Search

English listening as an important part of language learning is challenging for most L2/EFL learners. Although many researches have demonstrated that some factors influenced listening success, few researches provided empirical evidence for two or more factors concertedly contributing to effective listening comprehension based on some listening comprehension theories. This study explores how person factors (L2 vocabulary, metacognitive knowledge and self-efficacy) interact, predict listening success directly, and, through strategy, are used indirectly in the listening process. In the present study, the participants are 400 English major students at a college in Anyang, China. Data will be collected through survey questionnaires, aural vocabulary test, and listening level test. Data analysis will be done by SPSS and SEM (structural equation modelling) to figure out their contribution to listening success in the future.

This study was conducted to analyze the effects of using the phonology method and the traditional method in Malay poems on phonological awareness in children (n = 62) from government preschools. This quasi-experimental study was conducted to compare the aforementioned two methods. The conceptual framework applied in this study was based on the preparation of reading by Stewart (2004) and theory of cognitive development (Piaget, 1977). The experimental group (n = 30) was trained to read poems using the phonology method, whereas the control group (n = 32) was trained using the traditional method. Both groups underwent pretests and post-tests to compare the level of phonological awareness in recognizing the number of syllables in a word, rhyming syllable discrimination in words, producing rhyming syllable, and early and end of phonemic sound. The findings showed that the use of rhyming poems has enhanced the level of phonological awareness among preschool children after the treatment. By contrast, the traditional method showed no effect on phonological awareness. However, the Mann-Whitney U-test found no significant difference between the scores of males and females in the experimental group. Therefore, optimal use of poems was carried out by teachers in preschools to enhance phonological awareness because the genre of poem is identified as an effective way to increase the literacy of children.

This study was conducted to investigate the issues related to the level of knowledge acquisition in Higher Level Thinking Skills (HOTS) among the Malay language teachers in national primary schools. This study applied quantitative approach by using Bloom's Taxonomy (1956, 2001) and Intellectual Enhancement and Upbringing Model (Philips, 1996). Total of 60 teachers from one district in the Negeri Sembilan were selected to answer the HOTS test. In addition, this study also explored whether there were significant differences between the level of knowledge acquisition in HOTS questioning with teachers' social background. Data was analyzed by using SPSS version 21.0. The fmdings showed that the. level of knowledge acquisition of HOTS questioning in Malay language was at a moderate level. Mann-Whitney and Kruskall-Wal1is test showed no significant differences between the level of knowledge acquisition in HOTS questioning based on teachers' specialization, attendance to relevant courses and teaching experiences. In other words, the social background of teachers did not determined the level of knowledge acquisition in HOTS questioning technique among the Malay language teachers in national primary schools. Therefore, Ministry of Education need to conduct effective HOTS courses in order to ensure that the implementation of HOTS questioning technique in all schools a success.