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The Impact of Cooperative Learning Method on the Oral Proficiency of Learners of the Training Program for English Tourist Guides.

ABSTRACT: Oral proficiency is the core element of training courses for English tourist guides. This ability needs to be addressed in training program for English tourist guides. Cooperative learning method is widely used by educators as a teaching method, but rarely used to improve oral proficiency. A quasi-experimental design involving 60 participants was conducted to investigate and examine the effectiveness of cooperative learning method on the oral proficiency of learners in the English tourist guide training program. There were 30 learners in the control group and the experimental group, respectively. The experimental group adopted cooperative learning method, while the control group adopted traditional approach, in both of which pre-test and post-test were conducted. The results of the study showed that the impact of teaching with the cooperative learning method on the oral proficiency of learners of the training program for English tourist guides was higher than that of teaching with the traditional approach. The importance of the cooperative learning method in the training program for English tourist guides is highlighted as a reference for educational institutions.

SUBMITTER: Hong Y

PROVIDER: S-EPMC9245035 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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The Impact of Cooperative Learning Method on the Oral Proficiency of Learners of the Training Program for English Tourist Guides.

Hong Yao Y Chen Ling-Ge LG Huang Jian-Hao JH Tsai Yi-Ying YY Chang Te-Yi TY

Frontiers in psychology 20220616

Oral proficiency is the core element of training courses for English tourist guides. This ability needs to be addressed in training program for English tourist guides. Cooperative learning method is widely used by educators as a teaching method, but rarely used to improve oral proficiency. A quasi-experimental design involving 60 participants was conducted to investigate and examine the effectiveness of cooperative learning method on the oral proficiency of learners in the English tourist guide ...[more]

PMID: 35783758

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Project description:PurposeThe purpose of this study was to identify and describe latent dual language profiles in a large sample of school-age Spanish-English bilingual children designated as English learners (ELs) by their school district.MethodData for this study include 847 Spanish-speaking ELs from kindergarten to third grade. Spanish and English narrative retell language samples were collected from all participants. Four oral language measures were calculated in Spanish and English, including the subordination index, moving average type-token ratio, narrative structure scheme (NSS), and words per minute using Systematic Analysis of Language Transcript. These indicator measures were used in a latent profile analysis to identify dual language profiles.ResultsThe optimal model represents a four-profile solution, including a Spanish-dominant group (average Spanish, low English), an English-dominant group (low Spanish, average English), and two balanced groups (a balanced-average group and a balanced-high group). Additionally, participants displayed uneven performance across language domains and distinct patterns of unique strength or weakness in a specific domain in one of their two languages.ConclusionsFindings from this study highlight the large variability in English and Spanish oral language abilities in school-age Spanish-speaking ELs and suggest that a dichotomous classification of ELs versus English-proficient students may not be sufficient to determine the type of educational program that best fits a specific bilingual child's need. These findings highlight the need to assess both languages across multiple language domains to paint a representative picture of a bilingual child's language abilities. The dual language profiles identified may be used to guide the educational program selection process to improve the congruence among the linguistic needs of an individual child, teachers' use of instructional language, and the goals of the educational program (i.e., improving English proficiency vs. supporting dual language development).Supplemental materialhttps://doi.org/10.23641/asha.20151836.

Project description:BackgroundLimited English proficiency (LEP) is associated with poor health status and worse outcomes.ObjectiveTo examine disparities in hypertension between National Health and Nutrition Examination Survey (NHANES) respondents with LEP versus adequate English proficiency.DesignRetrospective analysis of multi-year survey data.ParticipantsAdults 18 years of age and older who participated in the NHANES survey during the period 2003-2012.Main measuresWe defined participants with LEP as anyone who completed the NHANES survey in a language other than English or with the support of an interpreter. Using logistic regression, we estimated the odds ratio for undiagnosed or uncontrolled hypertension (systolic blood pressure (SBP) > 140 mmHg or diastolic blood pressure (DBP) > 90 mmHg) among LEP participants relative to those with adequate English proficiency. We adjusted for sociodemographic, acculturation-related, and hypertension-related variables.Key resultsFourteen percent (n = 3,269) of the participants had limited English proficiency: 12.4% (n = 2906) used a Spanish questionnaire and 1.6% (n = 363) used an interpreter to complete the survey in another language. Those with LEP had higher odds of elevated blood pressure on physical examination (adjusted odds ratio [AOR] = 1.47 [1.07-2.03]). This finding persisted among participants using an interpreter (AOR = 1.88 [1.15-3.06]) but not among those using the Spanish questionnaire (AOR = 1.32 [0.98-1.80]). In a subgroup analysis, we found that the majority of uncontrolled hypertension was concentrated among individuals with a known diagnosis of hypertension (AOR = 1.80 [1.16-2.81]) rather than those with undiagnosed hypertension (AOR = 1.14 [0.74-1.75]). Interpreter use was associated with increased odds of uncontrolled hypertension, especially among patients who were not being medically managed for hypertension (AOR = 6.56 [1.30-33.12]).ConclusionsIn a nationally representative sample, participants with LEP were more likely to have poorly controlled hypertension than those with adequate English proficiency. LEP is an important driver of disparities in hypertension management and outcomes.

Dataset Information

The Impact of Cooperative Learning Method on the Oral Proficiency of Learners of the Training Program for English Tourist Guides.

Publications

The Impact of Cooperative Learning Method on the Oral Proficiency of Learners of the Training Program for English Tourist Guides.

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