scholarly journals Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks

2021 ◽  
Vol 11 (3) ◽  
pp. 377-400
Author(s):  
Gavin Bui ◽  
Xueya Luo
Keyword(s):  
Secondary School ◽  
Writing Quality ◽  
School Students ◽  
Lexical Diversity ◽  
Efl Writing ◽  
Topic Familiarity ◽  
Young Learners ◽  
Group 2 ◽  
Task Conditions ◽  
Group 1

Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.

scholarly journals EFFECTS OF THE COMPUTER-AIDED INSTRUCTIONAL PACKAGE AND THREE DIMENSIONAL VISUALS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

2013 ◽  
Vol 14 (2) ◽  
pp. 10
Author(s):  
A. A. Yaki ◽  
Nnennaya Chukwu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Three Dimensional ◽  
Control Group ◽  
School Students ◽  
Computer Aided ◽  
Group 2 ◽  
Instructional Package ◽  
Experimental Group ◽  
Group 1

This study aims to investigate the effects of the Computer-Aided Instructional Package (CAIP) and three-dimensional visuals on the performance of secondary school students in Biology. The design of this study is the pretest-posttest control group design. The participants of the study consist of 68 students; 24 in the experimental group 1, 24 in the experimental group 2 and the control group has 20. The experimental group 1 received instruction via the CAIP, experimental group 2 receives instruction via three-dimensional visuals while the control group received instruction via the conventional method. The treatment lasted for four weeks. The instrument for data collection is Biology Achievement Test (BAT). The method of data analysis is the One-way Analysis of Variance (ANOVA) and t-test. The result of the study reveals that there is a statistically significant increase in the achievements of the experimental group and experimental group 2 more than the control group. There were no gender effects in the two experimental groups. It was concluded that CAIP and three dimensional visual improve secondary school students ’performance in biology. It was recommended among others that Workshop on production and utilization of instructional materials especially computer-aided instructional packages and models should be organized for secondary school teachers.

scholarly journals THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS’ CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY

2020 ◽  
Vol 19 (6) ◽  
pp. 954-971
Author(s):  
Ying-Yan Lu ◽  
Huann-shyang Lin ◽  
Thomas J. Smith ◽  
Zuway-R Hong ◽  
Wen-Yi Hsu
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Scientific Inquiry ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Group 2 ◽  
Experimental Group ◽  
Primary And Secondary School ◽  
Group 1

The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students’ critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students’ critical thinking and scientific inquiry competency. Keywords: critical thinking, critique-driven inquiry (CDI), primary and secondary school students, scientific inquiry competency, Taiwan

scholarly journals Young people's lifestyle and frequency of physical activity – an original study

2020 ◽  
Vol 66 (4) ◽  
pp. 54-60
Author(s):  
Barbara Janota ◽  
Elżbieta Szczepańska ◽  
Karolina Janion
Keyword(s):  
Physical Activity ◽  
Positive Impact ◽  
High Rate ◽  
P Value ◽  
Daily Consumption ◽  
Unhealthy Lifestyle ◽  
School Students ◽  
Group 3 ◽  
Group 2 ◽  
Group 1

Abstract Introduction A healthy lifestyle, including healthy eating, frequent physical activity, abstention from recreational substances, appropriate amounts of sleep and restricted amounts of television and computer time have a positive impact on the development and health of adolescents. The aim of the study was to assess selected aspects of adolescent lifestyle with a focus on rates of physical activity. Materials and methods The study material included a questionnaire completed by 304 secondary school students. The answers were analysed with respect to the physical activity of the respondents and then grouped accordingly: group 1 consisted of respondents with a low rate of physical activity, group 2 with a moderate rate of physical activity and group 3 with a high rate of physical activity. Differences in the the percentages of healthy behaviour the groups engaged in was assessed using the Kruskal–Wallis ANOVA on ranks test. Post hoc, a 2-way test with Bonferroni correction was performed. A p value of <0.05 was considered statistically significant for all analyses. Results The recommended number of 4–5 meals a day is consumed mostly by individuals from group 2 (52.94%) and to the least extent by those in group 1 (47.17%). The recommended daily consumption of fruit is mostly reported by respondents from group 3 (39.34%) and the least, by those from group 1 (26.42%). Subjects from group 2 are least likely to drink alcohol, which is harmful for one's health (26.47%); this group also includes the largest number of individuals who do not smoke cigarettes (69.12%). The most favorable behaviour with regards to sleep is displayed by subjects from group 3, in which 10.38% of participants slept for the recommended 8–10 h a day. Conclusions The majority of adolescents, regardless of the frequency of physical activity they undertook, had an unhealthy lifestyle. The most favourable lifestyle was led by subjects who performed physical activity between once a week and a few times a month.

scholarly journals PELATIHAN MENDRIBEL MEMBENTUK BINTANG MENINGKATKAN KELINCAHAN PADA SISWA SLTP DI KECAMATAN MENGWI BADUNG

2017 ◽  
Author(s):  
Agustinus Dei ◽  
I Nengah Sandi ◽  
Daniel Womsiwor
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Football Player ◽  
School Students ◽  
Significance Level ◽  
Group Design ◽  
The Difference ◽  
Group 2 ◽  
Different Doses ◽  
Group 1

Background: The agility is very important for a football player to achieve the desired achievement. It requires training that supports the agility of the biomotoric component. Objective: The purpose of this study was to investigate the effect and differentiation of the training of dribbling spheres to form stars with different doses of agility. Method: This study used pre-post group design, where the subjects of junior high school students on Mengwi Badung sub-district were 48 people divided into two groups then given different treatment. Group 1 was given a training on dribbling a star ball with a length of 25 meters as many as 10 reps 2 sets. Group 2 was given training on the same track as many as 5 reps 4 sets. Each group is trained 3 times per week for six weeks. The data obtained were analyzed using t-test formula at 5% significance level. Result: The value of t arithmetic in Groups 1 and Group 2 is greater than t table (respectively 11,679> 2,069 and 8,533> 2,069). The t value of the difference between Group 1 and Group 2 is smaller than t table (1.557 <2.013). Conclusion: It was concluded that there is an effect of the training of dribbling the ball on both groups against agility but no difference in effect Training dribble ball 10 reps 2 sets and 5 reps 4 sets against agility. Suggestion: It is advisable to provide varying training on both types of training to reduce the saturation in exercise.

Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students

2010 ◽  
Vol 61 (1) ◽  
pp. 31-79 ◽  
Author(s):  
Rob Schoonen ◽  
Amos van Gelderen ◽  
Reinoud D. Stoel ◽  
Jan Hulstijn ◽  
Kees de Glopper
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Writing Proficiency ◽  
School Students ◽  
Efl Writing

scholarly journals Presentation of Keywords by Means of Interactive Drawings

2002 ◽  
Vol 5 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Alfredo Campos ◽  
Ángeles Amor ◽  
María Ángeles González
Keyword(s):  
School Students ◽  
Delayed Recall ◽  
Advantages And Disadvantages ◽  
Immediate Recall ◽  
Dependent Variables ◽  
Mental Abilities ◽  
Group 2 ◽  
Spatial Test ◽  
Univariate Analyses ◽  
Group 1

One of the main outstanding problems in keyword mnemotechnics is whether this technique is more effective when the subjects generate their own keywords, or when the keywords are supplied by the experimenter. Both methods have advantages and disadvantages. An alternative method has recently been suggested, in which the keywords are generated by the subjects' peers. In the present study we aimed to investigate whether immediate or delayed recall are affected by keyword generation method (experimenter or peer generation). We also aimed to determine whether the method of keyword generation affects imaging capacity as evaluated by questionnaires or spatial tests. A total of 377 secondary-school students were selected and divided into four groups. All subjects were presented with 30 Latin words. Additionally, the subjects in Group 1 were presented with bizarre images, while the subjects of Group 2 were presented with normal images, in both cases representing the keywords selected by peers as interacting with the Latin words. The subjects in Groups 3 and 4 were likewise presented with normal or bizarre images, respectively, but representing the keywords selected by the experimenters. The subjects' imaging capacity was evaluated by means of the Vividness of Visual Imagery Questionnaire (VVIQ) and the Spatial Test of Primary Mental Abilities (ST-PMA). The results were analysed by multivariate analysis of variance (MANOVA) with three factors (ST-PMA imaging capacity, 2 levels; VVIQ imaging capacity, 2 levels; and mnemotechnic method, 4 levels) and dependent variables immediate recall and delayed recall. All three factors influenced recall. Subsequent univariate analyses of variance indicated that subjects with high ST-PMA score and subjects with high VVIQ score showed better immediate and delayed recall than subjects with low ST-PMA score and subjects with low VVIQ score. Mnemotechnic method (i.e. whether keywords are generated by the experimenter or by peers) significantly affected immediate recall but not delayed recall.

The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students

2020 ◽  
pp. 000283122094526 ◽  
Author(s):  
Yong Wu ◽  
Christian D. Schunn
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Writing Skills ◽  
Peer Feedback ◽  
Writing Quality ◽  
School Students ◽  
Writing Performance ◽  
Writing Ability

Research has shown that engaging students in peer feedback can help students revise documents and improve their writing skills. But the mechanistic pathways by which skills develop have remained untested: Does receiving and providing feedback lead to learning because it produces more extensive revision behavior or is such immediate implementation of feedback unnecessary? These pathways were tested through analyses of the relationships between feedback provided and received, feedback implemented and overall revisions, and improved writing quality in a new article. Overall, the number of revisions predicted growth in writing ability, and both amount of received and provided feedback were associated with being more likely to make revisions. However, providing feedback was also directly related to growth in writing ability.

scholarly journals Games based learning: A case of learning Physics using Angry Birds

2020 ◽  
Vol 13 (36) ◽  
pp. 3778-3784
Author(s):  
Shabana Umrani ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Physics Learning ◽  
Projectile Motion ◽  
Physics Concepts ◽  
Teachers And Students ◽  
Basic Physics ◽  
Group 2 ◽  
Learn Physics

Background/Objectives: Game-Based Learning (GBL) is an emerging term that has attained focus and appreciation at a remarkable level these days, the GBL plays a significant role to learn through games. Angry Birds (AB) is one of the games which are very popular among kids that they mostly spend more than 8 hours of the whole day to play this game. AB’s popularity among the kids is due to its user-friendly easy interface and easy rules. Interface and rules of the game reveal primary physics theories and concepts. This study is conducted to modify the AB interface in such a way that basic physics concepts can be taught to secondary school students using this Game Based Tool (GBT). The objective is to provide GBL tool to teachers and students. That will be helpful for teachers to teach the physics concepts in an interesting way to students.Methods/Statistical analysis: The interface of the AB game is modified in such a way that while students perform various actions to kill the targeted pigs, to hit the objects for scoring, they will be able to learn physics, i.e., projectile motion and some basic concepts of physics involved in achieving the goals. This paper will present the modified interface of AB and how that is used for physics learning. This study is carried to attempt the mentioned objective. The experiment was conducted on 80 students of secondary school,i.e. group 1 played traditional AB game and learned physics in classroom without gaming aid and group 2 learned physics theories in class and used the modified AB game for playing game additionally learned physics from the actions they performed during play. Findings: This study shown that simple and interesting games can be used for learning scientific theories for secondary school students. The study achieved improved results after implementing the lectures using GBL tool to teach physics. 30% of 40 students got 80% of scores in class using GBLT while 25% of 40 students got 80% in class without supplementary GBT. Novelty/Applications: This GBT may be advantageous for teachers and students. Keywords: GameBased learning; angry birds; Physics learning; mobile games

scholarly journals COLLABORATIVE AND SELF-DIRECTED LEARNING PROCESSES: A CASE STUDY IN MALAYSIAN CHEMISTRY PBL LESSON

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Tan Yin Peen ◽  
Mohammad Yusof Arshad
Keyword(s):  
Secondary School ◽  
Problem Analysis ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Collaborative Groups ◽  
Collaborative Processes ◽  
Directed Learning ◽  
Group 2 ◽  
Group 1

Problem-based learning (PBL) provides students with the opportunity to conduct self-directed learning in collaborative groups, which are essential skills to meet challenges in the 21st century. This study aims to investigate the occurrence and types of collaborative and self-directed processes during problem analysis phase utilizing the FILA-MMS chart in Malaysia secondary school. Two out of five groups of students taught by a teacher in one PBL chemistry lesson was observed, audio-recorded and the verbatim were analyzed. The findings show that collaborative process and self-directed process occur in both groups. Collaborative processes occur by 79.1% and 78.9% in group 1 and group 2 respectively. Major collaborative processes observed in both groups are „question and answer‟, „co-construction‟ and „sharing of ideas or information‟. Self-directed processes occur by 18.3% and 12.9%. The main self-directed processes observed are „monitoring‟ and „directing‟. This study shows that there is a lack of self- directed learning skills among students, such as planning, reflection, evaluation of understanding, and managing information and resources. To enhance these skills among students, future PBL teachers are suggested to emphasize and model planning, reflection and evaluation processes in their lessons.

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