scholarly journals Instructional Goal Structure, Gender, and Second Language Motivation Affecting English Language Achievement

2020 ◽  
Vol 6 (1) ◽  
pp. 134-156
Author(s):  
Lemecha Geleto Wariyo
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Language Learning ◽  
Test Data ◽  
English Language ◽  
Competitive Learning ◽  
Control Group ◽  
Goal Structure ◽  
Language Achievement ◽  
Post Test

The study opted to: 1) Investigate differences between cooperative and competitive learning modes in the extent to which they affect English language achievement; 2) Find gender, intra-gender, and inter-gender differences in English language achievement within and across the cooperative, competitive, and control group learning conditions; and 3) Study the relationship between students’ motivation to learn the English language and English language achievement. The cooperative and competitive learning groups were used as treatment groups while the control group was the individualized learning group. An English language test was administered to 120 secondary school grade nine students. The 12-item mini-Attitude/Motivation Test Battery (Mini-AMTB) was administered to the students. Different parametric tests were used in the pre-test and post-test data analysis. Post-test data analysis results revealed that cooperative learners significantly outperformed both competitive learners and the control group, but the control group significantly outperformed competitive learners. The gender difference in English language achievement was not significant. The cooperative learning (CL) mode was favored by both male and female students but more favored by males. The five aggregate measures of the mini-AMTB (Integrativeness, Motivational Intensity, Attitudes towards the Learning Situation, Instrumental Orientation, and Parental Encouragement) produced significant positive correlations with English language achievement; however, Language Anxiety negatively and significantly correlated with English language achievement. The CL mode, with its effective CL technique, was recommended to be researched and applied by trained teachers to improve student achievement. Its implications for teacher training were also given. Treatment of second language motivation was recommended as an important issue in second language learning.

scholarly journals Instructional goal structure, gender and second language motivation affecting English language achievement

2019 ◽  
Vol 9 (1) ◽  
pp. 69-81
Author(s):  
Lemecha Geleto Wariyo
Keyword(s):  
Second Language ◽  
Cooperative Learning ◽  
English Language ◽  
Significant Negative Correlation ◽  
Competitive Learning ◽  
Control Group ◽  
Goal Structure ◽  
Language Achievement ◽  
Post Test ◽  
Instructional Goal

This study opted to 1) investigate a difference between cooperative and competitive learning modes in affecting English language achievement; 2) find gender, intra-gender and inter-gender differences in English language achievement within and across the three learning conditions and 3) study relationship between students’ motivation to learn English language and English language achievement. An English language test was administered to 120 Arsi Negelle Shala Secondary School grade 9 students. The 12 items Mini-Attitude/Motivation test battery (Mini-AMTB) was administered to the students. Different parametric tests were used in the pre-test and post-test data analysis. Post-test analysis result revealed that cooperative learners significantly outperformed both competitive learners and control group, but the control group significantly outperformed competitive learners. Both groups of male and female students favoured cooperative learning mode; however, males favoured more. The aggregate measures of Mini-AMTB produced significant positive correlations with English language achievement, but language anxiety produced significant negative correlation. Keywords: Cooperative learning, competitive learning, instructional goal structure, second language motivation.

scholarly journals Discourse Competence Development in English as Second Language Learners: Effect of Poems on Proficiency and Performance

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 268-274
Author(s):  
Dr. Shaukat Ali ◽  
Mr. Saddam Hussain ◽  
Mr. Iftekhar Ali
Keyword(s):  
Second Language ◽  
Treatment Group ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Control Group ◽  
Teaching Materials ◽  
Post Test ◽  
Field Notes ◽  
Discourse Competence

This study investigates the effect of poems as language teaching materials on the discourse competence of English as a second language learners (ESL) learners. Discourse competence is one of the sub-skills of English speaking skills which has further been divided into two sub-skills called 1) organizing a coherent conversation and 2) then maintaining it. It was a quasi-experimental study consisting of a control group (CG) and an experimental group (EG) from the faculty of social sciences, University of Malakand, Pakistan. They were the students of the third semester and were taught English as a minor course. Before the commencement of the experiment, the students of both groups were subjected to a speaking type pre-test. Immediately after the pre-test, the control group was taught through traditional teaching materials whereas; the treatment group was treated with poems as teaching materials. Moreover, observation field notes were employed to find out the reasons behind the performance of the students of both groups. After a six-week experiment, a post-test similar in nature to the pre-test was dispensed among the groups. The scores of the respondents of both groups were compared by using independent samples t-tests. The outcomes indicated that the learners in the treatment group scored significantly higher on the post-test than the learners in the comparison group. The observation field notes further displayed that the students of the treatment group were actively involved in the language learning process. Moreover, they associated the text of poetry with their, socio-cultural, and personal lives. Additionally, they enjoyed greater autonomy due to ambiguity and universality in the texts of the poems. The study suggests that poems should be utilized as teaching materials in ESL classrooms.

scholarly journals Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

2021 ◽  
Vol 14 (6) ◽  
pp. 62
Author(s):  
Nunpaporn Durongbhandhu ◽  
Danuchawat Suwanasilp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Skills ◽  
Reading Program ◽  
Control Group ◽  
Essential Factor ◽  
Visual Aid ◽  
Post Test

Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well.

CALL Course Design for Second Language Learning

2010 ◽  
pp. 88-103
Author(s):  
Abbad Alabbad ◽  
Christina Gitsaki ◽  
Peter White
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
New Technology ◽  
Strong Support ◽  
The Internet ◽  
Control Group ◽  
First Year Students

The study presented in this chapter investigated the impact of computers and the Internet on both the achievement of learners of English as a foreign language (EFL) and their attitudes toward learning EFL. The field study took place at a University in Riyadh, Saudi Arabia, where first year students study English 101, a compulsory English language course. Thirty students were randomly selected to study in an alternative EFL course using computers, the Internet and collaborative activities within a constructivist framework. Another group of 38 students was also randomly selected to be the control group. These students attended English 101 taught using traditional teaching aids and the grammar-translation teaching method. The study was 13 weeks long. The findings of the study indicate a strong positive shift in the subjects’ attitude and motivation toward learning EFL after using the new technology-based approach. As to the subjects’ language achievement, the treatment group outperformed the control group by 30%. These findings provide strong support for the effectiveness of a technology-enhanced learning environment for second language teaching and learning.

scholarly journals The Effectiveness of a programme-based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

2017 ◽  
Vol 8 (3) ◽  
pp. 113 ◽  
Author(s):  
Nasrah Mahmoud Ismaiel ◽  
AbdulRahman Awadh Al Asmari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Female Students ◽  
Control Group ◽  
Language Learning Strategies ◽  
Vocabulary Learning Strategies ◽  
Post Test ◽  
Experimental Group

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123) females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a) to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt’s (1997) questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and meta-cognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovred that there existed statistically important discrepancies among the pre-test and post-test outcomes for the experimental group on the diction examination. Moreover, the grades depicted that there existed statistically notable discrepancies among the experimental group and its counterpart. The data of the present research have notable insinuations for the learners and make an enhanced case for the study of diction and vocabulary. 

scholarly journals The Impact of Kagan’s Cooperative Learning Structure (KCLS) on Grade 9 Students towards English Language Learning

2021 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Test Scores ◽  
English Language ◽  
Development Program ◽  
Control Group ◽  
Post Test ◽  
Brain Breaks ◽  
The Impact ◽  
English Subject

English subject has become very important in the context of Bhutanese education system. Owing to its importance in the era of modernization, the education ministry of Bhutan is providing professional development program in a form of training and workshops for all the English teachers to grow oneself professionally. Therefore the purposes of this study were to examine the learning achievement and investigate opinions of grade 9 Bhutanese students towards English subject by incorporating Kagans Cooperative Learning Structure (KCLS). The study was an experimental research and consisted of two groups pre-test post-test design at Kamji Central School under Chhuka district, Bhutan. A cluster random sampling was used to select two sections out of three sections with 38 students each in the experimental and the control groups. The quantitative data was analyzed using a pre-test and post-test scores while students’ reflective journal was analyzed using a coding system.The findings of the study showed a remarkable difference in the post-test scores. The mean scores of the control group and of the experimental group were 9.5 and 11.5 respectively. In addition,the student’s reflective journals revealed that the Kagans Cooperative Learning structure (KCLS) was interesting, provided with equal opportunities,enhanced active participation, and the brain breaks and cheers helped them keep themselves alert and boost retention level of learning.

scholarly journals THE EFFECT OF USING FLASHCARDS ON STUDENT VOCABULARY MASTERY

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Riryn Fatmawaty
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Homogeneity Test ◽  
New Words ◽  
Post Test ◽  
Language Teaching And Learning

As we know that vocabulary is as a major component of language learning. Without having adequate vocabulary we will get difficulty to learn English. So that way it has to be mastered by learners. It should be the first priority in English language teaching and learning because as a central of language teaching and learning. It means that by mastering vocabulary, of course with grammar, the learners will produce so many sentences easily either in spoken or written one. Actually, there are many methods that used by teacher in English's teaching in order to reach the goal in teaching and learning English, such as using cartoon movies, pictures, jigsaws, games, song and etc. Another way is learning through vocabulary card or flashcard. As we listen and read, we often meet new words by flashcard. A flashcard is a set of cards bearing information, as words or numbers, on either or both sides, used in classroom drills or in private study". The problem of the study is the students vocabulary mastery of MI. Babul Ulum Dorogede Gedangan Sukodadi Lamongan is very low, so researcher does a research in that school in a month, there are two meetings for doing pre test and post test, while four time for teaching and learning activities for each class by using flashcard. In doing research, the experimental class were given several treatments, while the control group get the lesson as usual. The topics lessons, teacher, pre-test and post test were same, but the method of teaching was different. Based on the result of statistic test, it is known that the result scores of experiment class is higher than control class and it is described as follows; based on the normality test, that the result from experiment class is (-2,7756 < 11,3449), and from control class is (-19,6799 < 11,3449). That means H0 received, both samples is from population distributes normal. Based on the homogeneity test is (2,25 < 3,69), that H0 us received. So that, both samples is from variant homogeneity. Based on the differences between mean with the t-test, that is (2,12 < 6,69), means that H0 is refused. So, the final score of students who taught by using flashcard is better than the students who do not use.Keywords: Flashcard, Vocabulary mastery

scholarly journals Realia-Mediated Instruction: An Effective Tool for Improving Young Learners' Vocabulary Skills

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 157-166
Author(s):  
Muhammad Safdar Bhatti ◽  
Alvons Habibie ◽  
Shaista Noreen ◽  
Sabir Hussain ◽  
Shahla Bajwa
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Real Life ◽  
Learning Performance ◽  
Control Group ◽  
Menu Selection ◽  
Vocabulary Skills ◽  
Post Test ◽  
The Impact

A foreign language teacher often employs realia to strengthen pupils' association between words and objects. The current study investigates real-life activities that improve vocabulary learning in the English language and the impact of realia on improving students' vocabulary learning performance. It was an experimental study with only post-test design. Forty students participated in the study. The data were collected and analyzed statistically. The results revealed that vital activities used for vocabulary development were menu selection, game recognition, picture identification, activity identification, magazine adds understanding, and identification of cities and map reading, respectively. It was evident that the experimental group performed better when compared with the control group. The study suggested that students may focus their attention, stimulate their interest, give them real impact, make them aware, and modernize their language learning through vocabulary improvement.

scholarly journals The Influence of Emotional Intelligence Enhancement on the Development of EFL Learners’ Listening Skill

2018 ◽  
Vol 7 (5) ◽  
pp. 70
Author(s):  
Mohammad Reza Ebrahimi ◽  
Hooshang Khoshsima ◽  
Esmail Zare-Behtash
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
English Language ◽  
Control Group ◽  
Common People ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Listening Skill ◽  
Post Test ◽  
The Difference

English language as one of the most important international scientific languages used in Iran (and many other countries) is of crucial importance and a great amount of time and expenses are being invested on learning and teaching it. Increasing the speed of learning this language is certainly an urgent need, as many common people and academicians spend a lot of time on learning it, sometimes without a major breakthrough. Thus, the effect of increasing Emotional Intelligence on Listening Skill was examined in this study in an empirical way. An “Interchange Placement Test” was given to university students who studied English as a Foreign Language (EFL learners) in Iran. Subjects were Intermediate level students who also took an IELTS test, so that the researchers could more exactly evaluate their proficiency in listening skill at the beginning of the project. Next, the Emotional Intelligence of them was evaluated and consequently Emotional Intelligence (EQ/I) was taught. After a one educational-year course of concurrently teaching EI and listening skill, the same IELTS along with the EQ test was administered in treatment and control group. To observe the development in each category, the difference in scores of both EQ and IELTS test (pre-test and post-test) were statistically calculated. Ultimately, it was found that both EI and listening skill of the learners in treatment group were developed in a significant way whereas no significant change was detected in control group who did not receive any instructions on EI. The findings of the study can contribute in the promotion of the knowledge on the effect of emotional intelligence in language learning and also syllabus design.

scholarly journals THE EFFECTS OF EPICS ON INTERCULTURAL AWARENESS OF SECOND LANGUAGE LEARNERS AT SCHOOL OF FOREIGN LANGUAGES

2021 ◽  
pp. 265-299
Author(s):  
Nuriye KÜLAHLI
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Control Group ◽  
Intercultural Awareness ◽  
Significant Difference ◽  
Post Test

This research study was aimed to determine whether the epics have effects on intercultural awareness of second language learners at the School of Foreign Languages, Selcuk University. It was conducted in two prep classes including 21 and 19 students to determine whether using epics was beneficial for intercultural awareness of second language learners during the foreign language learning process. The experimental group including 21 students was taught two English and two Turkish epics and related activities were done. The control group consisted of 19 students and no specific study for intercultural awareness was done. The students in that group got the cultural information from the coursebook. Both groups were given a questionnaire as a pre-test and a post-test. The test consisted of three open-ended questions related to the attitudes of students towards the target culture. During the study, the students were observed, and their behaviours and opinions were recorded by the researcher. The results showed a significant difference in the mean gains of the samples. Teaching epics proved to be effective on students’ intercultural awareness as second language learners while learning a second language.

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