Electronic texts or learning through textbooks: An experimental study

ReCALL ◽  
2004 ◽  
Vol 16 (2) ◽  
pp. 539-557 ◽  
Author(s):  
NINETTE CARTES-ENRIQUEZ ◽  
M. I. SOLAR RODRIGUEZ ◽  
R. QUINTANA LETELIER
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Cognitive Strategies ◽  
Control Group ◽  
Computer Lab ◽  
Electronic Texts ◽  
Post Test ◽  
Search For Information ◽  
Experimental Group ◽  
Traditional Class

This is an experimental study in the area of Didactics applied to the learning of English as a foreign language and complemented by CALL. The main objective of this work is to know the degree of incidence existing between two groups of students: one, based on conference-style classes where students, guided by the teacher, have to search for information about a topic in the computer lab and present it in front of the class and, in the other, where students are taught by the teacher according to a printed text. The experimental design consisted of a pre-test/post-test plus the application of different techniques to develop the different linguistic and cognitive strategies, between these tests. The methodology used by the Experimental Group forced learners to generate their own knowledge, so they had to apply the information and work by themselves in Workshops; and the Control Group participated in the classroom according to the communicative approach, guided by the teacher in the traditional class. Statistics were applied to the scores obtained between both tests, and the scores obtained weekly in the different competences contributed to knowing whether there were significant differences between both groups.

scholarly journals THE EFFECT OF DEFINITIONS TOWARD STUDENTS’ VOCABULARY

2018 ◽  
Vol 6 (1) ◽  
pp. 34
Author(s):  
Tawali Tawali
Keyword(s):  
Experimental Study ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This research is aimed to find out the effect of definitions toward students’ vocabulary mastery: it was an experimental study at the second grade student of MTs NW Haqqul Yaqin Sayang- sayang. The subject of this research was the second grade of MTs NW Haqqul Yaqin Sayang- sayang.The research was used experimental method with quantitative approach. The population of this research consist of 55 students, and the sample is 29 for experimental group while 26 for control group. The technique of collecting data was used definition for experimental group and matching word with antonym for control group. The data was collected by using post-test only and the data was analyzed by t-test formula. Based on data analysis the mean score of experimental group was 76,4 and control group was 69,23, beside of that standard deviation for experimental group was 114,28 and for control group was 113,09 and the value of t-test was 2,44 and t-table was 2,000. Degree of freedom is 53 with significant level 0,05. It means that the value of t-test was higher than t-table (t-test ˃ t-table). The alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. Thus, the conclusion of this research was there was an effect of definition toward students’ vocabulary mastery: an experimental study at the second grade students of MTs NW Haqqul Yaqin Sayang-sayang.

scholarly journals Effectiveness of Peer Tutoring in Learning English among Tutors and Tutees of Class VIII Students in Kancheepuram DT

2016 ◽  
Vol 9 (11) ◽  
pp. 1
Author(s):  
Marieswari M. ◽  
Prema N.
Keyword(s):  
Experimental Study ◽  
Peer Tutoring ◽  
Instructional Strategy ◽  
T Test ◽  
Control Group ◽  
Parallel Design ◽  
Remarkable Improvement ◽  
Post Test ◽  
Class Viii ◽  
Experimental Group

<p>The peer who teaches to their mates is peer tutoring. It is a common instructional strategy used in classrooms. The aim of this study is know whether there is any improvement in achievement marks of tutors and tutees after the process of peer tutoring. Class VIII students were selected as sample for the present experimental study. The design of this experimental study was a two group parallel design such as one control and one experimental group with pre-test and post-test. Tutors of experimental group were trained to act as tutor for this research purpose. Pre-test and post-test marks of both control and experimental group were analyzed by using ‘t’ test. The result revealed that, the experimental group students (both tutors and tutees) exhibited a remarkable improvement in learning who received the content through peer tutoring than the control group students who were taught by the researcher through traditional way of teaching.</p>

scholarly journals The University Students’ Beliefs towards Corrective Feedback in Learning English as Foreign Language in Pakistan

2019 ◽  
Vol 8 (3) ◽  
pp. 4094-4100
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Time Correlation ◽  
Test Time ◽  
Control Group ◽  
Feedback Group ◽  
English As Foreign Language ◽  
Post Test ◽  
Written Test ◽  
Experimental Group

The present study is carried out in English as a foreign language (EFL) experimental classroom at Khwaja Fareed University of Engineering & Information Technology Rahim Yar Khan, Pakistan to investigate the Pakistani EFL learners' beliefs towards written CF in L2 writing. Two types of Written CF: Direct and Indirect feedback, were provided during four weeks of study period in written tasks to the two groups (direct feedback and feedback group) and third was provided only metalinguistic information (Controlled group). The students were divided into two groups: experimental group provided with CF (Direct and Indirect), control group. The students in the experimental group were compared to a control group which was provided with no corrective feedback. BS level adult learners (n= 40) were randomly assigned to write short essay/Gap Fill/ Timed grammatical Task during four successive weeks. Afterwards, they were asked to fill in a questionnaire (k=21), at the post-test time. Correlation between participants’ beliefs about written CF and the effectiveness of those beliefs was measured by an attitudinal questionnaire. The students’ performance was also checked through written test battery. The results of this study revealed the learners’ beliefs about errors’ corrections, the writing activities, and various types of CF. The study also suggested the significant role of learners’ beliefs in mediating language accuracy in writing tasks.

scholarly journals The Effect of ECRIF Strategy on EFL Seventh Graders’ Vocabulary Learning and Retention

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Basma Issa Ahmad AlSaleem
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Vocabulary Learning ◽  
Seventh Graders ◽  
Control Group ◽  
Teaching English ◽  
Traditional Technique ◽  
School Year ◽  
Post Test ◽  
Experimental Group

This paper aims at highlighting the effectiveness of Encounter, Clarify ,Remember, Internalize, Fluent Use (ECRIF) strategy in English as a Foreign Language (EFL) Seventh Graders’ vocabulary learning and retention. It tries to answer the following question : Are there statistically important differences at (α ≤ 0.05) in the whole mean scores in vocabulary accomplishment among the students who learn English vocabulary through using ECRIF strategy (experimental group) and those who learn English vocabulary over the traditional technique (control group) in the post test? To accomplish the purpose of the study, the researcher shown the experimental group with a sample involved (125) students for ECRIF strategy. While the traditional technique was used with the control group which involved (100) students in the first term of the school year 2017-2018.The researcher used (pre -post &amp; delayed) vocabulary test and an analysis card to collect data. The study's results suggested that there were statistically important differences at (α ≤ 0.05) in the whole mean grade in vocabulary accomplishment between experimental and the control groups in the post &amp; delayed test in favor of ECRIF strategy. In addition, the researcher recognized these differences to using ECRIF strategy in teaching English language vocabulary. In light of these outcomes, the study suggested the necessity of applying ECRIF in teaching English language to get better results in students’ vocabulary learning and retention in English as a foreign language. Similarly, the ECRIF Strategy would be used with other English skills and sub-skills.

scholarly journals The Effect of Using Meta Cognitive Strategies on the Development of Reading Comprehension in English language on the Second Grade of Secondary students in Jeddah City

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Fatimah Miteib Almutayri , Khitam Mohammed Alghazu
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Test Scores ◽  
English Language ◽  
Cognitive Strategies ◽  
Second Grade ◽  
Control Group ◽  
Jeddah City ◽  
Post Test ◽  
Experimental Group

The current study aimed to find out the effect of using meta cognitive strategies on the development of reading comprehension in English language on the Second Grade of Secondary students in Jeddah city. The researcher used a quasi-experimental approach with two groups (control group and experimental groups). The sample, which included (58) female students from the second grade of secondary students on Jeddah city, was convenience sample. The researcher prepared three tools for studying as the following: • A list of reading comprehension skills in English language. • A test of a reading comprehension in English language. • A guide book for teacher and students to use the meta cognitive skills. The researcher used appropriate statistical methods as the Means, standard deviations, and one way ANOVA and MANCOVA, the following results have been reached: 1- There are statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in all reading comprehension levels of English language for experimental group after controlling pretest for experimental group. 2-There are no statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in literal comprehension level of English language after controlling pre-test for experimental group. 3- There are statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in interpretative comprehension level of English language after controlling pre-test for experimental group. 4- There are statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in critical comprehension level of English language after controlling pretest for experimental group. The study has recommended to develop the English curriculum in order to apply the implementation of meta cognitive strategies, as well as, to train the teachers of English language before and during the service on using the meta cognitive strategies. The study has suggested to study the effectiveness of other strategies for " meta cognition " in the development of reading comprehension. Also, it has suggested to study the effectiveness of the " meta cognition " strategies for the development of language skills in different stages of learning.  

scholarly journals The Use of Web 2.0 Tools in the Foreign Language Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 177
Author(s):  
Tawffeek A. S. Mohammed ◽  
Blanche Nyingome Assam ◽  
Mustapha Saidi
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Skills ◽  
Receptive Language ◽  
Control Group ◽  
Teaching Methodology ◽  
Web 2.0 Tools ◽  
Brick And Mortar ◽  
Post Test ◽  
Experimental Group

The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Africa (IPSA). The experiment took place in the Language Skills module for 12 weeks.  A technology-enhanced programme that utilises a myriad of Web 2.0 tools was used in teaching the experimental group. The control group students, however, were taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study concluded that the use of Web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students.  The findings indicated that there was a significant statistical difference between the scores of the two groups in the language skills and vocabulary post-test in favour of the experimental group.

scholarly journals Plateaux in pronunciation

2020 ◽  
Vol 20 ◽  
pp. 53-66
Author(s):  
Fiona Farr
Keyword(s):  
Experimental Study ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Target Language ◽  
Control Group ◽  
Optimal Conditions ◽  
The Past ◽  
Language Norms ◽  
Conditions Of Learning ◽  
Experimental Group

Within the field of second language acquisition the question of cessation of learning short of the target language norms, particularly among adult populations, has been widely discussed since the term FOSSILIZATION was first coined by Selinker in 1972. This article briefly outlines the main theoretical concerns of this phenomenon, which has had various terminological badges over the past three decades. It then details an experimental study whose aim it was to uncover the destabilizing potential of instruction on the pronunciation of advanced French learners of English as a Foreign Language who displayed fossilization tendencies. The results indicate significant improvements made by the experimental group relative to the control group. In conclusion it is deemed appropriate to classify such learners as stabilized and not permanently fossilized, as changes in pronunciation systems can occur give optimal conditions of learning and exposure.

scholarly journals The Effect of Vocabulary and Dictation ESP programme on Iraqi Students’ Achievement at College of Physical Education for Women

2017 ◽  
Vol 220 (1) ◽  
pp. 25-42
Author(s):  
Assist. Prof. Dr. Baan Jafar Sadiq
Keyword(s):  
Physical Education ◽  
Foreign Language ◽  
English Teachers ◽  
Control Group ◽  
First Year ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

    The research is an attempt to investigate experimentally the effect of vocabulary and dictation ESP programme on Iraqi students’ achievement at College of Physical Education for Women. The learners have to know what a word means and what it look like.  These are obvious aspects in teaching foreign language and teachers need to make sure that both these aspects are accurately learned.     The sample of the present research is (46) students of first year stage, College of Physical Education for Women, University of Baghdad. At the academic year 2012- 2013.      It is hypothesized that there are no significant differences between the experimental group taught ESP by vocabulary and dictation programme (Sadiq ,2012) and control group taught ESP with traditional English Course (Sadiq, 2010)  in pre and post tests.      To fulfill the aim of the research an experiments has been designed with two groups of students chosen randomly.  Both groups were matched in the subjects’ achievement in English for previous academic year (2011-2012).  Both groups have tested in pre and post tests. The experiment lasted nine weeks.     After analyzing the results statistically, it has been found that there are significant differences between the two groups in pre- test as well as post test. This indicates that using the vocabulary and dictation programme is more effective in teaching these two skills. Accordingly, the null hypotheses have been rejected.     Finally, English teachers at College of Physical Education are recommended to use the programme to improve the students’ achievement in vocabulary and dictation skills.

scholarly journals An Experimental Study of the Effect of Student Teams Achievement Divisions (STAD) on Vocabulary Learning of EFL Adult Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Muhammad Ishtiaq ◽  
Zuraina Ali ◽  
Muhammad Salem
Keyword(s):  
Experimental Study ◽  
Saudi Arabia ◽  
Learning Strategy ◽  
Control Group ◽  
Vocabulary Test ◽  
Student Teams ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Student Teams Achievement Divisions (STAD) has been considered as an important cooperative learning strategy in progressive pedagogy. A number of studies have supported the use of STAD in different subject areas and in different socio-cultural contexts. However, it is still an under-researched area in countries like Saudi Arabia where English is taught as a Foreign Language. This quasi-experimental study was conducted in Unaizah Community College, Saudi Arabia. Both the experimental group and the control group were tested on 2000-word vocabulary test. A vocabulary test was prepared and administered by the researchers at the beginning of the experiment as a pre-test. The experimental group was taught with Student Teams Achievement Divisions (STAD) strategy whereas the control group was taught with traditional whole-class instruction method. The treatment was carried out for two weeks. At the end of the experiment, the same vocabulary test was re-administered as a post-test. Independent samples t-test was used to analyze the data using SPSS 21. Results showed that there was a significant difference between the experimental group and the control group in favor of the experimental group (p= 0.002 &lt; 0.05).

scholarly journals The Use of Wall Charts in Instruction to Improve the Eighth Grade Students’ Vocabulary Mastery (An Experimental Study at SMP Negeri 4 Banda Aceh)

2020 ◽  
Vol 2 (8) ◽  
Author(s):  
Nora Fitria ◽  
T M Rafsanjani
Keyword(s):  
Experimental Study ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Wall Chart ◽  
Experimental Group ◽  
Banda Aceh

The study was aimed to find out if there is a significant difference between the eighth grade students of SMP Negeri 4 Banda Aceh who are taught vocabulary by using wall chart and those who are taught without using wall chart. The experiment was from conducted from from March 5th, 2018 to May 8th, 2018.  2018 at SMP Negeri 4 Banda Aceh. This study is conducted by using quantitative research and in this case is an experimental study. The population of this study is all students of the eighth grade students of SMP Negeri 4 Banda Aceh in academic year 2017/2018. The total population is 115 students who are composed of five classes; class VIII1, class VIII2, class VIII3, class VIII4, and class VIII5. While the sample of this study  is taken from two classes of the five classes. One class is as an experimental group and one another is as control group. In this study, the students of class VIII5   are taken as experimental group and the students of class VIII4  are taken as control group. Every group consists of 30 students thus the total sample is 60. Choosing class as experimental and control group is done randomly. The data were gotten through test; pre-test and post test. The data were analyzed by using SPSS 18.0. The result of the study shows that there is a significant difference between the eighth grade students of SMP Negeri 4 Banda Aceh who are taught vocabulary by using wall chart and those who are taught without using wall chart. It can be proven from the result of this study where the result of t-test of post-test of the both group is 3.028. While the result of  t-table with the level of significance 0,05 is 0,668. Thus, t-test (3.028) is greater than the t-table (0,668). Based on the result of the study, English teachers of SMP Negeri 4 Banda Aceh especially those who teach vocabulary should implement Wall Charts in teaching and learning process because the implementation of the media can increase the students’ vocabulary mastery.

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