Examining the impact of abdominal enhancement techniques to assist Chinese-speaking English learners’ phoneme pronunciation

2020 ◽  
pp. 136216882096177
Author(s):  
Michael Yeldham
Keyword(s):  
Case Studies ◽  
English Learners ◽  
Future Research ◽  
Control Group ◽  
Quasi Experimental ◽  
Multiple Case ◽  
Multiple Case Studies ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Instruction in second language (L2) English phoneme pronunciation almost invariably includes a focus on improving the learners’ use of their articulatory organs to pronounce the relevant sounds. However, the pronunciation of many English sounds also relies on effort from the abdominal region, and under-utilization of this region can often contribute to pronunciation difficulties. For Chinese-speaking learners of English, such relevant sounds include the long vowel and diphthong sounds, particularly the phonemes /iː/, /uː/ and /eɪ/, and also the voiced fricative consonants, /z/, /ð/, /v/ and /ʒ/. Consequently, this study examined the impact of teaching adult Chinese-speaking English learners to enhance the use of their abdomen when pronouncing these sounds. The main focus of the research was a quasi-experimental component, where both an experimental and control group were taught the same way in all aspects, with the only point of difference being that the experimental group was taught the abdominal techniques. Longitudinal multiple-case studies of learners from the experimental group were also employed to examine for any post-course maintenance of the phonemes as well as possible reasons for this. Results from the quasi-experimental component showed that it was advantageous to teach learners the abdominal techniques. Also, there were some discernible trends in the learners’ post-course maintenance of the sounds. This article then discusses pedagogical implications of the study, and provides suggestions for future research of the abdominal techniques.

scholarly journals School-Based Training for Sustainable Emotional Development in Chinese Preschoolers: A Quasi-Experiment Study

2021 ◽  
Vol 13 (11) ◽  
pp. 6331
Author(s):  
Jianfen Wu ◽  
Manlin Zhang ◽  
Wenqi Lin ◽  
Yunpeng Wu ◽  
Hui Li
Keyword(s):  
Social Adjustment ◽  
Emotional Competence ◽  
Control Group ◽  
School Based ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Emotional competence (EC) is important for children’s social adjustment and sustainable development. The present study designed a school based emotional competence learning (ECL) program and examined its effectiveness with 56 Chinese preschoolers aged 5–6. A quasi-experimental design was employed to examine the impact of the ECL program on young children’s EC. Two upper Kindergarten classes (Daban) for children aged 5–6 were randomly assigned as experimental group (n = 31, 42% girls, Mage = 68.31 months, SD = 3.75) and control group (n = 25, 44% girls, Mage = 68.16 months, SD = 3.77). The experimental group was engaged in a 15-week ECL program, whereas the control group had similar duration courses without emotional competence training. All the children were administered the Test of Emotion Comprehension, Expression Identification Task, and Emotion Regulation Strategy Inventory before and after the intervention. The results indicated no significant differences between the experimental and control groups in the pre-test. In contrast, the experimental group outperformed the control group in most EC components in the post-test. Meanwhile, the experimental group demonstrated greater increases in EC components. The findings suggest that this ECL program has strong potential as a school-based, structured program for enhancing children’s emotional competence. The educational implications of these findings are discussed.

scholarly journals The Impact of Portfolio Assessment on The Moroccan EFL Students’Writing Skills

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Elmostafa Omarkaly ◽  
Keyword(s):  
Peer Assessment ◽  
Portfolio Assessment ◽  
Control Group ◽  
Writing Achievement ◽  
Teacher Student ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to examine whether or not the integration of portfolio assessment as a part of the assessment practices in the Moroccan EFL context can have any significant impact on the Moroccan EFL students’ writing skills. Accordingly, the study adopted a quasi-experimental design with a sample of two separate groups with a total number of 48 common core students (24 students in each group). The two groups were randomly assigned into experimental and control groups. The experimental group benefited from ongoing portfolio-based writing assessment activities with various reflection and assessment techniques (i.e. self-and peer-assessment and teacher-student conferences) while the control group was tested using the regular summative writing achievement tests. The two groups were pre- and post-tested to determine the possible impact of the treatment. The experimental group students were also invited to share their views about portfolio assessment using written reflections. The results of the study showed that the students in the experimental group outperformed the students in the control group in their overall writing achievement as well as in their achievement at the level of various writing sub-skills. Additionally, the students’ reactions to the treatment show that the majority of the students had highly positive attitudes toward it in spite of the few reservations they raised.

scholarly journals The Effect of Problem-Based Spot Capturing Models on Creative and Care Character of Students in Elementary School

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Freddy Widya Ariesta
Keyword(s):  
Elementary School ◽  
Social Science ◽  
Technology Use ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aims to determine the impact of applying problem-based spot capturing models in teaching social science in order to develop creativity and caring of students in elementary school. The experimental research was carried out for four weeks by using problem-based spot capturing models learning in two groups is experimental group (n = 24) and control group (n = 23). This study used quasi experimental method with pre-test and post-test control group design. The research instrument was taken from observation and questionnaire then the data was analysed by using qualitative descriptive percentage. Based on the data, the researchers figure out that a teacher plays an important role in developing the character of the students through the learning design. In addition, there are differences in the higher score obtained by the experimental group than the control group on creative and care characters by using problem-based spot capturing models. Students also gain an improvement in technology use and skills in social science class by using the problem-based spot capturing models.

scholarly journals Flipping Learning to Develop Students' Engagement and Achievement in the Computer Applications Unit as Part of Their Studies on the Sub-ject of Instructional Design

2020 ◽  
Vol 14 (4) ◽  
pp. 593
Author(s):  
Abdullah K. Alodail
Keyword(s):  
Traditional Method ◽  
Learning Strategy ◽  
Computer Applications ◽  
Control Group ◽  
Flipped Learning ◽  
Learning Engagement ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The study aimed to measure the impact of using the flipped learning strategy on students’ engagement and achievement when creating computer applications. The study used a quasi-experimental approach to prepare the literature framework and two measurement tools, including an achievement test and an engagement scale. The study sample consisted of 42 learners. The researcher used a t-test to measure the differences between the control group (taught by a traditional method) and experimental group (taught using the flipped learning strategy). The content of the pre-class consisted of videos, PowerPoint presentations and the use of appropriate URLs, which was provided through an Easy class platform. Students worked individually and cooperatively during the class activities. The results showed that there were statistically significant differences at α≤0.05 between the means of the experimental and control groups in the post-tests on both achievement and learning engagement. This was in favor of the experimental group, which used videos, presentations and web links on the subject of achievement and learning engagement, unlike the control group that used a traditional method.

Using Concept Oriented Reading Instruction (CORI) to Promote Students’ Reading Comprehension

2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Hilma Suryani
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Posttest Score ◽  
T Test ◽  
Control Group ◽  
Quasi Experimental ◽  
Effective Reading Strategies ◽  
And Control ◽  
Experimental Group

The problem of this study is “Does Concept Oriented Reading Instruction (CORI) enhance students’ reading achievement?” The design of this study was quasi-experimental. The sample of this study was taken from the population by using purposive sampling. The experimental group consisted of 39 students while the control group consisted of 35 students. The data were collected by using two instruments; test and questionnaire. The test was given twice to each group in order to see whether or not there was significance difference of pretest and posttest either in experimental or control group and whether or not there was significance difference of experimental and control group in terms of their posttest score. To prove the hypothesis, the data from pretest and posttest of experimental and control group were analyzed by applying paired sample t-test and independent sample t-test. The calculation was run by using SPSS computer program. The result of the study shows there was significance difference of students’ reading achievement between experimental and control group. Besides, the use of CORI as reading strategies was proved as effective reading strategies to enhance students’ reading achievement. Keywords: Concept Oriented Reading Instruction; reading strategy; reading achievement

The Implementation of Learning Materials Based on Local Wisdom of Agricultural in Binjai to Improve the Students Problem Solving Abilities

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
School Grade ◽  
Teaching Materials ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Subject ◽  
And Control ◽  
Experimental Group

Teaching materials by integrating local culture makes easier for students to understand the subject matter in the learning process. The aims of the study is to measure the effectiveness of teaching materials based on local wisdom of agriculture in Binjai in improving the students problem solving abilities. The research method was a quasi experimental which use non equivalent control group in the pretest posttest design. The sample of study were students of Senior High School grade X in Binjai that consisted of experiment group which used teaching materials based on local wisdom of agriculture in Binjai and control group that used student handbooks. Teaching materials are tested by material experts and technology experts to ensure the quality of teaching materials. Data collection was conducted through test. The results showed that the teaching materials based on local wisdom of agriculture in Binjai effective in improving students problem solving abilities in the experimental group students based on the results of N gain value was 0.67 which has medium criteria. It means teaching materials based on agricultural local wisdom of agriculture in Binjai can be used as one of the teaching materials in learning activities.

THE EFFECT OF MOBILE ACCESS (AUDIO VISUAL EASY LEARN ENGLISH) ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 11 KENDARI

2019 ◽  
Vol 4 (3) ◽  
pp. 335
Author(s):  
Eva Veronica ◽  
Mursalim Mursalim
Keyword(s):  
Test Score ◽  
Control Group ◽  
Vocabulary Test ◽  
Seventh Grade ◽  
Mobile Access ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group ◽  
Vocabulary Achievement

The objective of this study is to find out the effect of using mobile access (Audio Visual Easy Learn English) on students’ vocabulary achievement at SMPN 11 Kendari. Mobile  Access  (Audio  visual  easy  learn  English)  as  a media in learning teaching process. This research used quasi experimental design, the population is all seventh- grade students, and the sample is class VII1 as the experimental group and VII2as control group. The experimental group consisted of 30 students and control group consisted of 21 students. The research instrument consisted of 44 questions of vocabulary test. To collect the data, the researcher gave pre-test, taught by using Mobile Access  (Audio  Visual  Easy  Learn  English),  and  giving post-test. Mean score of post-tests (79.63) in experimental class is higher than pre-test score (59.66). While, in control class also has improvement but not too significant. It can be seen on post-test score (64.80) is higher than pre-test score (55.19). Based on the calculation of T-test, it shows that tcount = 3.775, while t-table =2.010 at level of = 0.05 with DF = 49. It means that tcount is higher than table, Therefore H0 was rejected and H1 was accepted. This can be concluded that  there  was a  significant  effect  of  using a significant effect using Mobile Access (Audio Visual Easy Learn English) on students’ vocabulary achievement at the seventh-grade students of SMPN 11 Kendari. Keywords: MA, Mobile Access, Audio Visual Easy Learn English, vocabulary achievement

OP08 Levels and sources of stress reported by first year paramedic students associated with their first ambulance placement

2021 ◽  
Vol 38 (9) ◽  
pp. A4.2-A4
Author(s):  
Matthew Warren-James ◽  
Julie Hanson ◽  
Belinda Flanagan ◽  
Mary Katsikitis ◽  
Bill Lord
Keyword(s):  
Death And Dying ◽  
Educational Interventions ◽  
Fear Of Failure ◽  
Anxiety And Depression ◽  
Control Group ◽  
First Year ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

BackgroundWhilst there is evidence to suggest paramedics experience significant stress when working in the ambulance setting little is known about the experiences of first year paramedic students. This research aimed to: (i) identify whether levels of stress, anxiety and depression experienced by first year paramedic students changed after ambulance placement compared to a control group, and (ii) identify the main perceived and actual sources of stress around ambulance placement.MethodsA before-and-after quasi-experimental design was used to compare whether the experience of ambulance placement altered the levels of stress, anxiety and depression in an experimental group that attended an ambulance placement (n = 20) and the control group who did not (n = 10). Online surveys encompassing the Depression, Anxiety and Stress Scale (DASS-21) and qualitative questions about sources of stress were concurrently deployed to both the experimental and control groups before and after the ambulance placement. Participants were first year paramedic students working in Queensland Ambulance Service, Australia.ResultsThere was a significant reduction in levels of stress in participants after undertaking their first ambulance placement (Mdn = -4.00) when compared to a control group (Mdn = 0.00), U = 52.5, p = .035, n2 = 0.15. Responses to survey questions suggest anticipation about experiencing death and dying of patients was the most frequently reported stressor of student paramedics before undertaking ambulance placements, however insecurity about knowledge, competence and fear of failure was the most frequently experienced stressor reported after completing ambulance placements.ConclusionsThe findings from this study suggest that the fear of the unknown may be worse than the reality. Anticipatory stress is the foremost problem for first year paramedic students attending their first ambulance placement. Placement pre-briefing should focus on educational interventions to build knowledge and skills competency to reduce stress levels and fear of failure.

scholarly journals The Effect of Music Therapy on Problem-Solving Skills

2016 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Zeinab Sirous Jahedi ◽  
Nasser Amini Khoi
Keyword(s):  
Problem Solving ◽  
Music Therapy ◽  
Sampling Method ◽  
Average Score ◽  
Control Group ◽  
Problem Solving Skills ◽  
Statistical Population ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact

<p>The aim of the present research was study of the impact of music therapy on problem-solving skills of 4 to 6 years old children in Tehran. This research was a quasi-experimental study with pretest-posttest control group. The statistical population was all 4 to 6 years old children in region 2 of Tehran. Using the random sampling method, the study sample was chosen in two experiment (15 individuals) and control (15 individuals) groups.   The experiment group received 12 sessions of music therapy and the control group was waiting for treatment meanwhile. To evaluate the problem-solving skill in children, the three subscales of Wechsler’s Preschool and Primary Scale of Intelligence (WPPSI) were used, including: mazes, cubes and arithmetic.  Analysis of data obtained from the questionnaires was conducted in two parts of descriptive and inferential. The data analysis indicated the significant increase of problem-solving average score of the experiment group compared to the control group.</p>

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

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