Effects of Computer Assisted Task Based Listening Learning on Ethiopian Students’ Listening skills development

Engliz Ketema Kereba
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Abstract

This paper examined effects of computer assisted task based listening learning (CATBLL) on students’ listening skills development. The participants were freshman students of Adama Science and Technology University in 2019/2020 academic year. The experimental group was treated with computer assisted task based listening skills instruction approach while conventional method was employed for control group. Teacher made tests and students’ self-reflection journal were the data collection instruments used in this study. For the analyses of numerical data, paired sample t-test and independent samples t-test were computed. Qualitative analyses were done for the data obtained through students’ self-reflection journal. Based on the findings, the proposed approach resulted in a strong and significant effect on students’ listening skills development. A statistically significant difference was confirmed between the experimental group and the control group in terms of their listening achievement score. The results of qualitative analyses depict that the majority of the students in computer assisted group showed positive feeling towards the approach; they also reflected that they relatively improved their listening skills. This implies that computer assisted task based listening skills learning approach appeared to facilitate individual learning, and increase students’ concentration. Thus, one can conclude that computer assisted task based listening skills learning approach facilitated students’ listening skills development than the conventional one. Hence, it is advised to incorporate CATBLL in English language education is valuable in the digital world
计算机辅助任务型听力学习对埃塞俄比亚学生听力技能发展的影响
本文研究了计算机辅助任务型听力学习(CATBLL)对学生听力技能发展的影响。参与者是阿达玛科技大学2019/2020学年的大一新生。实验组采用计算机辅助任务型听力技能教学法,对照组采用常规方法。教师测试和学生的自我反思日志是本研究的数据收集工具。对于数值数据的分析,计算了配对样本t检验和独立样本t检验。对通过学生自我反思日志获得的数据进行了定性分析。基于研究结果,所提出的方法对学生的听力技能发展产生了强烈而显著的影响。实验组和对照组在听力成绩方面存在统计学显著差异。定性分析的结果表明,计算机辅助组的大多数学生对该方法表现出积极的态度;他们还反映,他们的听力技能相对提高了。这意味着计算机辅助的基于任务的听力技能学习方法似乎有助于个人学习,并提高学生的注意力。因此,可以得出这样的结论:计算机辅助任务型听力技能学习方法比传统方法更能促进学生的听力技能发展。因此,建议将CATBLL纳入数字世界中的英语教育是有价值的
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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