The application of small group and individual flipped model with WhatsApp to foster EFL learners’ cohesive writing skill

2019 ◽  
Vol 36 (4) ◽  
pp. 10-12
Author(s):  
Yudhi Arifani
Keyword(s):  
Small Group ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Control Group ◽  
Content Type ◽  
Flipped Instruction ◽  
Efl Learners ◽  
Significant Difference ◽  
The Mean ◽  
Instruction Model

Purpose The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small group writing activities compared with individual flipped instruction model through WhatsApp with individual writing activities. Design/methodology/approach A quasi-experimental study with a nonequivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The small group was treated using small group flipped instruction model through WhatsApp with small group writing activities, and an individual class was exposed to individual group flipped instruction model through WhatsApp with individual writing activities as well. The instrument of this study was a writing test. Findings The findings revealed that the mean score from the small group flipped instruction model through WhatsApp with small group writing activities at 66.17 was higher than the mean score individual flipped model via WhatsApp with individual writing activities at50.19 with a level of significance < 0.05. He meant that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. The results suggested small group flipped teaching–learning cohesion with WhatsApp in writing served as one of the alternatives flipped group discussion to improve learners’ cohesion in writing. Originality/value Flipped classroom innovation has attracted English language teaching researchers’ attention to scrutinize its effectiveness. This inquiry, therefore, elaborated the effect off-lipping individual and small group classroom instruction with WhatsApp on EFL learners’ cohesion as part of EFL writing skills.

Research on Small Group Writing Activities Compared to Individual Flipped Model Through WhatsApp

2022 ◽  
Vol 17 (3) ◽  
pp. 1-10
Author(s):  
Yudhi Arifani
Keyword(s):  
Small Group ◽  
Flipped Classroom ◽  
English Language ◽  
Design Method ◽  
English Language Teaching ◽  
Control Group ◽  
Flipped Instruction ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Instruction Model

Purpose: Investigate the ability of EFL learners’cohesion with small group writing activities compared to individual flipped instruction model through Whatsapp with individual writing activities Design/Method: A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The instrument of this study was a writing test. Findings: The findings revealed that the small group flipped classroom instruction model through Whatsapp with small group writing activities performed better than teaching cohesion with individual flipped instruction through Whatsapp with individual writing activities. Originality: Flipped classroom innovation has attracted English Language Teaching researchers’ attention to scrutinize its effectiveness.

Research on Small Group Writing Activities Compared to Individual Flipped Model Through Whatsapp

2022 ◽  
Vol 17 (3) ◽  
pp. 0-0
Keyword(s):  
Small Group ◽  
Flipped Classroom ◽  
English Language ◽  
Design Method ◽  
English Language Teaching ◽  
Control Group ◽  
Flipped Instruction ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Instruction Model

Purpose: Investigate the ability of EFL learners’cohesion with small group writing activities compared to individual flipped instruction model through Whatsapp with individual writing activities Design/Method: A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The instrument of this study was a writing test. Findings: The findings revealed that the small group flipped classroom instruction model through Whatsapp with small group writing activities performed better than teaching cohesion with individual flipped instruction through Whatsapp with individual writing activities. Originality: Flipped classroom innovation has attracted English Language Teaching researchers’ attention to scrutinize its effectiveness.

scholarly journals The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

2019 ◽  
pp. 164-172 ◽  
Author(s):  
Parisa Abedi ◽  
Ehsan Namaziandost ◽  
Samira Akbari
Keyword(s):  
Flipped Classroom ◽  
Classroom Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

Compare the effect of aromatherapy using lavender and Damask rose essential oils on the level of anxiety and severity of pain following C-section: A double-blinded randomized clinical trial

2020 ◽  
Vol 17 (3) ◽  
Author(s):  
Ali Abbasijahromi ◽  
Hamed Hojati ◽  
Saeid Nikooei ◽  
Hossein Kargar Jahromi ◽  
Hamid Reza Dowlatkhah ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Essential Oil ◽  
Essential Oils ◽  
Randomized Clinical Trial ◽  
Control Group ◽  
Content Type ◽  
Gate Control Theory ◽  
Significant Difference ◽  
The Mean ◽  
Damask Rose

AbstractBackgroundAnxiety is the most common psychological reaction in women during labor. Similar to numerous other surgeries, postoperative pain is also reported following cesarean section (C-section). According to the (Gate) Control Theory, there is a relationship between pain and psychological problems such as anxiety. Accordingly, the present study aimed to compare the effect of aromatherapy using lavender and Damask rose essential oils on the level of anxiety and severity of pain following C-section.MethodsThis triple-group randomized clinical trial was performed on 90 mothers who visited Motahari Hospital of Jahrom, Iran, for C-section in 2017. The incidence and severity of pain and anxiety were measured and recorded for all three groups prior to intervention. The intervention groups underwent aromatherapy with lavender and Damask rose essential oils. Patients were asked to inhale cotton balls, separately stained with three drops of each essential oil at a distance of 10 cm for 30 mins. The severity of pain and anxiety was measured using the visual analogue scale (VAS) and the Spielberger State-Trait Anxiety Inventory (STAI) 5 min after the specified process, respectively. The control group underwent aromatherapy in a similar fashion with normal saline. Finally, data were analyzed using descriptive statistical indices and ANOVA and Kruskal–Wallis tests in SPSS 21.ResultsThere was no significant difference between the three groups in the mean severity of pain and anxiety before the intervention (p>0.05). The mean severity of pain and overt anxiety in the lavender and Damask rose aromatherapy groups was significantly different than the control group after the intervention (p<0.001). In addition, no significant difference was observed between the overt and overall anxiety levels of the two intervention groups after the intervention (p>0.05).ConclusionsThe findings suggested that inhalation aromatherapy can reduce the severity of overt anxiety and pain after C-section, with Damask rose essential oil showing a larger effect than lavender.

Pedagogical utility of oral discussion versus collaborative drafting

2019 ◽  
Vol 18 (4) ◽  
pp. 464-477
Author(s):  
Laya Heidari Darani ◽  
Nafiseh Hosseinpour
Keyword(s):  
Small Group ◽  
Control Group ◽  
Content Type ◽  
Efl Learners ◽  
The Social ◽  
Oral Discussion ◽  
Writing Skill ◽  
Whole Student ◽  
The Difference ◽  
Experimental Group

Purpose The purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners’ writing performance. Additionally, the difference between the writing components was examined. Design/methodology/approach To achieve these objectives, a group of 120 intermediate EFL learners participated in a pretest–posttest study in which they were randomly assigned into two experimental groups and one control group. The students in all three groups were tasked with writing a textbook evaluation report for the pretest and posttest. The pre-writing process in the first experimental group consisted of a group-to-whole student-led oral discussion, while the second experimental group engaged in small-group collaborative drafting. Findings The results indicate that both pre-tasks were effective in improving the participants’ writing skill, while collaborative drafting was even more efficient. Furthermore, it was observed that more writing components improved through collaborative drafting. It is concluded, therefore, that the social atmosphere created through oral discussion and the scaffolding resulting from collaborative drafting can help in writing improvement. Research limitations/implications The findings herein can have implications for first language (L1) composition instruction and second language (L2) writing teaching and, thus, underscoring the utility of the social constructivist approach to writing instruction. Originality/value As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.

The effects of gamified flipped instruction on learner performance and need satisfaction

2019 ◽  
Vol 120 (11/12) ◽  
pp. 789-802 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Muhammad Shujahat ◽  
Samuel K.W. Chu ◽  
Hussein Haruna ◽  
Ratna Farida
Keyword(s):  
Flipped Classroom ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Advanced Technology ◽  
Learning Performance ◽  
Control Group ◽  
Research Approach ◽  
Great Level ◽  
Content Type ◽  
Significant Difference

Purpose This study aims to assess students’ learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn learning management system was used as a low-tech gamification application in gamifying the flipped learning class. Design/methodology/approach A quantitative research approach was used for collecting the data. Three formative assessments were used to examine students’ learning performance during the intervention period, and a post-questionnaire survey was used to support the data collection process with regard to students’ perceived needs satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design. Findings The results reveal that Assessment 1 showed no significant difference between the two intervention groups (p > 0.05), while Assessments 2 and 3 were significantly different (p < 0.05). The survey results confirm that participants in the GFC have achieved a great level of motivation because their innate psychological needs for competence, autonomy and relatedness are satisfied. Practical implications The use of game-like features can be a powerful means to produce more engaging and fun activities in the FC context. The study has confirmed that integrating the gamification concept into FC instruction by adding challenges, incentives, points and rewards to quiz questions promoted a more engaging and enjoyable experience for learners. Originality/value Gamification as a current concept of a twenty-first-century instructional skill has proven to be remarkably influential. This study suggests that the FC and gamification concept might be possibly implemented in a low-tech information environment – without the required advanced technology platform.

scholarly journals Effect of a purpose in life program on the wellness of Southern Thai adolescents

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karnsunaphat Balthip ◽  
Pimpanit Pasri ◽  
Bunrome Suwanphahu ◽  
Wilfred McSherry ◽  
Charuwan Kritpracha
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Repeated Measures ◽  
Purpose In Life ◽  
Control Group ◽  
Content Type ◽  
Thai Adolescents ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

PurposeThe study aimed to examine the effect of a purpose in life (PIL) program on the wellness of Thai adolescents.Design/methodology/approachTwo schools located in municipalities in southern Thailand were selected by simple random sampling. Students from each school were randomly allocated to either an experimental group (n = 35) or a control group (n = 32). The experimental group received the PIL program for 16 weeks. The control group received the routine education program. Participants' wellness was measured using the Wellness Scale (WS). The WS was validated for content validity by five Thai experts and tested for reliability with 30 junior high school students, yielding the Cronbach's alpha coefficient of 0.84. The differences in the mean score of wellness across time were analyzed using repeated measures ANOVA.FindingsThe mean scores of wellness of the experimental group and the control group were statistically significantly different across time (p < 0.001). Post hoc tests in the experimental group showed a statistically significant difference in the mean scores of wellness between Week 1 and Week 16, Week 1 and Week 20 and Week 16 and Week 20 (p < 0.05). In the control group, the results showed a statistically significant difference in the mean scores of wellness between Week 1 and Week 20 and Week 16 and Week 20 (p < 0.05).Originality/valueThe PIL program, originally developed within a Thai context and focused on the spiritual dimension, was effective in enhancing the wellness of Thai adolescents.

scholarly journals A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays

2018 ◽  
Vol 9 (1) ◽  
pp. 5 ◽  
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Flipped Classroom ◽  
Teaching Practice ◽  
Collaborative Writing ◽  
Instructional Materials ◽  
Flipped Instruction ◽  
Efl Learners ◽  
Significant Difference ◽  
Significant Change ◽  
Argumentative Essays

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners’ quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC) and the traditional classroom (TC). Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.

scholarly journals The Reflection of Vocabulary Implementation Through Educational Texting on EFL Learner’s Reading Skill

2021 ◽  
Vol 15 (01) ◽  
pp. 88
Author(s):  
Behnam Behforouz ◽  
Anca Daniela Frumuselu
Keyword(s):  
Text Messaging ◽  
Reading Scores ◽  
Placement Test ◽  
Control Group ◽  
Short Message ◽  
Efl Learners ◽  
Significant Difference ◽  
Meaningful Context ◽  
The Mean ◽  
Experimental Group

This paper investigates the efficiency of using text messaging<strong> </strong>in the EFL reading classroom at the Islamic Azad University-South Tehran Branch, Iran. After the administration of an Oxford Placement Test (OPT), 74 participants who scored one standard deviation above and below the mean were selected. Participants were randomly assigned into two groups, an experimental and a control, each including 37 individuals. The reading part of the Preliminary English Test (PET) was administered as a pretest. The experimental group received 108 words via short messages during 18 sessions. During each session, they received 6 sentences with 6 words in a meaningful context. In contrast, the participants of the control group received traditional instruction. They were given the same structural points through inductive and deductive instruction in the classroom and the words were presented while teaching each unit. After the treatment, the participants in both groups were assigned to do a reading posttest. The results of the ANCOVA revealed no statistically significant difference between the control and the experimental groups regarding their reading scores. Thus, the vocabulary learning via short message did not have any significant effect on Iranian EFL learners' ability to comprehend pre-intermediate level texts.

scholarly journals THE EFFECTS OF SYMMETRICAL AND ASYMMETRICAL SCAFFOLDING ON SPEAKING COMPLEXITY, ACCURACY, AND FLUENCY

2018 ◽  
Vol 4 (1) ◽  
pp. 1 ◽  
Author(s):  
Parviz Ghasedi ◽  
Farideh Okati ◽  
Habibollah Mashhady ◽  
Nasser Fallah
Keyword(s):  
Cultural Theory ◽  
Descriptive Statistics ◽  
Control Group ◽  
Multivariate Tests ◽  
Efl Learners ◽  
Speaking Test ◽  
Heterogeneous Groups ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

This experimental study was set ought to explore the efficacy of symmetrical and asymmetrical scaffolding in boosting speaking complexity, accuracy, and fluency among 38 upper-intermediate EFL learners. To this end, the participants were assigned into random, homogeneous, and heterogeneous groups. The control group participated in normal speaking classroom, while the experimental groups shared their ideas and collaboratively complete tasks related to 7 lessons of New Interchange 2 during 15 sessions. Two different versions of IELTS speaking test were used as pre/post-test. The data were audio recorded and transcribed for statistical analysis. The results of Multivariate tests revealed that there was a statistically significant difference between the mean scores of control and experimental groups on complexity and fluency. On the other hand, descriptive statistics showed the superiority of heterogeneous groups over homogeneous ones. However, the results of Independent sample t-test indicated that the differences between homogeneous and heterogeneous groups reached the significant level just for complexity not fluency and accuracy. Briefly, the results lead support to the Vegotsky�s (1978) socio-cultural theory. The findings and pedagogical implications were discussed in details at the end of the study.Keywords: accuracy, asymmetrical scaffolding, complexity, fluency, symmetrical scaffolding

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