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Fluency</title> <meta name="description" content="Search results for: Fluency"> <meta name="keywords" content="Fluency"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Fluency"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 93</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Fluency</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">93</span> The Effect of Visual Fluency and Cognitive Fluency on Access Rates of Web Pages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoying%20Guo">Xiaoying Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiangyun%20Wang"> Xiangyun Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Access rates is a key indicator of reflecting the popularity of web pages. Having high access rates are very important for web pages, especially for news web pages, online shopping sites and searching engines. In this paper, we analyzed the influences of visual fluency and cognitive fluency on access rates of Chinese web pages. Firstly, we conducted an experiment of scoring the web pages. Twenty-five subjects were invited to view top 50 web pages of China, and they were asked to give a score in a 5-point Likert-scale from four aspects, including complexity, comfortability, familiarity and usability. Secondly, the obtained results was analyzed by correlation analysis and factor analysis in R. By factor analysis; we analyzed the contributions of visual fluency and cognitive fluency to the access rates. The results showed that both visual fluency and cognitive fluency affect the access rate of web pages. Compared to cognitive fluency, visual fluency play a more important role in user’s accessing of web pages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20fluency" title="visual fluency">visual fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20fluency" title=" cognitive fluency"> cognitive fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20complexity" title=" visual complexity"> visual complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a> </p> <a href="https://publications.waset.org/abstracts/74117/the-effect-of-visual-fluency-and-cognitive-fluency-on-access-rates-of-web-pages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74117.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">92</span> Developmental Trends on Initial Letter Fluency in Typically Developing Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunila%20John">Sunila John</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Rajashekhar"> B. Rajashekhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Initial letter fluency tasks are one of the simple behavioral measures to evaluate the complex nature of word retrieval ability. This task requires the participant to retrieve as many words as possible beginning with a particular letter in a fixed time frame. Though the task of verbal fluency is popular among adult clinical conditions, its role in children has been less emphasized. There exists a lack of in-depth understanding of processes underlying verbal fluency performance in typically developing children. The present study, therefore, aims to delineate the developmental trend on initial letter fluency task observed in typically developing Malayalam speaking children. The participants were aged between 5 to 10 years and categorized into three groups: Group I (class I and II, mean (SD) age years: 6.44(.78)), Group II (class III and IV, mean (SD) age years: 8.59 (.83)) and group III (class V and VI, mean (SD) age years: 10.28 (.80). On two tasks of initial letter fluency, the verbal fluency outcome measures were analyzed. The study findings revealed a distinct pattern of initial letter fluency development which may enhance its usefulness in clinical and research settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=initial%20letter%20fluency" title=" initial letter fluency"> initial letter fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20retrieval" title=" word retrieval"> word retrieval</a> </p> <a href="https://publications.waset.org/abstracts/25478/developmental-trends-on-initial-letter-fluency-in-typically-developing-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">91</span> The Relation between Cognitive Fluency and Utterance Fluency in Second Language Spoken Fluency: Studying Fluency through a Psycholinguistic Lens</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tannistha%20Dasgupta">Tannistha Dasgupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the aspects of second language (L2) spoken fluency that are related to L2 linguistic knowledge and processing skill. It draws on Levelt’s ‘blueprint’ of the L2 speaker which discusses the cognitive issues underlying the act of speaking. However, L2 speaking assessments have largely neglected the underlying mechanism involved in language production; emphasis is given on the relationship between subjective ratings of L2 speech sample and objectively measured aspects of ﬂuency. Hence, in this study, the relation between L2 linguistic knowledge and processing skill i.e. Cognitive Fluency (CF), and objectively measurable aspects of L2 spoken fluency i.e. Utterance Fluency (UF) is examined. The participants of the study are L2 learners of English, studying at high school level in Hyderabad, India. 50 participants with intermediate level of proficiency in English performed several lexical retrieval tasks and attention-shifting tasks to measure CF, and 8 oral tasks to measure UF. Each aspect of UF (speed, pause, and repair) were measured against the scores of CF to find out those aspects of UF which are reliable indicators of CF. Quantitative analysis of the data shows that among the three aspects of UF; speed is the best predictor of CF, and pause is weakly related to CF. The study suggests that including the speed aspect of UF could make L2 fluency assessment more reliable, valid, and objective. Thus, incorporating the assessment of psycholinguistic mechanisms into L2 spoken fluency testing, could result in fairer evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention-shifting" title="attention-shifting">attention-shifting</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20fluency" title=" cognitive fluency"> cognitive fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20retrieval" title=" lexical retrieval"> lexical retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=utterance%20fluency" title=" utterance fluency"> utterance fluency</a> </p> <a href="https://publications.waset.org/abstracts/20868/the-relation-between-cognitive-fluency-and-utterance-fluency-in-second-language-spoken-fluency-studying-fluency-through-a-psycholinguistic-lens" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20868.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">711</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">90</span> Developing Kazakh Language Fluency Test in Nazarbayev University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saule%20Mussabekova">Saule Mussabekova</a>, <a href="https://publications.waset.org/abstracts/search?q=Samal%20Abzhanova"> Samal Abzhanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Kazakh Language Fluency Test, based on the IELTS exam, was implemented in 2012 at Nazarbayev University in Astana, Kazakhstan. We would like to share our experience in developing this exam and some exam results with other language instructors. In this paper, we will cover all these peculiarities and their related issues. The Kazakh Language Fluency Test is a young exam. During its development, we faced many difficulties. One of the goals of the university and the country is to encourage fluency in the Kazakh language for all citizens of the Republic. Nazarbayev University has introduced a Kazakh language program to assist in achieving this goal. This policy is one-step in ensuring that NU students have a thorough understanding of the Kazakh language through a fluency test based on the International English Language Testing System (IELTS). The Kazakh Language Fluency Test exam aims to determine student’s knowledge of Kazakh language. The fact is that there are three types of students at Nazarbayev University: Kazakh-speaking heritage learners, Russian-speaking and English-speaking students. Unfortunately, we have Kazakh students who do not speak Kazakh. All students who finished school with Russian language instruction are given Kazakh Language Fluency Test in order to determine their Kazakh level. After the test exam, all students can choose appropriate Kazakh course: Basic Kazakh, Intermediate Kazakh and Upper-Intermediate Kazakh. The Kazakh Language Fluency Test consists of four parts: Listening, Reading, Writing and Speaking. They are taken on the same day in the abovementioned order. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20test" title="diagnostic test">diagnostic test</a>, <a href="https://publications.waset.org/abstracts/search?q=kazakh%20language" title=" kazakh language"> kazakh language</a>, <a href="https://publications.waset.org/abstracts/search?q=placement%20test" title=" placement test"> placement test</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20result" title=" test result"> test result</a> </p> <a href="https://publications.waset.org/abstracts/46325/developing-kazakh-language-fluency-test-in-nazarbayev-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">89</span> Oral Fluency: A Case Study of L2 Learners in Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oral fluency in the target language is what many second language learners hope to achieve by living abroad. Research in the past has demonstrated the role informal environments play in improving L2 learners' oral fluency. However, living in the target country and being part of its community does not ensure the development of oral fluency skills. L2 learners' desire to communicate and access to speaking opportunities in the host community are key in achieving oral fluency in the target language. This study attempts to identify differences in oral fluency, specifically speech rate, between learners who communicate in the L2 outside the classroom and those who do not. In addition, as the desire to communicate is a crucial factor in developing oral fluency, this study investigates whether or not learners' desire to speak the L2 outside the classroom plays a role in their frequency of L2 use outside the classroom. Finally, given the importance of the availability of speaking opportunities for L2 learners in order to practice their speaking skills, this study reports on the participants' perceptions of the speaking opportunities accessible to them in the target community while probing whether or not their perceptions differed based on their oral fluency level and their desire to communicate. The results suggest that exposure to the target language and daily communication with the native speakers is strongly related to the development of learners' oral fluency. Moreover, the findings suggest that learners' desire to communicate affects their frequency of communication in their L2 outside the classroom. At the same time, all participants, regardless of their oral fluency level and their desire to communicate, asserted that speaking opportunities beyond the classroom are very limited. Finally, the study finds there are marked differences in the perceptions learners have regarding opportunities for learning offered by the same language program. After reporting these results, the study concludes with recommendations for ESL programs that serve international students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20programs" title="ESL programs">ESL programs</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20Learners" title=" L2 Learners"> L2 Learners</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20fluency" title=" oral fluency"> oral fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a> </p> <a href="https://publications.waset.org/abstracts/39249/oral-fluency-a-case-study-of-l2-learners-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">88</span> The Effects of Self-Graphing on the Reading Fluency of an Elementary Student with Learning Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthias%20Gr%C3%BCnke">Matthias Grünke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this single-case study, we evaluated the effects of a self-graphing intervention to help students improve their reading fluency. Our participant was a 10-year-old girl with a suspected learning disability in reading. We applied an ABAB reversal design to test the efficacy of our approach. The dependent measure was the number of correctly read words from a children’s book within five minutes. Our participant recorded her daily performance using a simple line diagram. Results indicate that her reading rate improved simultaneously with the intervention and dropped as soon as the treatment was suspended. The findings give reasons for optimism that our simple strategy can be a very effective tool in supporting students with learning disabilities to boost their reading fluency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=single-case%20study" title="single-case study">single-case study</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20education" title=" elementary education"> elementary education</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20problems" title=" reading problems"> reading problems</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20fluency" title=" reading fluency"> reading fluency</a> </p> <a href="https://publications.waset.org/abstracts/160399/the-effects-of-self-graphing-on-the-reading-fluency-of-an-elementary-student-with-learning-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">87</span> Semantic Processing in Chinese: Category Effects, Task Effects and Age Effects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Hsiu%20Lai">Yi-Hsiu Lai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to elucidate the nature of semantic processing in Chinese. Language and cognition related to the issue of aging are examined from the perspective of picture naming and category fluency tasks. Twenty Chinese-speaking adults (ranging from 25 to 45 years old) and twenty Chinese-speaking seniors (ranging from 65 to 75 years old) in Taiwan participated in this study. Each of them individually completed two tasks: a picture naming task and a category fluency task. Instruments for the naming task were sixty black-and-white pictures: thirty-five object and twenty-five action pictures. Category fluency task also consisted of two semantic categories – objects (or nouns) and actions (or verbs). Participants were asked to report as many items within a category as possible in one minute. Scores of action fluency and of object fluency were a summation of correct responses in these two categories. Category effects (actions vs. objects) and age effects were examined in these tasks. Objects were further divided into two major types: living objects and non-living objects. Actions were also categorized into two major types: action verbs and process verbs. Reaction time to each picture/question was additionally calculated and analyzed. Results of the category fluency task indicated that the content of information in Chinese seniors was comparatively deteriorated, thus producing smaller number of semantic-lexical items. Significant group difference was also found in the results of reaction time. Category Effect was significant for both Chinese adults and seniors in the semantic fluency task. Findings in the present study helped characterize the nature of semantic processing in Chinese-speaking adults and seniors and contributed to the issue of language and aging. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semantic%20processing" title="semantic processing">semantic processing</a>, <a href="https://publications.waset.org/abstracts/search?q=aging" title=" aging"> aging</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese" title=" Chinese"> Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=category%20effects" title=" category effects"> category effects</a> </p> <a href="https://publications.waset.org/abstracts/43216/semantic-processing-in-chinese-category-effects-task-effects-and-age-effects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43216.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">86</span> The Impact of Two Factors on EFL Learners' Fluency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Behfar">Alireza Behfar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Mahdavi"> Mohammad Mahdavi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, in the light of progress in the world of science, technology and communications, mastery of learning international languages is a sure and needful matter. In learning any language as a second language, progress and achieving a desirable level in speaking is indeed important for approximately all learners. In this research, we find out how preparation can influence L2 learners' oral fluency with respect to individual differences in working memory capacity. The participants consisted of sixty-one advanced L2 learners including MA students of TEFL at Isfahan University as well as instructors teaching English at Sadr Institute in Isfahan. The data collection consisted of two phases: A working memory test (reading span test) and a picture description task, with a one-month interval between the two tasks. Speaking was elicited through speech generation task in which the individuals were asked to discuss four topics emerging in two pairs. The two pairs included one simple and one complex topic and was accompanied by planning time and without any planning time respectively. Each topic was accompanied by several relevant pictures. L2 fluency was assessed based on preparation. The data were then analyzed in terms of the number of syllables, the number of silent pauses, and the mean length of pauses produced per minute. The study offers implications for strategies to improve learners’ both fluency and working memory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=two%20factors" title="two factors">two factors</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory%20capacity" title=" working memory capacity"> working memory capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=preparation" title=" preparation"> preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20speech%20production%20reading%20span%20test%20picture%20description" title=" L2 speech production reading span test picture description"> L2 speech production reading span test picture description</a> </p> <a href="https://publications.waset.org/abstracts/50214/the-impact-of-two-factors-on-efl-learners-fluency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">85</span> Examining the Changes in Complexity, Accuracy, and Fluency in Japanese L2 Writing Over an Academic Semester</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20Long">Robert Long</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The results of a one-year study on the evolution of complexity, accuracy, and fluency (CAF) in the compositions of Japanese L2 university students throughout a semester are presented in this study. One goal was to determine if any improvement in writing abilities over this academic term had occurred, while another was to examine methods of editing. Participants had 30 minutes to write each essay with an additional 10 minutes allotted for editing. As for editing, participants were divided into two groups, one of which utilized an online grammar checker, while the other half self-edited their initial manuscripts. From the three different institutions, there was a total of 159 students. Research questions focused on determining if the CAF had evolved over the previous year, identifying potential variations in editing techniques, and describing the connections between the CAF dimensions. According to the findings, there was some improvement in accuracy (fewer errors) in all three of the measures), whereas there was a marked decline in complexity and fluency. As for the second research aim relating to the interaction among the three dimensions (CAF) and of possible increases in fluency being offset by decreases in grammatical accuracy, results showed (there is a logical high correlation with clauses and word counts, and mean length of T-unit (MLT) and (coordinate phrase of T-unit (CP/T) as well as MLT and clause per T-unit (C/T); furthermore, word counts and error/100 ratio correlated highly with error-free clause totals (EFCT). Issues of syntactical complexity had a negative correlation with EFCT, indicating that more syntactical complexity relates to decreased accuracy. Concerning a difference in error correction between those who self-edited and those who used an online grammar correction tool, results indicated that the variable of errors-free clause ratios (EFCR) had the greatest difference regarding accuracy, with fewer errors noted with writers using an online grammar checker. As for possible differences between the first and second (edited) drafts regarding CAF, results indicated there were positive changes in accuracy, the most significant change seen in complexity (CP/T and MLT), while there were relatively insignificant changes in fluency. Results also indicated significant differences among the three institutions, with Fujian University of Technology having the most fluency and accuracy. These findings suggest that to raise students' awareness of their overall writing development, teachers should support them in developing more complex syntactic structures, improving their fluency, and making more effective use of online grammar checkers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complexity" title="complexity">complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/187261/examining-the-changes-in-complexity-accuracy-and-fluency-in-japanese-l2-writing-over-an-academic-semester" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">84</span> Examining the Development of Complexity, Accuracy and Fluency in L2 Learners' Writing after L2 Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Barkaoui">Khaled Barkaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on second-language (L2) learning tends to focus on comparing students with different levels of proficiency at one point in time. However, to understand L2 development, we need more longitudinal research. In this study, we adopt a longitudinal approach to examine changes in three indicators of L2 ability, complexity, accuracy, and fluency (CAF), as reflected in the writing of L2 learners when writing on different tasks before and after a period L2 instruction. Each of 85 Chinese learners of English at three levels of English language proficiency responded to two writing tasks (independent and integrated) before and after nine months of English-language study in China. Each essay (N= 276) was analyzed in terms of numerous CAF indices using both computer coding and human rating: number of words written, number of errors per 100 words, ratings of error severity, global syntactic complexity (MLS), complexity by coordination (T/S), complexity by subordination (C/T), clausal complexity (MLC), phrasal complexity (NP density), syntactic variety, lexical density, lexical variation, lexical sophistication, and lexical bundles. Results were then compared statistically across tasks, L2 proficiency levels, and time. Overall, task type had significant effects on fluency and some syntactic complexity indices (complexity by coordination, structural variety, clausal complexity, phrase complexity) and lexical density, sophistication, and bundles, but not accuracy. L2 proficiency had significant effects on fluency, accuracy, and lexical variation, but not syntactic complexity. Finally, fluency, frequency of errors, but not accuracy ratings, syntactic complexity indices (clausal complexity, global complexity, complexity by subordination, phrase complexity, structural variety) and lexical complexity (lexical density, variation, and sophistication) exhibited significant changes after instruction, particularly for the independent task. We discuss the findings and their implications for assessment, instruction, and research on CAF in the context of L2 writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20writing" title="second language writing">second language writing</a>, <a href="https://publications.waset.org/abstracts/search?q=Fluency" title=" Fluency"> Fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=complexity" title=" complexity"> complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal" title=" longitudinal "> longitudinal </a> </p> <a href="https://publications.waset.org/abstracts/125705/examining-the-development-of-complexity-accuracy-and-fluency-in-l2-learners-writing-after-l2-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125705.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">83</span> The Effect of Explicit Focus on Form on Second Language Learning Writing Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keivan%20Seyyedi">Keivan Seyyedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Leila%20Esmaeilpour"> Leila Esmaeilpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Jamal%20Sadeghi"> Seyed Jamal Sadeghi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Investigating the effectiveness of explicit focus on form on the written performance of the EFL learners was the aim of this study. To provide empirical support for this study, sixty male English learners were selected and randomly assigned into two groups of explicit focus on form and meaning focused. Narrative writing was employed for data collection. To measure writing performance, participants were required to narrate a story. They were given 20 minutes to finish the task and were asked to write at least 150 words. The participants’ output was coded then analyzed utilizing Independent t-test for grammatical accuracy and fluency of learners’ performance. Results indicated that learners in explicit focus on form group appear to benefit from error correction and rule explanation as two pedagogical techniques of explicit focus on form with respect to accuracy, but regarding fluency they did not yield any significant differences compared to the participants of meaning-focused group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=explicit%20focus%20on%20form" title="explicit focus on form">explicit focus on form</a>, <a href="https://publications.waset.org/abstracts/search?q=rule%20explanation" title=" rule explanation"> rule explanation</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a> </p> <a href="https://publications.waset.org/abstracts/27326/the-effect-of-explicit-focus-on-form-on-second-language-learning-writing-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">82</span> A Study on Bilingual Semantic Processing: Category Effects and Age Effects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lai%20Yi-Hsiu">Lai Yi-Hsiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study addressed the nature of bilingual semantic processing in Mandarin Chinese and Southern Min and examined category effects and age effects. Nineteen bilingual adults of Mandarin Chinese and Southern Min, nine monolingual seniors of Mandarin Chinese, and ten monolingual seniors of Southern Min in Taiwan individually completed two semantic tasks: Picture naming and category fluency tasks. The instruments for the naming task were sixty black-and-white pictures, including thirty-five object pictures and twenty-five action pictures. The category fluency task also consisted of two semantic categories – objects (or nouns) and actions (or verbs). The reaction time for each picture/question was additionally calculated and analyzed. Oral productions in Mandarin Chinese and in Southern Min were compared and discussed to examine the category effects and age effects. The results of the category fluency task indicated that the content of information of these seniors was comparatively deteriorated, and thus they produced a smaller number of semantic-lexical items. Significant group differences were also found in the reaction time results. Category effects were significant for both adults and seniors in the semantic fluency task. The findings of the present study will help characterize the nature of the bilingual semantic processing of adults and seniors, and contribute to the fields of contrastive and corpus linguistics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20semantic%20processing" title="bilingual semantic processing">bilingual semantic processing</a>, <a href="https://publications.waset.org/abstracts/search?q=aging" title=" aging"> aging</a>, <a href="https://publications.waset.org/abstracts/search?q=Mandarin%20Chinese" title=" Mandarin Chinese"> Mandarin Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=Southern%20Min" title=" Southern Min"> Southern Min</a> </p> <a href="https://publications.waset.org/abstracts/43219/a-study-on-bilingual-semantic-processing-category-effects-and-age-effects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">571</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">81</span> The Latent Model of Linguistic Features in Korean College Students’ L2 Argumentative Writings: Syntactic Complexity, Lexical Complexity, and Fluency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiyoung%20Bae">Jiyoung Bae</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyoomi%20Kim"> Gyoomi Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores a range of linguistic features used in Korean college students’ argumentative writings for the purpose of developing a model that identifies variables which predict writing proficiencies. This study investigated the latent variable structure of L2 linguistic features, including syntactic complexity, the lexical complexity, and fluency. One hundred forty-six university students in Korea participated in this study. The results of the study’s confirmatory factor analysis (CFA) showed that indicators of linguistic features from this study-provided a foundation for re-categorizing indicators found in extant research on L2 Korean writers depending on each latent variable of linguistic features. The CFA models indicated one measurement model of L2 syntactic complexity and L2 learners’ writing proficiency; these two latent factors were correlated with each other. Based on the overall findings of the study, integrated linguistic features of L2 writings suggested some pedagogical implications in L2 writing instructions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20features" title="linguistic features">linguistic features</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20complexity" title=" syntactic complexity"> syntactic complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20complexity" title=" lexical complexity"> lexical complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a> </p> <a href="https://publications.waset.org/abstracts/100664/the-latent-model-of-linguistic-features-in-korean-college-students-l2-argumentative-writings-syntactic-complexity-lexical-complexity-and-fluency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">80</span> Age and Second Language Acquisition: A Case Study from Maldives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aaidha%20Hammad">Aaidha Hammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The age a child to be exposed to a second language is a controversial issue in communities such as the Maldives where English is taught as a second language. It has been observed that different stakeholders have different viewpoints towards the issue. Some believe that the earlier children are exposed to a second language, the better they learn, while others disagree with the notion. Hence, this case study investigates whether children learn a second language better when they are exposed at an earlier age or not. The spoken and written data collected confirm that earlier exposure helps in mastering the sound pattern and speaking fluency with more native-like accent, while a later age is better for learning more abstract and concrete aspects such as grammar and syntactic rules. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=age" title="age">age</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20of%20language%20skills" title=" development of language skills"> development of language skills</a> </p> <a href="https://publications.waset.org/abstracts/51548/age-and-second-language-acquisition-a-case-study-from-maldives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51548.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">79</span> The Importance of Outside Classroom Activities in Developing Oral Fluency in an EFL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a study abroad context, students have the advantage of immersing themselves in the environment of the target language and being exposed to it. However, in and a stay home context, where English is not the mother tongue, students’ exposure to the second language is often times restricted to the classroom. Although language teachers are keen to develop inside class room activities and practices that increase the suitability of students to acquire a second language (Cook & Singleton, 2014), many would agree that class time is too limited to enhance students’ oral fluency skills. Consequently, creating opportunities outside the classroom for students to speak English is an effective strategy in compensating for students’ limited use of the L2. In an argument by Ortega (2012) external classroom activities have equal significance in enabling students learn English as a second language. The author further asserts that the activities provide a non-educational environment from which a student may feel free and comfortable to acquire new language skills. This study investigates the significance of outside classroom activities in promoting students’ oral proficiency. In addition, it reports on students’ perceptions of such activities. 15 participants from the American University of Kuwait took part in this study. Open-ended interviews were done to find out what the participants thought of these activities, and what they gained from them. Interview results show that students found outside classroom activities very effective in improving not only their oral fluency skills, but their confidence and critical thinking skills as well. The implications of this research study are for language practitioners and language programs in the EFL context to be aware of the benefits of incorporating outside classroom activities in language teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20fluency" title=" oral fluency"> oral fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=outside%20classroom%20activities" title=" outside classroom activities"> outside classroom activities</a> </p> <a href="https://publications.waset.org/abstracts/25679/the-importance-of-outside-classroom-activities-in-developing-oral-fluency-in-an-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">78</span> Contribution of Word Decoding and Reading Fluency on Reading Comprehension in Young Typical Readers of Kannada Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vangmayee%20V.%20Subban">Vangmayee V. Subban</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzan%20Deelan.%20Pinto"> Suzan Deelan. Pinto</a>, <a href="https://publications.waset.org/abstracts/search?q=Somashekara%20Haralakatta%20Shivananjappa"> Somashekara Haralakatta Shivananjappa</a>, <a href="https://publications.waset.org/abstracts/search?q=Shwetha%20Prabhu"> Shwetha Prabhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayashree%20S.%20Bhat"> Jayashree S. Bhat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction and Need: During early years of schooling, the instruction in the schools mainly focus on children’s word decoding abilities. However, the skilled readers should master all the components of reading such as word decoding, reading fluency and comprehension. Nevertheless, the relationship between each component during the process of learning to read is less clear. The studies conducted in alphabetical languages have mixed opinion on relative contribution of word decoding and reading fluency on reading comprehension. However, the scenarios in alphasyllabary languages are unexplored. Aim and Objectives: The aim of the study was to explore the role of word decoding, reading fluency on reading comprehension abilities in children learning to read Kannada between the age ranges of 5.6 to 8.6 years. Method: In this cross sectional study, a total of 60 typically developing children, 20 each from Grade I, Grade II, Grade III maintaining equal gender ratio between the age range of 5.6 to 6.6 years, 6.7 to 7.6 years and 7.7 to 8.6 years respectively were selected from Kannada medium schools. The reading fluency and reading comprehension abilities of the children were assessed using Grade level passages selected from the Kannada text book of children core curriculum. All the passages consist of five questions to assess reading comprehension. The pseudoword decoding skills were assessed using 40 pseudowords with varying syllable length and their Akshara composition. Pseudowords are formed by interchanging the syllables within the meaningful word while maintaining the phonotactic constraints of Kannada language. The assessment material was subjected to content validation and reliability measures before collecting the data on the study samples. The data were collected individually, and reading fluency was assessed for words correctly read per minute. Pseudoword decoding was scored for the accuracy of reading. Results: The descriptive statistics indicated that the mean pseudoword reading, reading comprehension, words accurately read per minute increased with the Grades. The performance of Grade III children found to be higher, Grade I lower and Grade II remained intermediate of Grade III and Grade I. The trend indicated that reading skills gradually improve with the Grades. Pearson’s correlation co-efficient showed moderate and highly significant (p=0.00) positive co-relation between the variables, indicating the interdependency of all the three components required for reading. The hierarchical regression analysis revealed 37% variance in reading comprehension was explained by pseudoword decoding and was highly significant. Subsequent entry of reading fluency measure, there was no significant change in R-square and was only change 3%. Therefore, pseudoword-decoding evolved as a single most significant predictor of reading comprehension during early Grades of reading acquisition. Conclusion: The present study concludes that the pseudoword decoding skills contribute significantly to reading comprehension than reading fluency during initial years of schooling in children learning to read Kannada language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alphasyllabary" title="alphasyllabary">alphasyllabary</a>, <a href="https://publications.waset.org/abstracts/search?q=pseudo-word%20decoding" title=" pseudo-word decoding"> pseudo-word decoding</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20fluency" title=" reading fluency"> reading fluency</a> </p> <a href="https://publications.waset.org/abstracts/101467/contribution-of-word-decoding-and-reading-fluency-on-reading-comprehension-in-young-typical-readers-of-kannada-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">77</span> Comparison and Effectiveness of Cranial Electrical Stimulation Treatment, Brain Training and Their Combination on Language and Verbal Fluency of Patients with Mild Cognitive Impairment: A Single Subject Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Firoozeh%20Ghazanfari">Firoozeh Ghazanfari</a>, <a href="https://publications.waset.org/abstracts/search?q=Kourosh%20Amraei"> Kourosh Amraei</a>, <a href="https://publications.waset.org/abstracts/search?q=Parisa%20Poorabadi"> Parisa Poorabadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mild cognitive impairment is one of the neurocognitive disorders that go beyond age-related decline in cognitive functions, but in fact, it is not so severe which affects daily activities. This study aimed to investigate and compare the effectiveness of treatment with cranial electrical stimulation, brain training and their double combination on the language and verbal fluency of the elderly with mild cognitive impairment. This is a single-subject method with comparative intervention designs. Four patients with a definitive diagnosis of mild cognitive impairment by a psychiatrist were selected via purposive and convenience sampling method. Addenbrooke's Cognitive Examination Scale (2017) was used to assess language and verbal fluency. Two groups were formed with different order of cranial electrical stimulation treatment, brain training by pencil and paper method and their double combination, and two patients were randomly replaced in each group. The arrangement of the first group included cranial electrical stimulation, brain training, double combination and the second group included double combination, cranial electrical stimulation and brain training, respectively. Treatment plan included: A1, B, A2, C, A3, D, A4, where electrical stimulation treatment was given in ten 30-minutes sessions (5 mA and frequency of 0.5-500 Hz) and brain training in ten 30-minutes sessions. Each baseline lasted four weeks. Patients in first group who first received cranial electrical stimulation treatment showed a higher percentage of improvement in the language and verbal fluency subscale of Addenbrooke's Cognitive Examination in comparison to patients of the second group. Based on the results, it seems that cranial electrical stimulation with its effect on neurotransmitters and brain blood flow, especially in the brain stem, may prepare the brain at the neurochemical and molecular level for a better effectiveness of brain training at the behavioral level, and the selective treatment of electrical stimulation solitude in the first place may be more effective than combining it with paper-pencil brain training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cranial%20electrical%20stimulation" title="cranial electrical stimulation">cranial electrical stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment" title=" treatment"> treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20training" title=" brain training"> brain training</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20fluency" title=" verbal fluency"> verbal fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20impairment" title=" cognitive impairment"> cognitive impairment</a> </p> <a href="https://publications.waset.org/abstracts/155741/comparison-and-effectiveness-of-cranial-electrical-stimulation-treatment-brain-training-and-their-combination-on-language-and-verbal-fluency-of-patients-with-mild-cognitive-impairment-a-single-subject-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155741.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">76</span> Transcription Skills and Written Composition in Chinese</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pui-sze%20Yeung">Pui-sze Yeung</a>, <a href="https://publications.waset.org/abstracts/search?q=Connie%20Suk-han%20Ho"> Connie Suk-han Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Wai-ock%20Chan"> David Wai-ock Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Kien-hoa%20Chung"> Kevin Kien-hoa Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Recent findings have shown that transcription skills play a unique and significant role in Chinese word reading and spelling (i.e. word dictation), and written composition development. The interrelationships among component skills of transcription, word reading, word spelling, and written composition in Chinese have rarely been examined in the literature. Is the contribution of component skills of transcription to Chinese written composition mediated by word level skills (i.e., word reading and spelling)? Methods: The participants in the study were 249 Chinese children in Grade 1, Grade 3, and Grade 5 in Hong Kong. They were administered measures of general reasoning ability, orthographic knowledge, stroke sequence knowledge, word spelling, handwriting fluency, word reading, and Chinese narrative writing. Orthographic knowledge- orthographic knowledge was assessed by a task modeled after the lexical decision subtest of the Hong Kong Test of Specific Learning Difficulties in Reading and Writing (HKT-SpLD). Stroke sequence knowledge: The participants’ performance in producing legitimate stroke sequences was measured by a stroke sequence knowledge task. Handwriting fluency- Handwriting fluency was assessed by a task modeled after the Chinese Handwriting Speed Test. Word spelling: The stimuli of the word spelling task consist of fourteen two-character Chinese words. Word reading: The stimuli of the word reading task consist of 120 two-character Chinese words. Written composition: A narrative writing task was used to assess the participants’ text writing skills. Results: Analysis of covariance results showed that there were significant between-grade differences in the performance of word reading, word spelling, handwriting fluency, and written composition. Preliminary hierarchical multiple regression analysis results showed that orthographic knowledge, word spelling, and handwriting fluency were unique predictors of Chinese written composition even after controlling for age, IQ, and word reading. The interaction effects between grade and each of these three skills (orthographic knowledge, word spelling, and handwriting fluency) were not significant. Path analysis results showed that orthographic knowledge contributed to written composition both directly and indirectly through word spelling, while handwriting fluency contributed to written composition directly and indirectly through both word reading and spelling. Stroke sequence knowledge only contributed to written composition indirectly through word spelling. Conclusions: Preliminary hierarchical regression results were consistent with previous findings about the significant role of transcription skills in Chinese word reading, spelling and written composition development. The fact that orthographic knowledge contributed both directly and indirectly to written composition through word reading and spelling may reflect the impact of the script-sound-meaning convergence of Chinese characters on the composing process. The significant contribution of word spelling and handwriting fluency to Chinese written composition across elementary grades highlighted the difficulty in attaining automaticity of transcription skills in Chinese, which limits the working memory resources available for other composing processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=orthographic%20knowledge" title="orthographic knowledge">orthographic knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=transcription%20skills" title=" transcription skills"> transcription skills</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20reading" title=" word reading"> word reading</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/32659/transcription-skills-and-written-composition-in-chinese" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">75</span> The Role of Reading Self-Efficacy and Perception of Difficulty in English Reading among Chinese ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Chan">Kevin Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20K.%20H.%20Chung"> Kevin K. H. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Patcy%20P.%20S.%20Yeung"> Patcy P. S. Yeung</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20L.%20Ip"> H. L. Ip</a>, <a href="https://publications.waset.org/abstracts/search?q=Bill%20T.%20C.%20Chung"> Bill T. C. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20M.%20K.%20Chung"> Karen M. K. Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Recent evidence shows that reading self-efficacy and students perceived difficulty in reading are significantly associated with word reading and reading fluency. However, little is known about these relationships among students learning to read English as a second language, particularly in Chinese students. This study examined the contributions of reading self-efficacy, perception of difficulty in reading, and cognitive-linguistic skills to performance on English word reading and reading fluency in Chinese students. Method: A sample of 122 second-and third-grade students in Hong Kong, China, participated in this study. Students completed the measures of reading self-efficacy and perception of difficulty in reading. They were assessed on their English cognitive-linguistic and reading skills: rapid automatized naming, nonword reading, phonological awareness, word reading, and one-minute word reading. Results: Results of path analysis indicated that when students’ grades were controlled, reading self-efficacy was a significant correlate of word reading and reading fluency, whereas perception of difficulty in reading negatively predicted word reading. Conclusion: These findings underscore the importance of taking students’ reading self-efficacy and perception of difficulty in reading and their cognitive-linguistic skills into consideration when designing reading intervention and instructions for students learning English as a second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20difficulty%20in%20reading" title=" perception of difficulty in reading"> perception of difficulty in reading</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20second%20language" title=" english as a second language"> english as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20reading" title=" word reading"> word reading</a> </p> <a href="https://publications.waset.org/abstracts/144471/the-role-of-reading-self-efficacy-and-perception-of-difficulty-in-english-reading-among-chinese-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">74</span> The Phonology and Phonetics of Second Language Intonation in Case of “Downstep”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tayebeh%20Norouzi">Tayebeh Norouzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the acquisition process of intonation. It examines the intonation structure of Tokyo Japanese and its realization by Iranian learners of Japanese. Seven Iranian learners of Japanese, differing in fluency, and two Japanese speakers participated in the experiment. Two sentences were used to test the phonological and phonetic characteristics of lexical pitch-accent as well as the intonation patterns produced by the speakers. Both sentences consisted of similar words with the same number of syllables and lexical pitch-accents but different syntactic structure. Speakers were asked to read each sentence three times at normal speed, and the data were analyzed by Praat. The results show that lexical pitch-accent, Accentual Phrase (AP) and AP boundary tone realization vary depending on sentence type. For sentences of type <em>XdeYwo</em>, the lexical pitch-accent is realized properly. However, there is a rise in AP boundary tone regardless of speakers’ level of fluency. In contrast, in sentences of type <em>XnoYwo</em>, the lexical pitch-accent and AP boundary tone vary depending on the speakers’ fluency level. Advanced speakers are better at grouping words into phrases and produce more native-like intonation patterns, though they are not able to realize downstep properly. The non-native speakers tried to realize proper intonation patterns by making changes in lexical accent and boundary tone. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intonation" title="intonation">intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20learners" title=" Iranian learners"> Iranian learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20prosody" title=" Japanese prosody"> Japanese prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20accent" title=" lexical accent"> lexical accent</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition." title=" second language acquisition."> second language acquisition.</a> </p> <a href="https://publications.waset.org/abstracts/89060/the-phonology-and-phonetics-of-second-language-intonation-in-case-of-downstep" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">73</span> Effects of Topic Familiarity on Linguistic Aspects in EFL Learners’ Writing Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeong-Won%20Lee">Jeong-Won Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyeong-Ok%20Yoon"> Kyeong-Ok Yoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aimed to investigate the effects of topic familiarity and language proficiency on linguistic aspects (lexical complexity, syntactic complexity, accuracy, and fluency) in EFL learners’ argumentative essays. For the study 64 college students were asked to write an argumentative essay for the two different topics (Driving and Smoking) chosen by the consideration of topic familiarity. The students were divided into two language proficiency groups (high-level and intermediate) according to their English writing proficiency. The findings of the study are as follows: 1) the participants of this study exhibited lower levels of lexical and syntactic complexity as well as accuracy when performing writing tasks with unfamiliar topics; and 2) they demonstrated the use of a wider range of vocabulary, and longer and more complex structures, and produced accurate and lengthier texts compared to their intermediate peers. Discussion and pedagogical implications for instruction of writing classes in EFL contexts were addressed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=topic%20familiarity" title="topic familiarity">topic familiarity</a>, <a href="https://publications.waset.org/abstracts/search?q=complexity" title=" complexity"> complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a> </p> <a href="https://publications.waset.org/abstracts/182005/effects-of-topic-familiarity-on-linguistic-aspects-in-efl-learners-writing-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">72</span> Effects of Empathy Priming on Idea Generation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tejas%20Dhadphale">Tejas Dhadphale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The user-centered design (UCD) approach has led to an increased interest in empathy within the product development process. Designers have explored several empathetic methods and tools such as personas, empathy maps, journey maps, user needs statements and user scenarios to capture and visualize users’ needs. The goal of these tools is not only to generate a deeper and shared understanding of user needs but also to become a point of reference for subsequent decision making, brainstorming and concept evaluation tasks. The purpose of this study is to measure the effect of empathy priming on divergent brainstorming tasks. This study compares the effects of three empathy tools, personas, empathy maps and user needs statements, on ideation fluency and originality of ideas during brainstorming tasks. In a three-between-subjects experimental design study, sixty product design students were randomly assigned to one of three conditions: persona, empathy maps and user needs statements. A one-way, between-subjects analysis of variance (ANOVA) revealed a a statistically significant difference in empathy priming on fluency and originality of ideas. Participants in the persona group showed higher ideation fluency and generated a greater number of original ideas compared to the other groups. The results show that participants in the user need statement group to generate a greater number of feasible and relevant ideas. The study also aims to understand how formatting and visualization of empathy tools impact divergent brainstorming tasks. Participants were interviewed to understand how different visualizations of users’ needs (personas, empathy maps and user needs statements) facilitated idea generation during brainstorming tasks. Implications for design education are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empathy" title="empathy">empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=persona" title=" persona"> persona</a>, <a href="https://publications.waset.org/abstracts/search?q=priming" title=" priming"> priming</a>, <a href="https://publications.waset.org/abstracts/search?q=Design%20research" title=" Design research"> Design research</a> </p> <a href="https://publications.waset.org/abstracts/167060/effects-of-empathy-priming-on-idea-generation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">71</span> Reliability of Self-Reported Language Proficiency Measures in l1 Attrition Research: A Closer Look at the Can-Do-Scales.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Sorokina">Anastasia Sorokina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-reported language proficiency measures have been widely used by researchers and have been proven to be an accurate tool to assess actual language proficiency. L1 attrition researchers also rely on self-reported measures. More specifically, can-do-scales has gained popularity in the discipline of L1 attrition research. The can-do-scales usually contain statements about language (e.g., “I can write e-mails”); participants are asked to rate each statement on a scale from 1 (I cannot do it at all) to 5 (I can do it without any difficulties). Despite its popularity, no studies have examined can-do-scales’ reliability at measuring the actual level of L1 attrition. Do can-do-scales positively correlate with lexical diversity, syntactic complexity, and fluency? The present study analyzed speech samples of 35 Russian-English attriters to examine whether their self-reported proficiency correlates with their actual L1 proficiency. The results of Pearson correlation demonstrated that can-do-scales correlated with lexical diversity, syntactic complexity, and fluency. These findings provide a valuable contribution to the L1 attrition research by demonstrating that can-do-scales can be used as a reliable tool to measure L1 attrition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=L1%20attrition" title="L1 attrition">L1 attrition</a>, <a href="https://publications.waset.org/abstracts/search?q=can-do-scales" title=" can-do-scales"> can-do-scales</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20diversity" title=" lexical diversity"> lexical diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20complexity" title=" syntactic complexity"> syntactic complexity</a> </p> <a href="https://publications.waset.org/abstracts/136356/reliability-of-self-reported-language-proficiency-measures-in-l1-attrition-research-a-closer-look-at-the-can-do-scales" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> Evaluating Impact of Teacher Professional Development Program on Students’ Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20C.%20Lin">S. C. Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20W.%20Cheng"> W. W. Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20S.%20Wu"> M. S. Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study attempted to investigate the connection between teacher professional development program and students’ Learning. This study took Readers’ Theater Teaching Program (RTTP) for professional development as an example to inquiry how participants apply their new knowledge and skills learned from RTTP to their teaching practice and how the impact influence students learning. The goals of the RTTP included: 1) to enhance teachers RT content knowledge; 2) to implement RT instruction in teachers’ classrooms in response to their professional development. 2) to improve students’ ability of reading fluency in professional development teachers’ classrooms. This study was a two-year project. The researchers applied mixed methods to conduct this study including qualitative inquiry and one-group pretest-posttest experimental design. In the first year, this study focused on designing and implementing RTTP and evaluating participants’ satisfaction of RTTP, what they learned and how they applied it to design their English reading curriculum. In the second year, the study adopted quasi-experimental design approach and evaluated how participants RT instruction influenced their students’ learning, including English knowledge, skill, and attitudes. The participants in this study composed two junior high school English teachers and their students. Data were collected from a number of different sources including teaching observation, semi-structured interviews, teaching diary, teachers’ professional development portfolio, Pre/post RT content knowledge tests, teacher survey, and students’ reading fluency tests. To analyze the data, both qualitative and quantitative data analysis were used. Qualitative data analysis included three stages: organizing data, coding data, and analyzing and interpreting data. Quantitative data analysis included descriptive analysis. The results indicated that average percentage of correct on pre-tests in RT content knowledge assessment was 40.75% with two teachers ranging in prior knowledge from 35% to 46% in specific RT content. Post-test RT content scores ranged from 70% to 82% correct with an average score of 76.50%. That gives teachers an average gain of 35.75% in overall content knowledge as measured by these pre/post exams. Teachers’ pre-test scores were lowest in script writing and highest in performing. Script writing was also the content area that showed the highest gains in content knowledge. Moreover, participants hold a positive attitude toward RTTP. They recommended that the approach of professional learning community, which was applied in RTTP was benefit to their professional development. Participants also applied the new skills and knowledge which they learned from RTTP to their practices. The evidences from this study indicated that RT English instruction significantly influenced students’ reading fluency and classroom climate. The result indicated that all of the experimental group students had a big progress in reading fluency after RT instruction. The study also found out several obstacles. Suggestions were also made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20professional%20development" title="teacher’s professional development">teacher’s professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20evaluation" title=" program evaluation"> program evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=readers%E2%80%99%20theater" title=" readers’ theater"> readers’ theater</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20reading%20instruction" title=" english reading instruction"> english reading instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20reading%20fluency" title=" english reading fluency"> english reading fluency</a> </p> <a href="https://publications.waset.org/abstracts/29786/evaluating-impact-of-teacher-professional-development-program-on-students-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">69</span> Differences in Cognitive Functioning over the Course of Chemotherapy in Patients Suffering from Multiple Myeloma and the Possibility to Predict Their Cognitive State on the Basis of Biological Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magdalena%20Bury-Kaminska">Magdalena Bury-Kaminska</a>, <a href="https://publications.waset.org/abstracts/search?q=Aneta%20Szudy-Szczyrek"> Aneta Szudy-Szczyrek</a>, <a href="https://publications.waset.org/abstracts/search?q=Aleksandra%20Nowaczynska"> Aleksandra Nowaczynska</a>, <a href="https://publications.waset.org/abstracts/search?q=Olga%20Jankowska-Lecka"> Olga Jankowska-Lecka</a>, <a href="https://publications.waset.org/abstracts/search?q=Marek%20Hus"> Marek Hus</a>, <a href="https://publications.waset.org/abstracts/search?q=Klaudia%20Kot"> Klaudia Kot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The aim of the research was to determine the changes in cognitive functioning in patients with plasma cell myeloma by comparing patients’ state before the treatment and during chemotherapy as well as to determine the biological factors that can be used to predict patients’ cognitive state. Methods: The patients underwent the research procedure twice: before chemotherapy and after 4-6 treatment cycles. A psychological test and measurement of the following biological variables were carried out: TNF-α (tumor necrosis factor), IL-6 (interleukin 6), IL-10 (interleukin 10), BDNF (brain-derived neurotrophic factor). The following research methods were implemented: the Montreal Cognitive Assessment (MoCA), Battery of Tests for Assessing Cognitive Functions PU1, experimental and clinical trials based on the Choynowski’s Memory Scale, Stroop Color-Word Interference Test (SCWT), depression measurement questionnaire. Results: The analysis of the research showed better cognitive functions of patients during chemotherapy in comparison to the phase before it. Moreover, neurotrophin BDNF allows to predict the level of selected cognitive functions (semantic fluency and execution control) already at the diagnosis stage. After 4-6 cycles, it is also possible to draw conclusions concerning the extent of working memory based on the level of BDNF. Cytokine TNF-α allows us to predict the level of letter fluency during anti-cancer treatment. Conclusions: It is possible to presume that BDNF has a protective influence on patients’ cognitive functions and working memory and that cytokine TNF-α co-occurs with a diminished execution control and better material grouping in terms of phonological fluency. Acknowledgment: This work was funded by the National Science Center in Poland [grant no. 2017/27/N/HS6/02057. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemobrain" title="chemobrain">chemobrain</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20impairment" title=" cognitive impairment"> cognitive impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=non%E2%88%92central%20nervous%20system%20cancers" title=" non−central nervous system cancers"> non−central nervous system cancers</a>, <a href="https://publications.waset.org/abstracts/search?q=hematologic%20diseases" title=" hematologic diseases"> hematologic diseases</a> </p> <a href="https://publications.waset.org/abstracts/133485/differences-in-cognitive-functioning-over-the-course-of-chemotherapy-in-patients-suffering-from-multiple-myeloma-and-the-possibility-to-predict-their-cognitive-state-on-the-basis-of-biological-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133485.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">68</span> Audio-Lingual Method and the English-Speaking Proficiency of Grade 11 Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marthadale%20Acibo%20Semacio">Marthadale Acibo Semacio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speaking skill is a crucial part of English language teaching and learning. This actually shows the great importance of this skill in English language classes. Through speaking, ideas and thoughts are shared with other people, and a smooth interaction between people takes place. The study examined the levels of speaking proficiency of the control and experimental groups on pronunciation, grammatical accuracy, and fluency. As a quasi-experimental study, it also determined the presence or absence of significant changes in their speaking proficiency levels in terms of pronouncing the words correctly, the accuracy of grammar and fluency of a language given the two methods to the groups of students in the English language, using the traditional and audio-lingual methods. Descriptive and inferential statistics were employed according to the stated specific problems. The study employed a video presentation with prior information about it. In the video, the teacher acts as model one, giving instructions on what is going to be done, and then the students will perform the activity. The students were paired purposively based on their learning capabilities. Observing proper ethics, their performance was audio recorded to help the researcher assess the learner using the modified speaking rubric. The study revealed that those under the traditional method were more fluent than those in the audio-lingual method. With respect to the way in which each method deals with the feelings of the student, the audio-lingual one fails to provide a principle that would relate to this area and follows the assumption that the intrinsic motivation of the students to learn the target language will spring from their interest in the structure of the language. However, the speaking proficiency levels of the students were remarkably reinforced in reading different words through the aid of aural media with their teachers. The study concluded that using an audio-lingual method of teaching is not a stand-alone method but only an aid of the teacher in helping the students improve their speaking proficiency in the English Language. Hence, audio-lingual approach is encouraged to be used in teaching English language, on top of the chalk-talk or traditional method, to improve the speaking proficiency of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audio-lingual" title="audio-lingual">audio-lingual</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar" title=" grammar"> grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency" title=" proficiency"> proficiency</a> </p> <a href="https://publications.waset.org/abstracts/161963/audio-lingual-method-and-the-english-speaking-proficiency-of-grade-11-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161963.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> The Use of Educational Language Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=April%20Love%20Palad">April Love Palad</a>, <a href="https://publications.waset.org/abstracts/search?q=Charita%20B.%20Lasala"> Charita B. Lasala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mastery on English language is one of the important goals of all English language teachers. This goal can be seen based from the students’ actual performance using the target language which is English. Learning the English language includes hard work where efforts need to be exerted and this can be attained gradually over a long period of time. It is extremely important for all English language teachers to know the effects of incorporating games in teaching. Whether this strategy can have positive or negative effects in students learning, teachers should always consider what is best for their learners. Games may help and provide confidents language learners. These games help teachers to create context in which the language is suitable and significant. Focusing in accuracy and fluency is the heart of this study and this will be obtain in either teaching English using the traditional method or teaching English using language games. It is very important for all English teachers to know which strategy is effective in teaching English to be able to cope with students’ underachievement in this subject. This study made use of the comparative-experimental method. It made use of the pre-post test design with the aim to explore the effectiveness of the language games as strategy used in language teaching for high school students. There were two groups of students being observed, the controlled and the experimental, employing the two strategies in teaching English –traditional and with the use of language games. The scores obtained by two samples were compared to know the effectiveness of the two strategies in teaching English. In this study, it found out that language games help improve students’ fluency and accuracy in the use of target language and this is very evident in the results obtained in the pre-test and post –test result as well the mean gain scores by the two groups of students. In addition, this study also gives us a clear view on the positive effects on the use of language games in teaching which also supported by the related studies based from this research. The findings of the study served as the bases for the creation of the proposed learning plan that integrated language games that teachers may use in their own teaching. This study further concluded that language games are effective in developing students’ fluency in using the English language. This justifies that games help encourage students to learn and be entertained at the same time. Aside from that, games also promote developing language competency. This study will be very useful to teachers who are in doubt in the use of this strategy in their teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20games" title="language games">language games</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental" title=" experimental"> experimental</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative" title=" comparative"> comparative</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a> </p> <a href="https://publications.waset.org/abstracts/41710/the-use-of-educational-language-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41710.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> Stuttering Persistence in Children: Effectiveness of the Psicodizione Method in a Small Italian Cohort</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Corinna%20Zeli">Corinna Zeli</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Calati"> Silvia Calati</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20Simeoni"> Marco Simeoni</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiara%20Comastri"> Chiara Comastri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developmental stuttering affects about 10% of preschool children; although the high percentage of natural recovery, a quarter of them will become an adult who stutters. An effective early intervention should help those children with high persistence risk for the future. The Psicodizione method for early stuttering is an Italian behavior indirect treatment for preschool children who stutter in which method parents act as good guides for communication, modeling their own fluency. In this study, we give a preliminary measure to evaluate the long-term effectiveness of Psicodizione method on stuttering preschool children with a high persistence risk. Among all Italian children treated with the Psicodizione method between 2018 and 2019, we selected 8 kids with at least 3 high risk persistence factors from the Illinois Prediction Criteria proposed by Yairi and Seery. The factors chosen for the selection were: one parent who stutters (1pt mother; 1.5pt father), male gender, ≥ 4 years old at onset; ≥ 12 months from onset of symptoms before treatment. For this study, the families were contacted after an average period of time of 14,7 months (range 3 - 26 months). Parental reports were gathered with a standard online questionnaire in order to obtain data reflecting fluency from a wide range of the children’s life situations. The minimum worthwhile outcome was set at "mild evidence" in a 5 point Likert scale (1 mild evidence- 5 high severity evidence). A second group of 6 children, among those treated with the Piscodizione method, was selected as high potential for spontaneous remission (low persistence risk). The children in this group had to fulfill all the following criteria: female gender, symptoms for less than 12 months (before treatment), age of onset <4 years old, none of the parents with persistent stuttering. At the time of this follow-up, the children were aged 6–9 years, with a mean of 15 months post-treatment. Among the children in the high persistence risk group, 2 (25%) hadn’t had stutter anymore, and 3 (37,5%) had mild stutter based on parental reports. In the low persistency risk group, the children were aged 4–6 years, with a mean of 14 months post-treatment, and 5 (84%) hadn’t had stutter anymore (for the past 16 months on average).62,5% of children at high risk of persistence after Psicodizione treatment showed mild evidence of stutter at most. 75% of parents confirmed a better fluency than before the treatment. The low persistence risk group seemed to be representative of spontaneous recovery. This study’s design could help to better evaluate the success of the proposed interventions for stuttering preschool children and provides a preliminary measure of the effectiveness of the Psicodizione method on high persistence risk children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20treatment" title="early treatment">early treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=stuttering" title=" stuttering"> stuttering</a> </p> <a href="https://publications.waset.org/abstracts/134307/stuttering-persistence-in-children-effectiveness-of-the-psicodizione-method-in-a-small-italian-cohort" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134307.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Reading and Writing of Biscriptal Children with and Without Reading Difficulties in Two Alphabetic Scripts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baran%20Johansson">Baran Johansson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This PhD dissertation aimed to explore children’s writing and reading in L1 (Persian) and L2 (Swedish). It adds new perspectives to reading and writing studies of bilingual biscriptal children with and without reading and writing difficulties (RWD). The study used standardised tests to examine linguistic and cognitive skills related to word reading and writing fluency in both languages. Furthermore, all participants produced two texts (one descriptive and one narrative) in each language. The writing processes and the writing product of these children were explored using logging methodologies (Eye and Pen) for both languages. Furthermore, this study investigated how two bilingual children with RWD presented themselves through writing across their languages. To my knowledge, studies utilizing standardised tests and logging tools to investigate bilingual children’s word reading and writing fluency across two different alphabetic scripts are scarce. There have been few studies analysing how bilingual children construct meaning in their writing, and none have focused on children who write in two different alphabetic scripts or those with RWD. Therefore, some aspects of the systemic functional linguistics (SFL) perspective were employed to examine how two participants with RWD created meaning in their written texts in each language. The results revealed that children with and without RWD had higher writing fluency in all measures (e.g. text lengths, writing speed) in their L2 compared to their L1. Word reading abilities in both languages were found to influence their writing fluency. The findings also showed that bilingual children without reading difficulties performed 1 standard deviation below the mean when reading words in Persian. However, their reading performance in Swedish aligned with the expected age norms, suggesting greater efficient in reading Swedish than in Persian. Furthermore, the results showed that the level of orthographic depth, consistency between graphemes and phonemes, and orthographic features can probably explain these differences across languages. The analysis of meaning-making indicated that the participants with RWD exhibited varying levels of difficulty, which influenced their knowledge and usage of writing across languages. For example, the participant with poor word recognition (PWR) presented himself similarly across genres, irrespective of the language in which he wrote. He employed the listing technique similarly across his L1 and L2. However, the participant with mixed reading difficulties (MRD) had difficulties with both transcription and text production. He produced spelling errors and frequently paused in both languages. He also struggled with word retrieval and producing coherent texts, consistent with studies of monolingual children with poor comprehension or with developmental language disorder. The results suggest that the mother tongue instruction provided to the participants has not been sufficient for them to become balanced biscriptal readers and writers in both languages. Therefore, increasing the number of hours dedicated to mother tongue instruction and motivating the children to participate in these classes could be potential strategies to address this issue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading" title="reading">reading</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing%20difficulties" title=" reading and writing difficulties"> reading and writing difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20children" title=" bilingual children"> bilingual children</a>, <a href="https://publications.waset.org/abstracts/search?q=biscriptal" title=" biscriptal"> biscriptal</a> </p> <a href="https://publications.waset.org/abstracts/168531/reading-and-writing-of-biscriptal-children-with-and-without-reading-difficulties-in-two-alphabetic-scripts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168531.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> The Importance of Working Memory, Executive and Attention Functions in Attention Deficit Hyperactivity Disorder and Learning Disabilities Diagnostics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dorottya%20Horv%C3%A1th">Dorottya Horváth</a>, <a href="https://publications.waset.org/abstracts/search?q=T%C3%ADmea%20Harmath-T%C3%A1nczos"> Tímea Harmath-Tánczos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention deficit hyperactivity disorder (ADHD) and learning disabilities are common neurocognitive disorders that can have a significant impact on a child's academic performance. ADHD is characterized by inattention, hyperactivity, and impulsivity, while learning disabilities are characterized by difficulty with specific academic skills, such as reading, writing, or math. The aim of this study was to investigate the working memory, executive, and attention functions of neurotypical children and children with ADHD and learning disabilities in order to fill the gaps in the Hungarian mean test scores of these cognitive functions in children with neurocognitive disorders. Another aim was to specify the neuropsychological differential diagnostic toolkit in terms of the relationships and peculiarities between these cognitive functions. The research question addressed in this study was: How do the working memory, executive, and attention functions of neurotypical children compare to those of children with ADHD and learning disabilities? A self-administered test battery was used as a research tool. Working memory was measured with the Non-Word Repetition Test, the Listening Span Test, the Digit Span Test, and the Reverse Digit Span Test; executive function with the Letter Fluency, Semantic Fluency, and Verb Fluency Tests; and attentional concentration with the d2-R Test. The data for this study was collected from 115 children aged 9-14 years. The children were divided into three groups: neurotypical children (n = 44), children with ADHD without learning disabilities (n = 23), and children with ADHD with learning disabilities (n = 48). The data was analyzed using a variety of statistical methods, including t-tests, ANOVAs, and correlational analyses. The results showed that the performance of children with neurocognitive involvement in working memory, executive functions, and attention was significantly lower than the performance of neurotypical children. However, the results of children with ADHD and ADHD with learning disabilities did not show a significant difference. The findings of this study are important because they provide new insights into the cognitive profiles of children with ADHD and learning disabilities and suggest that working memory, executive functions, and attention are all impaired in children with neurocognitive involvement, regardless of whether they have ADHD or learning disabilities. This information can be used to develop more effective diagnostic and treatment strategies for these disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%20functions" title=" attention functions"> attention functions</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functions" title=" executive functions"> executive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/167664/the-importance-of-working-memory-executive-and-attention-functions-in-attention-deficit-hyperactivity-disorder-and-learning-disabilities-diagnostics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Fluency&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Fluency&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Fluency&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Fluency&page=2" rel="next">&rsaquo;</a></li> </ul> </div> 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