|
Assessment criteria
This was the last stage of the research, where the researcher evaluated and discovered the answers he needed for his case study. He carried out this step with the assistance of the other group that was being taught using traditional methods. During our research, the experiment group gave them a four-minutes video that was about famous people in the world as a home task. Firstly, students were asked to listen and write every word in it in their papers, after that they had to learn by heart this video with intonation, correct pronunciation and without pausing so as to prove our research. We assessed each pupil according to three listening tasks. Listening is really connected with speaking skills after discussing the topic in the class we gave tracks to do listening. For the first listening activity, they should have written 18 and 19 right answers to get 5 points, from 16 to 17 correct answers to get 4 points and from 12 to 15 true answers to get 3 points. For the second and third listening task, the number of correct answers increased significantly as their after speaking in the lesson. In order to obtain rather objective results, we requested a favor of our mentor to assess together and also asked other students to do peer evaluation. In the end, we compared all the results and summarized final points for entries. The process of data collection was successfully finished. The researcher gathered all the information, began analyzing them and drew conclusions. Every fact was carefully learned.
The first stage of our investigation was to collect the first questionnaire on February 21st. Its goal was to identify how to use visual supported materials in language acquisition by 10th grade students of secondary school. According to the CEFR, the pupils' level was B1. The following is some background information on some of the learners who took part in the experiment:
One of the students in class is Bahriddinova Mohinur, who has been learning English for two years. Her command of the English language is remarkable. She can articulate her thoughts and answer to questions on her own, but she still has poor listening skills. During our investigation, we discovered that poor listening is caused by a lack of listening exercises, and she wishes to enhance her listening skills. Since he was in seventh grade, Abduvaliyev Bilolbek has been studying English. His English teacher encouraged him. The goal of determining listening is to one day be an interpreter. The student has been taking an additional English course in order to improve his skills and qualifications in his area. As far as we can tell, this student has a set of strong goal to learn western languages, and his English teacher provides her with an extrinsic motive to do so.
Sheraliyeva Husnida who is one of the members of this group has been learning English for two years. She used to go to an educational center, but now she studies independently. Her ambition is to become a translator and to learn all of the necessary abilities. Academic vocabulary is important to her since translators must express their views to the listeners.
Her mother encouraged Dekhanova Dilobar to learn languages when she was a child. She was planning to be an interpreter and was interested in learning a language. She is inspired to teach English to future doctors as a result of her studies. This woman believes that the most important aspect of improving her speaking skills is to improve her pronunciation, followed by the ability to grasp fast English speakers' utterances.
Bakhtiyorjonova Bibisora regularly attends English classes, particularly speaking clubs. She wishes to pursue a bachelor's degree overseas, preferably in the United States. Her grammar is excellent, yet she has some difficulties speaking. Her other abilities, on the other hand, are typical.
On the seventh of March, two questionnaires were carried out to clarify topics among given five topics.
“Hobbies”, “Types of learning style”, “Time management” related to developing speaking skills with watching a video about these topics and taking remarkable ideas and vocabularies from it. Pupils have chosen these themes because they offered a variety of perspectives and academic terms, particularly in terms of how easy, usual, and difficult it was to speak. According on the answers of the second questionnaire, they classified them into three categories: common, normal, and uncommon. Students found "Hobbies" to be common, "Types of learning styles" to be a normal topic to discuss, and "Time management" to be uncommon. The purpose of selecting them is to learn about the importance of employing visual media materials in the development of students' listening abilities.
Do'stlaringiz bilan baham: |
