scholarly journals The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain University of Science and Technology

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986149 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Mona Kamal Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Treatment Group ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Al Ain ◽  
Post Test ◽  
Arabic Speaking

This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants’ incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants’ receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research.

scholarly journals The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application

2017 ◽  
Vol 15 (4) ◽  
pp. 405-423 ◽  
Author(s):  
Abdel Rahman Altakhaineh ◽  
Aseel Zibin
Keyword(s):  
Experimental Design ◽  
Incidental Learning ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Before And After ◽  
Post Test ◽  
Arabic Speaking ◽  
And Control

This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.

Effects of Lexical Simplification and Elaboration on Iranian Intermediate EFL Learners’ Learning and Retention of Phrasal Verbs

2017 ◽  
Vol 7 (11) ◽  
pp. 1003 ◽  
Author(s):  
Melika Ghorbanian ◽  
Shadab Jabbarpoor
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice ◽  
The Other ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Treatment Groups ◽  
Different Order

This study aimed at investigating the effect of lexical simplification and elaboration on Iranian intermediate EFL learners’ learning and retention of phrasal verbs. In order to achieve this goal, a PET test was run into 130 learners. When target participants were chosen, they were assigned into three groups including two treatment groups and one control group. Through a multiple choice test, 40 out of 60 phrasal verbs were selected as target phrasal verbs. Through 8 sessions of treatment, each group received a reading comprehension text that contained 5 phrasal verbs. But the way the phrasal verbs in two experimental groups were modified was different. One of them received elaborated input and the other group received simplified input; meanwhile, the control group received unmodified input. After eight sessions of treatment, an immediate multiple choice test was administered to find out which techniques had stronger effect on participant’s learning and retention of phrasal verbs. After one month, the same test, with a different order of items, was administered as delayed posttest to check the participants’ level of retention.  According to the results of the study simplified input group significantly outperformed the control and elaborated group on both learning and retention of phrasal verbs.

Special Education Preservice Teacher Knowledge of Mathematics Methods: The Effects of Content Acquisition Podcasts (CAPs)

2019 ◽  
Vol 35 (3) ◽  
pp. 145-154
Author(s):  
Katherine B. Green ◽  
Adrienne Stuckey ◽  
Jacqueline A. Towson ◽  
Sandra H. Robbins ◽  
Jessica L. Bucholz
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Treatment Group ◽  
Preservice Teacher ◽  
Special Education Teachers ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Content Acquisition

In undergraduate college courses, assignments designed to showcase preservice teacher learning traditionally include classroom presentations, papers, projects, and tests. Often, these activities do not translate into permanent products that will be utilized outside the course. The purpose of this pilot study was to investigate the effects of self-created video podcasts on content acquisition among undergraduate preservice special education teachers. Preservice teachers in two undergraduate courses were randomly assigned to one of two conditions: (1) podcast condition (treatment group; n = 25) and (2) traditional live presentation condition (control group; n = 25). The participants in each group were then assigned targeted instructional strategies for teaching mathematics. Pre–post measures included a comprehensive multiple-choice test and an open-ended assessment targeting each assigned strategy. During the last 2 weeks of the semester, participants presented their final product and completed the posttests. Results suggested that the participants in the treatment group (podcasts) acquired a deeper understanding of their assigned strategy than the participants from the comparison group (live presentations). The treatment group also outperformed the control group on the comprehensive multiple-choice test.

scholarly journals The Comprehension of Synonyms by Saudi EFL Learners: Acquisition and Pedagogical Implications

2017 ◽  
Vol 6 (3) ◽  
pp. 58
Author(s):  
Majed Alanazi
Keyword(s):  
English Proficiency ◽  
Native Speakers ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Chi Square ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level

This study investigates 40 Saudi EFL learners’ receptive knowledge of synonyms in English. It also tests whether the participants’ English proficiency level plays a role in their comprehension of English synonyms. To achieve this, the researcher designed a multiple-choice test to measure Saudi EFL learners’ ability to recognise the correct English synonym in contextualised sentences. In order to test whether the English proficiency level of the participants plays a role in their comprehension of English synonyms, the participants were divided on the basis of their scores on the Oxford Placement Test into two groups: 20 Advanced Learners (ALs) and 20 Intermediate Learners (ILs). Twenty native speakers of English (NSs) acted as the control group. The native speakers’ answers on the multiple-choice test were considered as the accurate answers. The answers provided by the ALs and ILs were compared to those provided by the NSs to determine whether the answers of the former approximate those of the latter. A Chi-square test was employed to determine whether the differences between the three groups, ALs, ILs and NSs on the multiple-choice test were statistically significant. The results reveal that the answers supplied by the ILs differed statistically from those of NSs on all items on the multiple-choice test, whereas those provided by the ALs differed significantly from those of the NSs on eight items. The results also show that participants’ English proficiency level may not have played a role in their ability to recognise the correct synonym on all items on the test. The researcher argued that the main sources of error were interference habits from the participants’ first language (L1), lack of awareness of the semantic differences between the synonyms in English and lack of familiarity with English collocations. The study concluded with some pedagogical implications for ESL/EFL teachers in the context of teaching English synonyms to L2 students. 

scholarly journals The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners

2018 ◽  
Vol 9 (2) ◽  
pp. 17 ◽  
Author(s):  
Amir Mohammadian ◽  
Amin Saed ◽  
Younes Shahi
Keyword(s):  
Educational Technology ◽  
Reading Comprehension ◽  
Multiple Choice ◽  
Placement Test ◽  
Control Group ◽  
Teaching Reading ◽  
Video Technology ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group

With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensure that learners are at the same level of proficiency. The students were chosen from the state high schools in Chabahar.  The participants were regarded as intermediate learners and were divided into two groups (one experimental group and one control group). Then, a pre-test of reading comprehension was administered to assess the participants’ reading comprehension. The participants of experimental group used video files to improve their reading comprehension while the control group received conventional approaches of teaching reading comprehension. Finally, all the participants were assigned a 40-item multiple-choice reading comprehension post-test. The results of the study indicated that video materials had a significant effect on promoting reading comprehension of Iranian intermediate EFL learners (p = .000, <.05).

scholarly journals THE EFFECT OF BRAINSTORMING ON EFL READING COMPREHENSION

2017 ◽  
Vol 33 (6) ◽  
Author(s):  
Tran Thi Ngoc Yen
Keyword(s):  
Reading Comprehension ◽  
Treatment Group ◽  
Positive Impact ◽  
Control Group ◽  
Efl Learners ◽  
Post Test

This study investigates the effect of brainstorming techniques on EFL learners’ reading comprehension. The experiment in this study involved a treatment group and a control group, both of which were following an English course at a language centre in Vietnam. The treatment group were trained in brainstorming techniques during reading lessons whereas the control group were not. Comparisons between the two groups’ average scores on pre-test and post-test and their comprehension improvement during the course showed that the treatment group outperformed the control group and thus confirmed that brainstorming has a positive impact on EFL reading comprehension.

The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Rejeki Maha ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

The Effect of Applying Learning Together Method on the Students’ Reading Comprehension

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haryato Siregar ◽  
Elia Masa Ginting
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Learning Together

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension

scholarly journals The Role of Peer- and Self-Assessment in Developing Saudi EFL Learners’ English Writing Skills

2016 ◽  
Vol 8 (3) ◽  
pp. 85
Author(s):  
Manal Obaid Alshammari
Keyword(s):  
Treatment Group ◽  
Writing Skills ◽  
Control Group ◽  
Word Choice ◽  
Self Assessment ◽  
Efl Learners ◽  
English Writing ◽  
Post Test ◽  
Group A ◽  
Group B

<p>The current study focuses on the importance of integrating peer- and self-assessment in<br />teaching English as a second/foreign language in Saudi Arabia. It pays special attention to the<br />mechanisms by which Saudi EFL learners can improve their English writing skills if they<br />engage in peer- and self-assessment regularly. To this end, the researcher administered a<br />writing composition task to measure the participants’ ability to express themselves in good<br />English, focusing on the coherence, cohesion, word choice, spelling, punctuation, and layout<br />of their essays. The researcher utilised the experimental two-groups design of a pre-test and a<br />post-test, in order to evaluate the participants’ performance prior to the application of the<br />treatment (i.e. peer- and self-assessment) and after it. For the purpose of the study, the<br />participants were divided into two groups: students in group A (i.e. the treatment group)<br />engaged in peer- and self-assessment regularly throughout the term, whilst students in group<br />B (i.e. the control group) did not. The results of group A on the pre-test and post-test were<br />compared to those of group B to determine whether the treatment had any impact on their<br />performance. The results reveal that group A outperformed their group B counterparts on the<br />post-test. The statistical analysis demonstrates that the difference between the results of the<br />two groups was statistically significant, suggesting that the treatment contributed positively to<br />the performance of the treatment group. Finally, the study concludes with recommendations<br />for further research.</p>

Effect of Prequestions on Control of Attention in Written Instruction

1974 ◽  
Vol 18 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Graeme H. Watts
Keyword(s):  
Primary School ◽  
Test Data ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Extra Information ◽  
Primary School Pupils ◽  
6Th Graders

It was predicted that varying the kind of prequestion asked would differentially affect the inspection behaviour of students reading a given passage. Primary school pupils (80 5th and 6th graders) read a short passage after being asked either a specific, general, or integrative question. A no-question control group also read the passage before all subjects attempted a multiple choice test. Consistent with previous findings, a specific prequestion most effectively focussed attention on particular points. General prequestions ostensibly referred the reader to more of the passage, but it can be inferred from test data that there was no advantage from this spread of attention unless the extra information was organized or ‘integrated’. The results were interpreted in terms of control of attention to critical stimuli.

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