Effectiveness of a Training Program Based on Socio-Emotional Learning in Developing Pragmatic Language Skills and Listening Self-efficacy of Cochlear Implants Students

Document Type : Original Article

Author

Special Education Lecturer- Faculty of Education Port Said University

Abstract

The current research aimed to investigate the effectiveness of a training program based on socio-emotional learning in developing pragmatic language skills and listening self-efficacy of cochlear implants students. The sample of the research consisted of (6) cochlear implants students divided as follows (2) males and (4) females. Their ages ranged between (10:12) years with an average (11.17) and standard deviation (0.98). Their intelligence level ranged between (90:104) with an average of(96.5) and a standard deviation of (5.78) on Stanford-Binet test. Their degree of hearing loss ranged between (50: 69) decibels. The research followed the experimental approach with the one group design. The instruments of the research were the receptive and expressive language skills scale (prepared by Talha et al., 2022) and the pragmatic language skills test (prepared by the researcher). A training model to develop pragmatic language skills and listening self-efficacy was suggested. A trainee booklet and a trainer guide were suggested in light of the proposed model. Results of the research proved the effectiveness of the training program in developing pragmatic language skills which skills were (conversational non-verbal language – conversational verbal language – organizing conversation - language recruitment for social communication. Also, results revealed the effectiveness of the suggested program in developing listening self-efficacy which dimensions were (confidence in auditory abilities - self-regulation in listening situations - listening effort - controlling emotional arousal in listening situations). Improvement continued during the follow-up period. The research recommended that the Ministry of Education allocate school activities based on socio-emotional learning to develop language and self-efficacy of cochlear implants students in integration schools, develop linguistic topics to encourage the use of language in everyday life instead of academic purpose; also the research recommended impeding socio-emotional learning skills in teacher training programs at faculties of education.

Keywords

References

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