scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals 3 Steps Writing Strategy: Imitating-Reworking-Developing to Attract Interest in Writing Descriptive Writing in Improving Students Writing Ability

2019 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Lisa Rakhmanina
Keyword(s):  
Control Group ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Law Faculty ◽  
Writing Strategy ◽  
Post Test ◽  
And Control ◽  
Descriptive Writing ◽  
Experimental Group

This study aims to find out whether 3-step-writing strategy could have a significant impact on the students 'writing results in descriptive writing and also to find out whether there is an impact of the interaction between 3-step-writing strategy on students' writing interest. The population in this study were Law Faculty students in the 2017-2018 academic year with a total of 25 students. In this study, sampling using purposive techniques that took two classes as samples and divided into two groups, namely: Experimental Group and Control Group. The Experimental Group learned to Write Descriptive by using 3-step-writing strategy. Data was collected by conducting tests (pre and post-tests) and questionnaires. The data obtained were analyzed using the T Test and Two-Way Anova Test with the help of the SPSS 22 Program. It showed significant different on students` English Writing achievement from pre-test to post-test and also from experimental and control group. Students also showed great interest on English Writing of Descriptive text by applying 3-step-writing strategy. It means that 3-step-writing strategy could improve students` English writing skill and could also  empower students to learn more.

scholarly journals The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

2017 ◽  
Vol 4 (2) ◽  
pp. 1 ◽  
Author(s):  
Wahyu Diny Sujannah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Peer Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Use Of Self ◽  
Writing Ability ◽  
Multimedia Program ◽  
Post Test ◽  
Efl Students ◽  
Writing Tests ◽  
Experimental Group

It has been known that the use of self-selected topic enhances students’ writing achievement. It is also known thatpeer feedback helps improve students’ writing achievement. However, research investigating self-selected topic incombination with peer feedback is a rare undertaking. Therefore, this study aimed to investigate the effect ofself-selected topic and checklist-based peer feedback on the writing ability of students of English as a foreignlanguage (EFL). This study involved 68 eleven-grade students of Multimedia Program of a Vocational High Schoolat Malang, a city in the Province of East Java, Indonesia. Two intact classes assigned to be experimental and controlgroups. The experimental group received treatment of self-selected topic and checklist-based peer feedback, whilethe control group did not. Pre-test and post-test were administered in the form of writing tests to both groups and theresults of those tests were analyzed by using independent sample t-Test to know the effect of the treatment. Theresults showed that the students taught to write with self-selected topic and checklist-based peer feedbackoutperformed those taught without using self-selected topic and checklist-based peer feedback. Accordingly, it isrecommended that English teachers consider assigning the students to write a topic of their own and usingchecklist-based peer feedback.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals The Impact of Reflective Writing on Writing Achievement, Vocabulary Achievement and Critical Thinking of Intermediate EFL Learners

2015 ◽  
Vol 5 (3) ◽  
pp. 174
Author(s):  
Narges Laqaei
Keyword(s):  
Critical Thinking ◽  
Reflective Writing ◽  
Control Group ◽  
Vocabulary Test ◽  
Writing Achievement ◽  
Efl Learners ◽  
Writing Practices ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

<p>The present study investigated the effectiveness of a rather newly- developed method in language teaching that was reflective writing in improving EFL learners’ writing achievement, vocabulary achievement and critical thinking. To fulfill the purpose of the study, first 60 participants from among 100 intermediate learners studying at Tehran University of Medical Sciences were chosen by means of administrating Preliminary English Test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey(2000),. Then through administrating the writing section of the standard preliminary English test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey (2000), 60 out of 90 remaining learners were chosen to serve as the participants of the study. Two groups, a control group and an experimental group, were formed. The experimental group was provided with reflective writing instructions, while the control group received the routine writing practices. To see if the independent variable had significant effects on writing achievement, vocabulary achievement, and critical thinking, a Multivariate Analysis of Variance test was run the results of which revealed that the treatment significantly improved vocabulary, writing and critical thinking of the learners. </p>

scholarly journals The Effectiveness of Blended Learning in Enhancing Saudi Students’ Competence in Paragraph Writing

2020 ◽  
Vol 13 (9) ◽  
pp. 72
Author(s):  
O AlRouji
Keyword(s):  
Blended Learning ◽  
Control Group ◽  
Learning Approach ◽  
Traditional Teaching ◽  
New Approach ◽  
Saudi Students ◽  
Writing Test ◽  
Efl Students ◽  
The Mean ◽  
Experimental Group

Blended learning approach has become an emerging trend in the field of education and has caught the attention and interest of many researchers as a new approach to encourage students in their learning process. The present study aimed at examining the effectiveness of blended learning in improving Saudi EFL students&rsquo; English paragraph writing at Shaqra University. The sample of the study consists of 70 EFL students at Shaqra University. The experiment was conducted for six weeks (2018). A pre-test and post-paragraph writing test was used to measure the effectiveness of the blended learning in enhancing paragraph writing skills. Results showed that there were significant differences in the mean scores of the control group (traditional teaching mode) and the experimental group (blended learning) in favor of the experimental group. This proved the effectiveness of blended learning approach in developing Saudi students&rsquo; competence in paragraph writing.

scholarly journals The Effects of Visual Auditory Kinesthetic Learning Style as Technique in Improving Students’ Writing Ability

2016 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Litta Lista ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Learning Style ◽  
Control Group ◽  
P Value ◽  
Writing Ability ◽  
English Writing ◽  
Writing Test ◽  
Quasi Experimental ◽  
The Mean ◽  
The Difference ◽  
Experimental Group

The objectives of this research were to investigate whether VAK learning style as a technique has significant effects in improving students’ writing ability and the students’ interest in VAK learning style as a technique in studying English writing. This research employed quasi experimental design. The population of this research was the eleventh grade students of Science Program SMA Negeri 1 Bontomarannu in academic year 2014/2015. This research used cluster random sampling. The sample consisted of 60 students that belonged to two groups: 30 students in the experimental andcontrol group. The data was collected by using writing test and questionnaire.The findings showed that there was an improvement on the students’ writing ability after the treatment. The students’ result of posttest of experimental group was more significantly improved than the students’ result of posttest of control group by the mean score 73.2 > 58.1. The difference of both scores was statistically significant based on the t-test value at significant level0.05 inwhich the P-value is lower than the significant level (0.0001 < 0.05). The mean score of the students’ interest in the experimental group was 91.63 and it was categorized as strongly interested. Key words: VAK Learning Style, Writing, Learning Style

scholarly journals Teach how to Listen: The Effect of Listening Strategy Instruction on Documentary Video Comprehension

2013 ◽  
Vol 9 ◽  
pp. 11-21 ◽  
Author(s):  
Fatemeh Hosseini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Strategy Instruction ◽  
Foreign Language Learning ◽  
Comprehension Strategies ◽  
Control Group ◽  
Documentary Video ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

Developments in broadcast and multimedia technology have generated a readily available and vast supply of videos for use in second and foreign language learning contexts. However, without pedagogical direction learners are unlikely to be able to deal with the complexities of this authentic listening resource, and strategy instruction may be one route to augmenting comprehension (Cross, J, 2009). The essence of this experimental study was to investigate the impact of teaching listening strategy on comprehension of documentary videos. For the purpose of this study, 54 advanced EFL students, 27 in experimental group and 27 in control group, participated in this study procedure. In 10-week-period, the experimental group went through a well-scheduled instruction in listening strategy. On the other hand, the control group wasn’t received any instruction in listening strategy. The finding of this study has revealed that teaching listening comprehension strategies has significant influence on comprehension of authentic documentary videos

scholarly journals The Effect of Computer-Assisted Language Learning on Iranian EFL Students Listening Comprehension

2013 ◽  
Vol 11 ◽  
pp. 57-65 ◽  
Author(s):  
Hussein Meihami ◽  
Bahram Meihami ◽  
Zeinab Varmaghani
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Listening Skill ◽  
Advanced Students ◽  
Efl Students ◽  
Age Range ◽  
Experimental Group

Listening has often played second fiddle to its counterpart, speaking (Brown, 2007). Because of the complexity involved in both teaching listening and assessing it, listening skill hasn’t been overlooked in comparison with other skills, speaking, reading, and writing. This problem has been multiplied when somebody looks at listening skill in EFL contexts. This research describes a study exploring the effect of Computer-Assisted Language Learning (CALL) on listening skill of Iranian EFL learners. A total of 74 Iranian Advanced students of English all male and with the age range of 20 to 22 participated in this study. They were divided into one experimental group (N = 37) and one control group (N = 37). While in the experimental group CALL was the dominate instrument in teaching listening skill, in the control group there was no use of CALL material. The findings of this study reveal that CALL materials have significant effect on improving Iranian Advanced EFL learners listening.

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.

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