Addressing fluctuation in article choice by Japanese learners of L2 English through explicit instruction

10.1558/35594 ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 164-188
Author(s):  
Neal Snape ◽  
Mari Umeda
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
English Speaker ◽  
Instruction Group ◽  
Post Test ◽  
Japanese Learners ◽  
One Year ◽  
Study Participants

This study examines the role of explicit instruction in article meanings to L1-Japanese learners of L2-English. An instruction group (n = 21), a control group (n = 16) and a native English speaker group (n = 9) participated in this study. Participants were asked to rate the acceptability of [±definite] and [±specific] sentences on a scale of 1–4 (1 = unacceptable; 4 = acceptable) in relation to a context for pre- and three post-tests. A pre-test was administered to both groups before instruction began and three post-tests were given to both groups. The instruction group received seven, sixty-minute lessons across seven weeks on instruction in the concepts of definiteness and specificity. Post-test 1 was administered to all participants at the end of the instruction period; post-test 2 was given after a twelve-week summer break; post-test 3 was one year after instruction had ended. The findings show that the instruction group made some gains in consolidating their understanding of the concepts during the instruction period, but after one year little explicit knowledge was retained.

Addressing fluctuation in article choice by Japanese learners of L2 English through explicit instruction

2018 ◽  
Vol 2 (2) ◽  
pp. 164-188
Author(s):  
Neal Snape ◽  
Mari Umeda
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
English Speaker ◽  
Instruction Group ◽  
Post Test ◽  
Japanese Learners ◽  
One Year ◽  
Study Participants

This study examines the role of explicit instruction in article meanings to L1-Japanese learners of L2-English. An instruction group (n = 21), a control group (n = 16) and a native English speaker group (n = 9) participated in this study. Participants were asked to rate the acceptability of [±definite] and [±specific] sentences on a scale of 1–4 (1 = unacceptable; 4 = acceptable) in relation to a context for pre- and three post-tests. A pre-test was administered to both groups before instruction began and three post-tests were given to both groups. The instruction group received seven, sixty-minute lessons across seven weeks on instruction in the concepts of definiteness and specificity. Post-test 1 was administered to all participants at the end of the instruction period; post-test 2 was given after a twelve-week summer break; post-test 3 was one year after instruction had ended. The findings show that the instruction group made some gains in consolidating their understanding of the concepts during the instruction period, but after one year little explicit knowledge was retained.

The long-term effect of explicit instruction on learners’ knowledge on English articles

2017 ◽  
Vol 23 (2) ◽  
pp. 179-199 ◽  
Author(s):  
Mari Umeda ◽  
Neal Snape ◽  
Noriaki Yusa ◽  
John Wiltshier
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
Instruction Group ◽  
Long Term Effect ◽  
One Year ◽  
English Articles ◽  
Generic Sentences

This study examines the role of explicit instruction in article semantics to L2 learners of English. Two types of generic sentences, expressed by different articles, were tested over time. An instruction group ( n = 21), a control group ( n = 16) and a native English speaker control group ( n = 9) participated in the study. The instruction group received nine 60-minute lessons across 9 weeks. A pre-test was administered to both groups before instruction began and four post-tests were given to both groups. The results from delayed post-tests show that the instruction group improved, but after one year little knowledge was retained. The findings suggest that explicit knowledge of articles is unlikely to be retained unless ongoing instruction is achieved.

The Role of Chess in the Intellectual Development of Childrens from Primary School

2019 ◽  
pp. 58-62
Author(s):  
Vlad Stegariu ◽  
Simona Andreea Popușoi ◽  
Beatrice Abălașei ◽  
Nicolae Lucian Voinea ◽  
Ioan Stelescu ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Intellectual Development ◽  
Resources Allocation ◽  
Control Group ◽  
Cognitive Resources ◽  
One Year ◽  
Better Than ◽  
Chess Playing

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.

The role of rehabilitation exercises on weight, functional strength and exercise adherence in knee osteoarthritis patients

2021 ◽  
Vol 17 ◽  
Author(s):  
Muhammad Tariq Rafiq ◽  
Mohamad Shariff Abdul Hamid ◽  
Eliza Hafiz ◽  
Khalid Rashid ◽  
Farid Ahmad Chaudhary
Keyword(s):  
Knee Osteoarthritis ◽  
Weight Bearing ◽  
Exercise Adherence ◽  
Lower Limbs ◽  
Joint Disease ◽  
Control Group ◽  
Post Test ◽  
Rehabilitation Exercises ◽  
Normally Distributed

Introduction: Knee osteoarthritis (OA) is a weight-bearing joint disease and is more common in overweight and obese persons. The objective of this study was to determine the role of rehabilitation exercises (REs) of lower limbs on weight, functional strength, and exercise adherence in overweight and obese knee OA patients. Materials And Method: The patients were recruited from the Urban community of Lahore, Pakistan. The patients were divided into the rehabilitation group (RG) and control group (CG). The patients in the RG performed the REs of lower limbs and followed the instructions of daily care (IDC), while the patients in the CG only followed the IDC for 12 weeks. Outcome measures were assessed at pre-test before grouping and post-test after 12-weeks of interventions. The measures included: weight, functional strength, and exercise adherence. The Paired Samples t-test (for the normally distributed data) and the Wilcoxon Signed Ranked Test (for the data that was not normally distributed) were used to analyze the differences within groups from pre to post-test measurements. The analysis of variance 2 × 2 factors and the Mann-Whitney U-test were used to analyze the difference of weight and functional strength respectively between the groups. Results: The patients in the RG reported a statistically significant weight reduction (p < 0.001) and improvement in the functional strength (p < 0.001) within the group. Similarly, the patients in the CG also reported a significant improvement in the scores of functional strength (p = 0.004) within the group. The improvement in the scores of functional strength was greater in the patients of RG than the CG (p < 0.001. Similarly, the patients in the RG reported a statistically significant reduction in weight than the CG (p < 0.001). Conclusion: The REs could improve weight, functional strength and exercise adherence.

scholarly journals The Role of Bamboo Shoot Gigantochloa apus Extract in Decreasing MDA and Increasing IL-10 at The Atherosclerosis

2019 ◽  
Vol 3 (1) ◽  
pp. 23-27
Author(s):  
Edy Soesanto ◽  
Edi Dharmana ◽  
Soeharyo Hadisaputro ◽  
Siti Fatimah Muis
Keyword(s):  
Atherogenic Diet ◽  
Control Group ◽  
Antioxidant Compounds ◽  
Bamboo Shoot ◽  
Control Group Design ◽  
Treatment Groups ◽  
New Zealand White Rabbits ◽  
Post Test ◽  
Free Radical Formation

Introduction: Bamboo shoot Gigantochloa apus extract has antioxidant compounds that act as lipid peroxidation inhibitors and reduce free radical formation so that it can be used as an anti-inflammatory and anti-oxidative stress in the atherosclerosis. Aim: Knowing the effect of bamboo shoot Gigantochloa apus extract in reducing MDA levels and IL-10 increasing levels in rabbits given atherogenic diet. Methods: This experiment used randomized pre-test and post-test with control group design, in 24 New Zealand White rabbits divided into 4 groups randomly. MDA and IL-10 levels were examined by the ELISA method. Results and conclusion: Bamboo shoot Gigantochloa apus extract can reduce MDA levels and increase IL-10 levels significantly in accordance with increasing doses. The increase of MDA levels in the control group with all treatment groups was different (p = 0.0001), and between the treatment groups and other treatment groups there were also differences (p

scholarly journals Efektivitas Metode Kolaboratif Learning dan Kooperatif dalam Pendidikan Kesehatan Berbasis Komunitas

2014 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Tita Hariyanti ◽  
Harsono Mardiwiyoto ◽  
Yayi Suryo Prabandari
Keyword(s):  
Cooperative Learning ◽  
Control Group ◽  
Memory Retention ◽  
Community Based ◽  
Student Centered ◽  
Student Centered Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Group Post

Background: The role of the learning methods is changing from teacher centered learning to student centered learning (SCL). One of the SCL methods is collaborative and cooperative learning. The past twenty years have seen an increase in collaborative and cooperative learning based pedagogies in colleges, but not in community based health education. The aim of this study is to identify the efectivity of collaborative and cooperative learning in community based health educationMethod: This research used quasi experimental non-randomized control group post test design. Respondent of the research are 111 geriatric cadres of Kecamatan Kepanjen and 72 geriatric cadres of Kecamatan Singosari.Results: Data shows that cadre’s knowledge in first training, 30 and 90 days after first training increased in both groups (p<0,001). There is no relationship between individual characteristic (age, education, occupation, time to work as a cadre, training) and increase of knowledge (p>0,05).Conclusion: Collaborative and cooperative method can increase cadre’s knowledge of stroke effectively and maintain memory retention longer than conventional method.

scholarly journals Effects of Interaction on Reading Comprehension in the Secondary School Classrooms: An Action Research

2020 ◽  
pp. 13-20
Author(s):  
Md. Nasim Fardose Sajib ◽  
Nurun Nahar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Secondary School ◽  
Student Interaction ◽  
Control Group ◽  
Comprehension Ability ◽  
Post Test ◽  
Efl Classrooms ◽  
Pair Work

This study investigates the EFL classrooms to identify the role of interaction in reading comprehension classes. Student-student interaction through the form of pair-work was introduced while the pre-test and post-test measured its effect. Adequate classes were observed to identify the level of the control group students. This study tried to find out the role of interaction in facilitating students’ reading comprehension. It had found that when the students got the opportunity to interact through pair-work, they became their source of input. And it was evident that after the introduction of interaction, their comprehension ability enhanced as they correctly answered more questions in the post-test than in the pre-test. Based on the results, the study also recommends the introduction of interaction to enhance students’ skill in listening, speaking, and writing.

scholarly journals The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

2020 ◽  
Vol 19 (9) ◽  
pp. 363-381
Author(s):  
Moustafa Mohamed Abdelmohsen ◽  
Rohaya Abdullah ◽  
Yasir Azam
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Efl Teachers ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Study Participants ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

scholarly journals Enhancing ESL Learners’ Vocabulary Learning of Metaphorically-used Words

2017 ◽  
Vol 8 (5) ◽  
pp. 835 ◽  
Author(s):  
Leonardo Veliz
Keyword(s):  
Small Groups ◽  
Control Group ◽  
Esl Students ◽  
English As Second Language ◽  
Lexical Learning ◽  
Study Participants ◽  
Esl Learners ◽  
Journal Entries ◽  
Experimental Group

The present study examined the role of awareness of metaphor in learners’ lexical learning. A total of 35 intermediate English as second language (ESL) students participated in this study. Participants were randomly divided into two small groups. One (N = 17) served as the control group and the other (N = 18) as the experimental group. Both groups were taught several metaphorically-used expressions over a period of six weeks. The groups differed in that the experimental group received systematic and explicit explanations of the source and target relationships that underlie metaphor, while the control group did not receive such instruction. Pre-tests and Post-tests were administered in order to measure lexical understanding of metaphorical items. Two journal entries were given out to students at two different intervals throughout the teaching period in order to tap into their views of how their lexical understanding of metaphor was changing, or not changing, over time. Results revealed that those students who received systematic and explicit explanations on the concrete experiential basis of metaphor showed greater understanding of metaphorical meanings, and seemed more inclined to unpacking their metaphoricity by looking at what lies behind them.

scholarly journals Effect of HSV-2 Suppressive Therapy on Genital Tract HIV-1 RNA Shedding among Women on HAART: A Pilot Randomized Controlled Trial

2012 ◽  
Vol 2012 ◽  
pp. 1-7
Author(s):  
A. E. Nijhawan ◽  
A. K. DeLong ◽  
S. Chapman ◽  
A. Rana ◽  
J. Kurpewski ◽  
...  
Keyword(s):  
Highly Active Antiretroviral Therapy ◽  
Genital Tract ◽  
Controlled Trial ◽  
Sexual Transmission ◽  
Suppressive Therapy ◽  
Control Group ◽  
Highly Active ◽  
One Year ◽  
Hiv 1

Background. The role of suppressive HSV therapy in women coinfected with HSV-2 and HIV-1 taking highly active antiretroviral therapy (HAART) is unclear.Methods. 60 women with HIV-1/HSV-2 coinfection on HAART with plasma HIV-1 viral load (PVL) ≤75 copies/mL were randomized to receive acyclovir (N=30) or no acyclovir (N=30). PVL, genital tract (GT) HIV-1, and GT HSV were measured every 4 weeks for one year.Results. Detection of GT HIV-1 was not significantly different in the two arms (OR 1.23,P=0.67), although this pilot study was underpowered to detect this difference. When PVL was undetectable, the odds of detecting GT HIV were 0.4 times smaller in the acyclovir arm than in the control arm, though this was not statistically significant (P=0.07). The odds of detecting GT HSV DNA in women receiving acyclovir were significantly lower than in women in the control group, OR 0.38,P<0.05.Conclusions. Chronic suppressive therapy with acyclovir in HIV-1/HSV-2-positive women on HAART significantly reduces asymptomatic GT HSV shedding, though not GT HIV shedding or PVL. PVL was strongly associated with GT HIV shedding, reinforcing the importance of HAART in decreasing HIV sexual transmission.

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