scholarly journals The Impact of Different Instructions on Vietnamese EFL Students’ Acquisition of Formulaic Sequences

2017 ◽  
Vol 10 (8) ◽  
pp. 18 ◽  
Author(s):  
Do Thi Ha
Keyword(s):  
Control Group ◽  
Formulaic Sequences ◽  
Treatment Groups ◽  
Multiword Expressions ◽  
Post Test ◽  
Efl Students ◽  
Based Instruction ◽  
Teaching Programs ◽  
The Impact ◽  
Lexical Phrases

The paper explores how various teaching methods, namely Phonology-Based Instruction (PBI) and Translation-Based Instruction (TBI), have an effect on students’ acquisition of formulaic sequences. 20 multiword expressions were taught to 48 Vietnamese EFL students from three intact classes as 2 treatment groups (PBI and TBI) and 1 control group. Right after completing the tasks, the three groups were tested on their ability to identify (Form Recognition) and produce (Form and Meaning Recall) the lexical phrases by an immediate post-test. A delayed test was administered two weeks later for better comparsion of their retention. The results showed that PBI and TBI groups significantly outperformed the control one on most of the test levels. Especially, TBI tended to be more effective than PBI in two cases as regards both Repeating and Non-repeating items. It is believed that if the results and the proposed suggestions of this research are taken into consideration, major improvements could occur in language teaching programs, leading to students’ higher vocabulary uptake.

scholarly journals The Effectiveness of Role Play Techniques in Teaching Speaking for EFL College Students

2017 ◽  
Vol 8 (5) ◽  
pp. 863 ◽  
Author(s):  
Dhea Mizhir Krebt
Keyword(s):  
Role Play ◽  
Role Playing ◽  
Control Group ◽  
College Level ◽  
Post Test ◽  
Efl Students ◽  
Speaking Skill ◽  
Efl College Students ◽  
The Impact ◽  
Experimental Group

The paper investigates the impact of role-playing as a classroom technique on Iraqi EFL students’ speaking skill on Iraqi EFL students at the college level. The students are 40 college language students in University of Baghdad, College of Education Ibn-Rushd randomly chosen. Then, they were divided into two groups, experimental and control groups. Thirty questions were applied to both groups as a pre-test of speaking and the students asked to answer them orally. The experimental group was taught speaking skill of the targeted role-play technique while the control group was taught in traditional method. After 20 lessons of the teaching, the post-test of speaking was conducted in which the students in both groups were asked to answer. The results showed that there is a significant improvement in speaking skill of experimental group. The two groups were significantly different to the sake of using role play technique.

Correction timing

2019 ◽  
Vol 5 (1) ◽  
pp. 49-71 ◽  
Author(s):  
Hooman Saeli
Keyword(s):  
Corrective Feedback ◽  
Lexical Stress ◽  
Control Group ◽  
New Words ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Efl Students ◽  
Post Hoc ◽  
The Impact ◽  
Intonation Accuracy

Abstract The current study set out to investigate the effects of oral corrective feedback (OCF) and examine the impact of correction timing on lexical stress and sentence intonation accuracy in a Persian context. The data was collected from a sample of upper-intermediate EFL students (N = 61). Immediate teacher-explicit OCF, delayed teacher-explicit OCF, and a control group were randomly assigned to three classes. A list of 50 new words, contextualized in 50 statements/questions, were utilized to measure any possible gains. Analysis of post-test results confirmed that the teacher immediate OCF (n = 20) and teacher delayed OCF (n = 20) classes outperformed the control group (n = 21). Post-hoc analysis revealed that the treatment groups were not significantly different in lexical stress accuracy gains. In contrast, the immediate group had significantly higher gains than the delayed one in sentence intonation accuracy.

scholarly journals The Impact of Watching Captioned TV Series on Vocabulary Development of EFL Students

2015 ◽  
Vol 3 (1) ◽  
pp. 118
Author(s):  
Karim Shabani ◽  
Marjan Pasha Zanussi
Keyword(s):  
Teaching And Learning ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Male Students ◽  
Control Group ◽  
Second Language Development ◽  
Matching Test ◽  
Post Test ◽  
Efl Students ◽  
The Impact

<p>Second language development could be achieved through various teaching and learning processes; however, applying multimedia technology has facilitated this process. This study aimed at examining the effect of captioned TV series on developing vocabulary knowledge of EFL students. There were forty intermediate male students learning English in Shokouh institute of Nowshahr, Mazandaran, Iran. The classes were held two sessions a week. The participants were randomly selected into control and experimental groups. Before the experiment, a 20-item vocabulary matching test was conducted as the pre-test. The vocabularies including in this test were chosen from a TV series in order to investigate their knowledge of vocabulary. After the pre-test ‘Friends’, An American TV series, was shown to both groups. English captioned episode was shown to the experimental group and non-captioned episode to the control one. After that, a post-test was conducted to examine the development in each group. Both independent and paired t-tests were carried out. The results of this study revealed that the participants in experimental outperformed those in control group in terms of their vocabulary development. The findings may be shared with other teachers in order to inform how captions affect the vocabulary learning of Iranian EFL students.</p>

scholarly journals Introducing Project-based Instruction in the Saudi ESP Classroom: A Study in Qassim University

2015 ◽  
Vol 9 (1) ◽  
pp. 51 ◽  
Author(s):  
Abdul-Aziz Saleh Alsamani ◽  
Ayman Sabry Daif-Allah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Project Work ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Information Technology Students ◽  
Based Instruction ◽  
The Impact

<p>The aim of this paper is to study the impact of introducing an integrative pedagogical approach in the ESP classes on developing the English language vocabulary of Computer Science and Information Technology students in the College of Science, Qassim University. The study suggests a framework for an ESP course-design employing students’ project work based on the analysis of learners’ needs. The researchers made use of the experimental pre-test post-test control group design where the English vocabulary test was used as a pre and post test. The results reported from this study revealed the effectiveness of the suggested project-based ESP course on developing the English vocabulary for the target subjects. Also, the results show that project based instruction enhanced the teaching and learning of ESP and developed new study habits for learners by promoting self-directed, independent, cooperative learning as well as out-of-classroom learning. The study concluded with recommendations related to how projects can be incorporated into ESP classrooms to develop different language skills i.e. speaking, listening, reading, and writing.</p>

scholarly journals Comparing Teaching Methods in an Environmental Education Field Trip Program

2021 ◽  
Author(s):  
Michelle K. Pearce ◽  
Tammy Lee
Keyword(s):  
Learning Cycle ◽  
Control Group ◽  
Student Centered ◽  
Science Field ◽  
Treatment Groups ◽  
Third Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact

This study investigates the impact of instructional methods based on a one-day informal science field experience comparing a teacher-centered methodology versus a student-centered (inquiry-based) methodology. The 5E learning cycle was selected as the framework for implementing the inquiry-based learning for the treatment groups as it provides the structure of the constructivist learning cycle (Duran & Duran, 2004). The research design followed a quasi-experimental design with a total of three control and three treatment groups representing two individual schools. Each school included at least one treatment and one control group. The study included 117 third grade students. Both groups were given a pre and post assessment measuring the impact of the instructional method of inquiry presented in the 5E format. An independent-measures t-test was used to analyze the results of the means for the post-test assessments (treatment and control) and the means of the retention assessments. Pre-tests indicated variations of prior knowledge between the control and treatment groups. Post-tests indicated similar results of knowledge gains. However, the retention tests for the treatment groups revealed students increased their knowledge from the time of their post-test. The control groups’ retention results were similar to their post-test results indicating knowledge was maintained.

Developing EFL students ’ pragmatic competence: The case of compliment responses

2020 ◽  
pp. 136216882091353
Author(s):  
Zainab Alsuhaibani
Keyword(s):  
Pragmatic Competence ◽  
Control Group ◽  
Consciousness Raising ◽  
Compliment Responses ◽  
Post Test ◽  
Completion Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
Based Instruction ◽  
Pragmatic Instruction

This study investigated the effect of consciousness-raising instruction and corpus-based instruction on EFL (English as a foreign language) students’ development of compliment responses. It employed a quasi-experimental design with 136 EFL university students divided between three groups: control, consciousness-raising, and corpus groups. A discourse completion test (DCT) was used as a pre- and post-test with all the groups to investigate any significant differences between them. Further, a questionnaire with open-ended questions was used to explore students’ perceptions of pragmatic instruction of compliment responses. The results showed the effectiveness of pragmatic instruction of compliment responses through both consciousness-raising instruction and corpus- based instruction. More specifically, significant differences were found between consciousness-raising group and the corpus group on one hand, and the control group on the other. No significant differences were found between the consciousness-raising group and the corpus group. The results also revealed that the students value the importance of pragmatic instruction indicating that it was important, necessary, useful, and enjoyable at the same time. The article ends with some pedagogical recommendations for pragmatic instruction.

scholarly journals THE IMPACT OF KWL STRATEGY ON COLLEGE EFL STUDENTS' READING COMPREHENSION ACHIEVEMENT

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Majid Bani Madhi
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
First Grade ◽  
Control Group ◽  
Achievement Level ◽  
Post Test ◽  
Comprehension Process ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

Iraqi EFL learners face difficulties in comprehending English language reading texts. It is well-established that the teaching strategies focusing on the nature of reading comprehension process are more effective than traditional methods when seeking to achieve a better comprehension of foreign language texts. This study investigates the impact of the KWL strategy on the college EFL students' reading comprehension achievement. KWL (Ogle, 1986) is an instructional reading method utilized to guide students while reading a text. Students brainstorm the whole thing they Know about a topic. This information is written down in the K column of a K-W-L chart. A list of questions about what they Want to Know about the topic is then developed. These questions are set out in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. To achieve the aim of this study, a sample selected randomly from the first-grade students, the department of English, Al-Imam Al-Kadhum Private University College, Misan, Iraq. Ninety-two males and females participated in the study and were distributed equally to an experimental group and a control group. Both groups were pretested to determine their achievement level and make sure that they are homogenous. The students in the experimental group were taught reading comprehension by the K.W.L strategy, while the control group were taught by a conventional method. Pre- and post-reading comprehension tests were managed to collect data. The data were analyzed using a two-sample t-test. The findings reveal the superiority of the experimental group students in the reading comprehension post-test over their peers in the control group. Therefore, the strategy can be beneficial for students’ reading comprehension. This study is a call for teachers to utilize new strategies and techniques for teaching reading compr

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

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