosphere presents an open feel for students in the form of not only communicating in friendship but still looking for robust learning solutions. This review tries to describe how the benefits of social networks are not only valuable as friendships but can improve English proficiency for students in Indonesia. The data that we found was then analyzed from various sources and perspectives, which were the results of secondary data in book publications, scientific papers, and websites that discussed foreign language learning issues using social media networks. Based on the study results and discussion, we conclude that foreign language learning is like a social network. The reason is that through social media, there are now many types of social media that can be used to learn English in an effective and relaxed manner, all of which provide a variety of features and content that make learning more polite but still helpful.

The Effect of English Authentic Youtube Videos on Students' Speaking Skills in Rural School

Technology expands students' opportunities for authentic interaction with native speakers and other language learners at various levels, both inside and outside of the classroom. The purpose of this research is to examine an improvement in students' speaking skills in terms of fluency, vocabulary, grammar, pronunciation, and accuracy by using English YouTube videos, as well as the impact on students' speaking skills with a civil and non civil servant's family background in rural school. In this study, a quantitative method with a true experimental design was used, and a total of N=90 students participated, with N=50 students chosen using purposive sampling from two different classes to serve as samples. The instrument for the study included tests, a pre-test, and a post-test. The data was then analysed statistically to determine the results of the given pre-test and post-test. The average score increased after the post-test in terms of receiving results in terms of improving students' English speaking. Accuracy turned out to be one of the most important aspects of speaking that improved markedly. It means that students learned from native speakers through English YouTube videos, and their accuracy has enormously improved as a result. Meanwhile, students from civil servant families scored 95 on the post-test, while students from non-civil servant families scored 92.5. It was discovered that there is only a minor difference in improvement between civil and non-civil servant students' backgrounds. Teachers should consider using authentic English YouTube videos in the classroom to assist children of their English speaking skills.

THE USE OF TIME TOKEN METHOD IN IMPROVING STUDENTS’ SPEAKING SKILL AT THE SECOND GRADE OF ISLAMIC SENIOR HIGH SCHOOL MAN BANTAENG

This research aims to find out whether or not the implementation time token method is effective to improve the students’ speaking skill in term of fluency and accuracy at the second grade of Islamic senior high school MAN Bantaeng. This research used pre-experimental method. The population of this research consists of the second grade and the sample of the research is XI IIS 2 consists of 16 students at MAN Banteng, year 2021/2022. In collecting the data, the researcher gave a speaking test there was pre-test and post-test, while to analyze the data the researcher used t-test. The result of this researcher showed that the mean score in pre-test for fluency was 1.18 and post-test was 2.9. The mean score in pre-test for accuracy was 1.43 and in post-test was 3. And the total mean score of students’ speaking skill in pre-test was 2.6 and post-test 6. The degree of freedom significance 5% was 2.131 it was higher than the result of the significance difference of the post test that was 10,088. It means that by applying time token method in teaching speaking can help in improve the students’ speaking skill. Thus, concluded that improving students’ speaking skill is significantly better after getting treatment. So the alternative hypothesis is accepted and the null hypothesis is rejected. Therefore, it is proven that time token method can improve the students’ speaking skill.

An Analysis of Students’ Speaking Ability of The Second Grade MAN 1 POLMAN; An Overview of Covid-19 Adapted Learning

The purpose of this study was to analyze the speaking ability of class XI EXACT MAN 1 POLMAN students in the 2020 academic year. This research is a descriptive qualitative research. Data collection techniques used speaking tests and questionnaires. Researchers took 10 students as research subjects. The results showed that the students were able to speak English well in terms of fluency and pronunciation. As for the results of the student perception questionnaire, the researcher found that vocabulary is one of the problems experienced by students when they want to speak English and have difficulty pronouncing words correctly so they are afraid of being wrong. And sometimes it's difficult to make sentences correctly.

İBN CİNNÎ’NİN EL-MUHTESEB ADLI ESERİNDE ŞÂZ KIRAATLERE YAKLAŞIM METODUNUN İNCELENMESİ

Ibn Jinni lived during the Abbasids period. He was born in Mosul in 322/934. His full name was Ebu’l-Fath Osman b. Jinni al-Mavsılı al-Bağdadı. Ibn Jinni showed competency in a variety of fields including syntax, grammar, literature and recitation. It was due to this variety of competencies that he was mentioned in numerous fields throughout the centuries. He was dubbed a grammarian due to his knowledge in syntax, for his knowledge in lexicon he was considered a lexicographer, in regards to his birthplace he was also known as Mavsılı and in reference to the family for whom his father had been a servant he was called Ezdi as well. His competence in the fields of language and literature and his proficiency in solving the problems in these fields also earned him the tag of Ebu’l Fath. His best known work in the field of recitation is al-Muhtasab fı tabyını vucuhı şavazzı’l-kıraat ve’l-ızâh anha. This book is one of the most comprehensive and systematic works on shaz recitations. In this work, Ibn Jinni mentioned and compiled the other recitations that were previously excluded when Ibn Mujahid had restricted them to a number of seven. Yet, this work of the author does not in fact include all the recitations that are described as shaz and which had been excluded in the seven recitations (the qiraat-i seb’a ). As a matter of fact, in the introduction to his book Ibn Jinni pointed to this fact and explained that he had only included those recitations that possess subtle differences that would evade the attention at first glance and that he found it redundant to toil on those which required no linguistic explanations and were easy to figure out as they already were. While recounting the recitation styles and viewpoints, Ibn Jinni mentioned the names of those whom he considered to be the scholars to whom the commonly accepted recitation style was referred. Ibn Jinni also included an expound in length on the criterion of principles that would be employed in separating the authentic recitations from those with a slim chance of qualifying to be considered so, and opting for one of the choices in the former category. In the evaluation of principles, Ibn Jinni employed linguistic evidence such as imputation, al-rasmu’l moshaf, norms of the Arabic language, rules of grammar and syntax, and the differences in dialects along with the narrative evidence like verses of the Qur’an, hadiths, the recitations of the companions of the prophet, the phenomenon of seven letters and the like. Ibn Jinni made vast use of Arabic poetry and the sayings, dialects, grammar and syntax rules of the Arabic language in providing proof to the recitations. Described as he author of unique and wonderful works in the studies of Arabic sciences and a great scholar of grammar and syntax studies, Ibn Jinni applied his scientific proficiency in the Arabic language to establish proof for the recitations. He made use of the principles such as comparison, cause, reason and evidence, which are employed in determining the general norms of language, to grade the recitation styles and sought to find the rhetoric meanings behind the disputes in recitation styles. It has been detected that almost all of the recitations narrated by him were proved by linguistic and narrative evidence. What the author initially aimed to achieve by creating such a work was to reject the traditionally inferior consideration of the recitations which were excluded from the qiraat-i seba and to demonstrate that these recitations did not fall short of the seven recitations. He tried to prove that these recitations too were based on authentic grounds and they were equal to the seven recitations in terms of fluency and rhetoric. It is important to examine the work in point of recitations, in which he mentions the recitation aspects that are equivalent to seven recitations in terms of language and fluency. In this context, this paper examined the method of Ibn Jinnî, one of the leading scholars of the Arabic language, on the way of working, concentrating and choosing the recitations in his al-Muhteseb. Furthermore, this papers refers to the works of previous and latter Quranic commentaries and recitations while depicting Ibn Jinnî’s views method of transference and recitation angles. In this way, Ibn Jinnî's understanding of qiraat and his approach to recitations were determined by comparing them with other sources.

ASSESSING STUDENTS' CONSECUTIVE INTERPRETING QUALITY (A CASE STUDY IN ENGLISH LITERATURE STUDY PROGRAM)

This research aims to assess the quality of students’ consecutive interpreting in terms accuracy, fluency, and acceptability in English Literature study program, Faculty of Adab and Humanities, UIN Sunan Gunung Djati Bandung. This research uses qualitative case study method with the results that shows 153 data from 10 students that have interpreted the messages consecutively. In terms of accuracy, there are 137 (89.56%) data were transferred accurately, 11 (7.18%) data were transferred less accurately, and 5 (3.26) data were transferred inaccurately. In terms of fluency, there are 125 (81.69%) data were transferred fluently, 25 (16.33%) data were transferred less fluently, and 3 (1.98%) data were not transferred fluently. Meanwhile, in terms of acceptability there are 128 (83.66%) data were transferred acceptable, 20 (13.07%) data were transferred less acceptable, and 5 (3.27%) data were transferred not acceptable. This research shows students are having considerable skill in interpreting the messages from source language into the target language consecutively.
 Keyword: Accuracy, Fluency, Acceptability

English

Unlike traditional methods, the communicative approaches draw on implicit and incidental ways of learning and contextualised exercises of grammar which improve language performance in terms of fluency and communicative competence. However, the discursive plan implies the use of high-level units of knowledge and the automatization of low-level knowledge is not ensured. Although learners’ production achieves success in terms of communicative skills, their competence in terms of accuracy is usually unsatisfactory. The benefits of explicit grammar teaching are another issue that concerns teachers and that needs more evidence. Therefore, a need exists to study which approach supports the automatization of low-level information, in a short class time (30-40 min). The first purpose of this study is to better understand the cognitive processes that lead to the automatization of forms, the second purpose is to know whether explicit grammar teaching promotes the automatization of forms. When first reviewing the literature on cognitive psychology and automatization, the focus was limited to how automaticity is brought about. Next, the main assumptions of Adaptative Control of Though (ACT*) and Instance Theories are presented. The reviewed research results confirmed the effectiveness of the explicit teaching of rules and the importance of practice and attention in the language learning process. In the conclusion, there are some recommendations that may be useful for language teachers.   Key words: Automatization, explicit grammar, focus on form, cognitive process.

Validating a rubric for assessing integrated writing in an EAP context

Although researchers have argued for a mixed-method approach to rubric design and validation, such research is sparse in the area of L2 integrated writing. This article reports on the validation of an analytic rubric for assessing a classroom-based integrated writing test. Argumentative integrated essays (N = 48) written by EAP students at an English-medium Canadian university were rated by instructors (N = 10) with prior EAP teaching experience. Employing a mixed methods design, the quality of the rubric was established through many facet Rasch measurement and perceptions from the instructors elicited during semi-structured interviews. To further explore the rubric’s ability to differentiate among students, essays from three performance levels (low, average, high) were compared in terms of fluency, syntactic and lexical complexity, cohesion, and lexical diversity measures. Results have suggested the rubric can capture variation in student performance. Implications are discussed in terms of validation of assessment rubrics in localized assessment contexts.

Embodied Prosodic Training Helps Improve Accentedness and Suprasegmental Accuracy

Abstract With increasing evidence in favour of embodied learning techniques, more research is needed to explore eventual applications in the field of second language acquisition, for example, the effect of embodied training on phonological learning. This study investigated how pronunciation was affected by visuospatial hand gestures depicting speech rhythm and intonation during the oral repetition of logatomes (i.e. a series of identical nonsense CV syllables that maintain prosodic structure intact). Seventy-five Catalan learners of French participated in three training sessions with short dialogues, in one of three conditions: speech-only, non-embodied logatome, and embodied logatome. Before and after the training period, participants carried out an identical pre- and posttest which consisted of reading four dialogues aloud. Their oral output was evaluated in terms of fluency, comprehensibility, accentedness, and suprasegmental and segmental features by three native French speakers. While all three groups significantly improved in all measures after training, the embodied logatome group improved significantly more in terms of accentedness and suprasegmental features compared with the speech-only group, while the non-embodied logatome group did not.

Automatic Assessment Method of Oral English Based on Multimodality

With the rapid development of Internet technology and educational informatization, there are more and more oral materials available on the Internet. Therefore, how to adapt to learners’ dynamic abilities and provide them with personalized learning materials has become a very important issue in educational technology. Aiming at the inefficiency of the existing automatic assessment of spoken English, a multimodal-based automatic assessment method of spoken English is proposed. The Word2Vec model is used to extract text features, and then, speech and text are input into GRU temporal structure, and encoder coding is used for multimodal fusion to realize automatic evaluation of multimodal spoken English. Simulation results show that the multimodal model proposed in this paper is superior to the traditional oral English automatic assessment model in terms of fluency, emotional expression, and sense of rhythm and can better improve learners’ oral English level.

An Analysis of Students’ Speaking Ability of The Second Grade MAN 1 POLMAN; An Overview of Covid-19 Adapted Learning

The purpose of this study was to analyze the speaking ability of class XI EXACT MAN 1 POLMAN students in the 2020 academic year. This research is a descriptive qualitative research. Data collection techniques used speaking tests and questionnaires. Researchers took 10 students as research subjects. The results showed that the students were able to speak English well in terms of fluency and pronunciation. As for the results of the student perception questionnaire, the researcher found that vocabulary is one of the problems experienced by students when they want to speak English and have difficulty pronouncing words correctly so they are afraid of being wrong. And sometimes it's difficult to make sentences correctly.

Development of Creativity among Elementary Level Students of Low Socio-Economic Background through Guided Inquiry: An Empirical Evidence from Islamabad Pakistan

Major aim was to determine the effect of guided inquiry on fluency and originality of ideas in creative thinking.The study was quasi-experimental. "Convenience" sampling technique was used. The sample size was 60. The experiment was performed in an elementary school in Islamabad. The scoring rubrics were used to analyze creative thinking in terms of fluency and originality. The scores of tests of the experimental group and control group were compared by t-test. There was a significant difference in the performance of the control group and the experimental group. Guided inquiry is recommended for the teaching of creativity in terms of originality and fluency.

THE USE OF MONOLOGUE PERFORMANCE OF SOUTH SULAWESI FOLKLORE TO IMPROVE STUDENTS’ SPEAKING ABILITY AT THE ELEVENTH GRADE STUDENTS OF MA ASSALAM TIMBUSENG

This research aimed to improve students’ speaking ability at the Eleventh Grade of MA Assalam Timbuseng using Monologue Performance of South Sulawesi Folklore. The researcher used Classroom Action Research where the data gained from the speaking test. The subjects of the research were 27 students of the Eleventh Grade of MA Assalam Timbuseng in the Academic Year 2020/2021. The research findings showed that the students’ speaking ability before and after using monologue performance was significantly different. The students’ D-test mean score in terms of fluency was 66.63 while in final test cycle 1 was 71.78 improvement, however it still did not get the standardization score of English subjects (75). Then, the mean score in terms of fluency in final test cycle 1 was 79.89 which mean there was 11.29% improvement from cycle 1 through cycle 2. Furthermore, students’ score frequency in terms of fluency in cycle 1, it can be seen that there are 7 (26%) students got good, 19 (70%) students got fair and 1 (4%) student got poor. Then, the students showed the improvement in cycle 2 which is 9 (33%) students got very good, 17 (63%) students got good and 1 (4%) student got fair. It means that there was a significant improvement of students’ speaking ability after using monologue performance of south Sulawesi folklore. Based on the findings, it can be concluded that digital storytelling was effective to improve students’ speaking ability at the Eleventh Grade of MA Assalam Timbuseng in the Academic Year 2020/2021.

THE IMPLEMENTATION OF MOBILE VIDEO TASK TECHNIQUE IN TEACHING SPEAKING AT THE ELEVENTH GRADE STUDENTS OF SMKN 1 KEMPO

The aimed of this research was to find out the improve of students’ speaking ability by using Mobile Video Task that focused on students’ fluency at the Eleventh Grade of SMKN 1 Kempo. The researcher used Pre-experimental Design with one group pre-test and post-test, and data collection based on the test. The sample of this research was class XI which consisted of 20 students. The sample was taken by using Purposive Sampling Technique. The research findings showed that the students’ difference before and after using mobile video task was significantly different. The students’ pre-test mean score in term of fluency was 65.15 to be 75.45 in post-test. Based on the findings, it can be concluded that mobile video task technique was effective to improve the speaking ability of the students at the Eleventh Grade of SMKN1 Kempo in the Academic Year 2020/2021.

Upaya Meningkatkan Kefasihan dan Kelancaran Membaca Al-qur’an Melalui Metode Iqro’ pada Santri Asrama Miftahul Huda Sukaraja

Efforts to improve fluency and fluency in reading the Qur'an through the Iqro method for Miftahul Huda Sukaraja Dormitory students are carried out with the aim of increasing fluency and fluency in reading the Qur'an in Miftahul Huda Sukaraja Dormitory students. The approach used in the implementation of community service is a functional approach. The method used in the implementation of activities is the Iqro 'learning method. one method of how to quickly learn to read the Qur'an. The results obtained from this activity were that the Miftahul Huda Sukaraja dormitory students experienced an increase in their ability to read the Qur'an in terms of fluency and fluency in accordance with the rules of recitation. Of the 10 students who took part in this activity, there were 8 students who were fluent and fluent in reading the Qur'an in accordance with the rules of recitation of 80%, while there were 2 students who were not fluent and fluent in reading the Qur'an 20%.

WakaVT: A Sequential Variational Transformer for Waka Generation

Poetry generation has long been a challenge for artificial intelligence. In the scope of Japanese poetry generation, many researchers have paid attention to Haiku generation, but few have focused on Waka generation. To further explore the creative potential of natural language generation systems in Japanese poetry creation, we propose a novel Waka generation model, WakaVT, which automatically produces Waka poems given user-specified keywords. Firstly, an additive mask-based approach is presented to satisfy the form constraint. Secondly, the structures of Transformer and variational autoencoder are integrated to enhance the quality of generated content. Specifically, to obtain novelty and diversity, WakaVT employs a sequence of latent variables, which effectively captures word-level variability in Waka data. To improve linguistic quality in terms of fluency, coherence, and meaningfulness, we further propose the fused multilevel self-attention mechanism, which properly models the hierarchical linguistic structure of Waka. To the best of our knowledge, we are the first to investigate Waka generation with models based on Transformer and/or variational autoencoder. Both objective and subjective evaluation results demonstrate that our model outperforms baselines significantly.

Effect of Code-switching on EFL Learners’ Speaking Accuracy, Fluency, and Complexity

This study aimed to investigate the extent to which L2 learners' use of L1 improved their speaking ability. Employing a quasi-experimental research design, the researchers studied the effect of learner code-switching on their speaking accuracy, fluency, and complexity scores. The participants of this study were 117 lower-intermediate students receiving English instruction in eight intact classes in different branches of a private institute. These classes were assigned to two +code-switching and –code-switching treatments randomly. While the participants in the +code-switching group could use Farsi for at most 30 seconds in each activity, those in the –code-switching group were not allowed to switch to their mother tongue. The findings of this study showed that there were no significant differences between the students’ speaking ability in terms of fluency and accuracy across the two groups, the complexity scores of +code-switching group, however, was significantly higher than those in –code-switching group. The results also showed the significant speaking improvement of the students in both groups. The findings of this study suggest that the use of controlled amount of learner code-switching could be useful when complexity is the focus of an activity. Furthermore, no sign of detrimental effect of learner code-switching was traced in our study.