scholarly journals Comparing the Effects of Four Instructional Treatments on EFL Students’ Achievement in Writing Classified Ads

2016 ◽  
Vol 9 (3) ◽  
pp. 139
Author(s):  
Farzaneh Khodabandeh
Keyword(s):  
Proficiency Test ◽  
New Techniques ◽  
Advantages And Disadvantages ◽  
Self Study ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Instructional Treatments ◽  
Junior Students ◽  
And Task

<p>The current study set out to compare the effect of traditional and non-traditional instructional treatments; i.e. explicit, implicit, task-based and no-instruction approaches on students’ abilities to learn how to write classified ads. 72 junior students who have all taken a course in Reading Journalistic Texts at the Payame-Noor University streamed by performing a TOEFL proficiency test. The selected participants were randomly divided into the following four groups; an explicit group which received direct instruction; an implicit group which were instructed indirectly, and the self-study group with no-instruction treatment in comparison to the task-based group which were asked to prepare a classified ad. A pre-test and a post-test were administered before and after the treatment. The moves in classified ads pre- and post- tests were analyzed through descriptive and inferential statistics. The quantitative analysis of the post-tests revealed that the explicit and task-based groups outperformed the implicit and self-study instruction groups. The findings of this research offer English teachers the chance to reconsider their practices and performances through the advantages and disadvantages of the traditional and new techniques which were employed in the current research and combine them to help learners improve their reading and writing skills.</p>

scholarly journals Enhancing EFL Students’ Autonomous Learning of English Conversation During COVID-19 Via Language-in-talk Log Assignments

2020 ◽  
Author(s):  
Richmond Sam Quarm ◽  
Richmond Sam-Quarm
Keyword(s):  
Learner Autonomy ◽  
Learning Goals ◽  
Pedagogical Tool ◽  
Study Task ◽  
Significant Difference ◽  
Self Study ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

This one-group pre- and post-test quasi-experimental study endeavored to investigate whether learner autonomy was developed with implementing language-in-talk log assignments as a monitored self-study task in a university English conversation course (890-020 English Conversation). Eighty-eight Thai second-year undergraduate accounting majors at Prince of Songkla University (PSU), Hat Yai, Thailand took part in the study. The participants completed 10 language-in-talk log assignments over 10 weeks. A pre- and post-questionnaire was administered before and after the intervention to examine the effect of the log assignments in developing participants’ learner autonomy. The reflective log was also used to gather participants’ perceptions of using the log assignments in a conversation course. The results showed that the language-in-talk log assignments aided in enhancing the students’ learner autonomy to set learning goals, select appropriate learning materials, take responsibility, and evaluate their learning. Seeking social assistance, however, did not have a significant difference in mean scores, and participants expressed dissatisfaction over not being able to interact with their peers as in classroom learning. The findings further highlighted the significance of teachers’ presence in scaffolding learners to achieve full autonomy. Overall, the results from this research supported the use of the log assignment as a potential pedagogical tool to enable learners to be responsible for their own learning in a language course.

scholarly journals Enhancing EFL Students’ Autonomous Learning of English Conversation During COVID-19 Via Language-in-talk Log Assignments

2020 ◽  
Author(s):  
Richmond Sam Quarm ◽  
Richmond Sam-Quarm
Keyword(s):  
Learner Autonomy ◽  
Learning Goals ◽  
Pedagogical Tool ◽  
Study Task ◽  
Significant Difference ◽  
Self Study ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

This one-group pre- and post-test quasi-experimental study endeavored to investigate whether learner autonomy was developed with implementing language-in-talk log assignments as a monitored self-study task in a university English conversation course (890-020 English Conversation). Eighty-eight Thai second-year undergraduate accounting majors at Prince of Songkla University (PSU), Hat Yai, Thailand took part in the study. The participants completed 10 language-in-talk log assignments over 10 weeks. A pre- and post-questionnaire was administered before and after the intervention to examine the effect of the log assignments in developing participants’ learner autonomy. The reflective log was also used to gather participants’ perceptions of using the log assignments in a conversation course. The results showed that the language-in-talk log assignments aided in enhancing the students’ learner autonomy to set learning goals, select appropriate learning materials, take responsibility, and evaluate their learning. Seeking social assistance, however, did not have a significant difference in mean scores, and participants expressed dissatisfaction over not being able to interact with their peers as in classroom learning. The findings further highlighted the significance of teachers’ presence in scaffolding learners to achieve full autonomy. Overall, the results from this research supported the use of the log assignment as a potential pedagogical tool to enable learners to be responsible for their own learning in a language course.

scholarly journals Enhancing EFL Students’ Autonomous Learning of English Conversation During COVID-19 Via Language-in-talk Log Assignments

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Chimi Dema ◽  
◽  
Kemtong Sinwongsuwat
Keyword(s):  
Learner Autonomy ◽  
Learning Goals ◽  
Pedagogical Tool ◽  
Study Task ◽  
Significant Difference ◽  
Self Study ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

This one-group pre- and post-test quasi-experimental study endeavored to investigate whether learner autonomy was developed with implementing language-in-talk log assignments as a monitored self-study task in a university English conversation course (890-020 English Conversation). Eighty-eight Thai second-year undergraduate accounting majors at Prince of Songkla University (PSU), Hat Yai, Thailand took part in the study. The participants completed 10 language-in-talk log assignments over 10 weeks. A pre- and post-questionnaire was administered before and after the intervention to examine the effect of the log assignments in developing participants’ learner autonomy. The reflective log was also used to gather participants’ perceptions of using the log assignments in a conversation course. The results showed that the language-in-talk log assignments aided in enhancing the students’ learner autonomy to set learning goals, select appropriate learning materials, take responsibility, and evaluate their learning. Seeking social assistance, however, did not have a significant difference in mean scores, and participants expressed dissatisfaction over not being able to interact with their peers as in classroom learning. The findings further highlighted the significance of teachers’ presence in scaffolding learners to achieve full autonomy. Overall, the results from this research supported the use of the log assignment as a potential pedagogical tool to enable learners to be responsible for their own learning in a language course.

scholarly journals Number Head Together (NHT) in Teaching Writing in EFL Classroom

2021 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Hidayatul Hamdiah ◽  
Nik Mohd Rahimi Nik Yusoff
Keyword(s):  
Quantitative Research ◽  
Teaching Writing ◽  
Vocational High School ◽  
Significance Level ◽  
Tenth Graders ◽  
Writing Test ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
The Mean

This article focused on the effectiveness of Number Head Together in teaching writing in the EFL Classroom. The aim of the study was to improve EFL students’ writing. This study was quantitative research and used an experimental design. The population was 30 students and the sample was 15 students. Purposive sampling was used in determining the sample of the study. The writing test was the instrument used to collect the data. The data were analyzed by using descriptive statistics and paired sample t-test to test the hypothesis. The students' instrument was an essay-informed descriptive text. Furthermore, the researchers used pre and post to compare scores before and after implied Number Head Together. The mean score of the pre-test was 49.06 at p = 1.364 and the post-test was 78.40 at p = 1.576 which was higher than 0.05 (as the standard significance level in SPSS). This value showed the differences before and after implementing Number Head Together. Hence, it can be concluded that Number Head Together was significantly effective in teaching writing in the tenth graders of Public Vocational High School (SMKN) 1 Janapria, Indonesia. However, The student's writing improves because in grouping the students able to help each other. Keywords:  Number Head Together (NHT), EFL Classroom,  Teaching Writing

scholarly journals ENGAGING WITH EDMODO TO TEACH ENGLISH WRITING OF NARRATIVE TEXTS TO EFL STUDENTS

2018 ◽  
Vol 76 (3) ◽  
pp. 333-349
Author(s):  
Qismullah Yusuf ◽  
Yunisrina Qismullah Yusuf ◽  
Nira Erdiana ◽  
Arif Rizky Pratama
Keyword(s):  
Blended Learning ◽  
Quantitative Data ◽  
The Internet ◽  
Free Access ◽  
Narrative Texts ◽  
English Writing ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Writing Tests

This experimental research aimed to explore the effect of teaching English writing of narrative texts by using Edmodo learning media through blended learning on the tenth-grade students in one of the senior high schools in Banda Aceh, Indonesia. It further looks into the students’ responses on the use of this media in learning English writing of narrative text. To study the development of the students’ writing before and after using Edmodo learning media in the classroom, the writing tests were given to the students. The data were gained quantitatively and qualitatively. The quantitative data were collected from the pre-test, treatments for three class meetings and the post-test, while the qualitative data was collected through the open-ended questionnaire which was distributed to the students after the treatments were done. Statistical formulas were used to calculate the mean, standard deviation, and t-test for the students’ pre-test and post-test scores. The hand coding and computer coding were used to analyze the data from the questionnaire. The results from the analysis of quantitative data showed that there was an improvement in students’ writing of narrative texts; their scores improved from the pre-test to the post-test after treatments with Edmodo were done. Furthermore, the analysis of the questionnaire revealed a majority of positive responses from the students. Those who negatively responded towards the use of this online learning media said that it was due to the necessity of the Internet connection and computers, laptops or mobile phones to operate Edmodo. Not all students have the privilege of possessing such devises and the Internet quota can also be costly. Thus, they recommended the school to provide them with free access to the Internet and computers should learning by using this media is to be continued in the future. Keywords: Blended learning, Edmodo, EFL students, English writing, narrative texts.

scholarly journals Flourishing EFL Learner’s Goal Setting and Self-regulation by Positive Psychology Intervention

2018 ◽  
Vol 6 (1) ◽  
pp. 81 ◽  
Author(s):  
Noori, Samieh ◽  
Ashrafganjoe, Mohsen
Keyword(s):  
Positive Psychology ◽  
Goal Setting ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Proficiency Level ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact

This quasi-experimental study aimed at addressing the impact of Positive Psychology (PP) on Goal Setting (GS) and Self-regulating (SR) of EFL learners in an English institute located in Kerman. In so doing, the study utilized an experimental design with 20 participants, in two groups totaling 9 male and 11 female, students, and aged 19 to 34. In accordance with Dornyei (2007) cluster sampling, all intermediate EFL students (20 intermediate EFL students) in the institute, were selected to participate. The pretest showed that all the participants were homogenous with regard to their proficiency level as well as their goal setting and self-regulation. Data was collected over two months using the goal setting and self-regulation questionnaires developed by Erickson et al. (2015) before and after one term. The results of the post-test revealed that PP had a positive and significant impact on these learners’ goal setting and self-regulating. The findings from this research suggest positive psychology offers an effective path towards understanding, managing and successfully self-regulating and setting goals for ESL students.

scholarly journals Towards a Moodle-based assessment of Algerian EFL students’ writing performance

2021 ◽  
pp. 231-248
Author(s):  
KAMILA GHOUALI ◽  
RAÚL RUIZ-CECILIA
Keyword(s):  
Foreign Language ◽  
Control Group ◽  
First Year ◽  
English Department ◽  
Writing Performance ◽  
Teaching Support ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation.

scholarly journals Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 115-131
Author(s):  
Ahsin Fahmi Mubarok ◽  
Bambang Yudi Cahyono ◽  
Utari Praba Astuti
Keyword(s):  
Flipped Classroom ◽  
Cognitive Styles ◽  
Control Group ◽  
Writing Achievement ◽  
Field Independent ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.

scholarly journals The Effectiveness of Teaching Vocabulary by Using Cartoon Film toward Vocabulary Mastery of EFL Students

2016 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
Fathul Munir
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Excellent Result ◽  
Visual Media ◽  
Elementary Level ◽  
Analysis Technique ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Test Treatment

This article investigates the suitable media to develop students’ vocabulary in elementary level is audio visual media especially cartoon film media, the problems of the study are: (1) How is the students’ score before using cartoon film media? (2) How is the students’ score after using cartoon film media? (3) How is the effectiveness of using cartoon film media on the students’ vocabulary mastery? This research conducts experimental design; the research design used by the researcher is pre-experimental design in the form of one–group pre–test and post– test. The instruments were used are pre–test, treatment, and the post–test. The analysis technique of data analysis used t–test statistical analysis. The use of cartoon film media will be significant if t<sub> count </sub>&gt; t <sub>table. </sub>Data analysis shows that t <sub>count </sub>&gt; t <sub>table </sub>(5,20 &gt; 1,71), so H<sub>0</sub> is rejected or Ha is accepted. Based on the research finding, the researchers conclude that (1) the students’ mastery on vocabulary before taught by using cartoon film media can be seen from the result of pre – test, there are 15 students get excellent result, there are 2 students get good result , there are 4 students get enough result , there are 3 students get less result and 1 student get low result . It means that there are 32% students who get low score. (2) The students’ mastery on vocabulary after taught by using cartoon film media can be seen from the result of post – test, there are 19 students get excellent result , there are 5 students get good result and there is 1 student get enough result . (3) The significant different, between students’ mastery on vocabulary before and after taught by using cartoon film media can be seen from the result of pre – test, it showed that 15 students who get score 80 – 100 where as the result of post – test showed that 19 students who get score 80 – 100. It means that the result of this research showed that t <sub>count</sub> &gt; t <sub>table </sub>(5,20 &gt; 1,71). It indicates that cartoon film is suitable to teach vocabulary. So from the result the researchers suggest to the English teacher that cartoon film is effective to teach vocabulary for young learners

scholarly journals Autonomous learning and teacher guidance: Towards the improvement of EFL students’ prepared talk in speaking practice

2019 ◽  
Vol 6 (1) ◽  
pp. 97-107 ◽  
Author(s):  
Yusnimar Yusnimar
Keyword(s):  
Learning Strategy ◽  
Autonomous Learning ◽  
Average Score ◽  
First Year ◽  
Teacher Guidance ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Speaking Skill ◽  
First Year University

This study was aimed to investigate the role of autonomous learning (hereafter, AL) with the teacher guidance approach in enhancing the performance and ability of students in practicing their English speaking skill. Pre-test and post-test were given to 22 first year university students to measure the improvement of their ability in the prepared talk before and after the learning strategy was implemented in the classroom. The questionnaires were also gathered to know their perception of this learning strategy. The questionnaires were in the form of closed-ended questions. Results of the pre-test and post-test were analyzed using Tableau software, meanwhile, the data from the questionnaire were calculated for frequency and percentage. From the results, the average score the students' post-test was higher than the average score they got in the pre-test, 83 and 62.2, respectively. The improvement was obvious; here, 16 students got the scores of 80-95 in their post-test, while others got a minimum of 75 and 60. The students' perception obtained from the questionnaires, in overall, received positive responses on the use of this learning strategy. It can be concluded that AL with the teacher guidance approach played a prominent role in improving the students' performance in English prepared-talk.

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