The Effects of Collaborative and Individual Planning on Iranian Male and Female EFL Learners' Writing Ability

2016 ◽  
Vol 6 (8) ◽  
pp. 1630 ◽  
Author(s):  
Sara Mirazi ◽  
Asgar Mahmoudi
Keyword(s):  
Female Group ◽  
Writing Quality ◽  
Writing Ability ◽  
Efl Learners ◽  
Paired Samples ◽  
Proficiency Level ◽  
Main Effect ◽  
Quasi Experimental ◽  
Individual Planning ◽  
And Gender

This article is concerned with the effects of planning type (individual vs. collaborative) and gender on EFL learners' writing quality. The interaction of these two types of variables is also investigated. In a quasi-experimental design, the performance of two collaborative-planning and two individual-planning groups were compared. In each of these planning situations there was a male group and a female group with 26 students of the same proficiency level. All four groups underwent 8 treatment sessions. Results of the Paired-samples T-tests revealed that both types of planning had been effective in improving the learners’ writing performance. Moreover, based on the MANOVA results, there was no interaction between the two independent variables of the study and the main effect was significant only for the planning type. Findings of the study highlight the significance of planning, whether individually or collaboratively, before writing tasks.

Effect of Planning on Iranian Intermediate EFL Learners' Mastery of Writing Skill

2017 ◽  
Vol 7 (3) ◽  
pp. 219
Author(s):  
Asgar Mahmoudi
Keyword(s):  
Language Use ◽  
Writing Quality ◽  
Efl Learners ◽  
The Third ◽  
Paired Samples ◽  
Content Organization ◽  
Writing Skill ◽  
Long Time ◽  
Quasi Experimental

Accomplishing mastery in writing is difficult for EFL learners and needs employing special teaching strategies. Planning is one of the strategies that has been of interest to EFL researchers since a long time ago because it is believed that it affects learners' quality of writing. Planning can be looked at from three perspectives: its timing (before or during writing), its scope (micro or macro), and the number of people involved in it (individual or collaborative). This study focused on the third perspective and sought to explore if both individual and collaborative planning can improve EFL learners’ writing quality. The study also investigated if these two types of planning impact on the components of writing (content, organization, vocabulary, language use) differentially. Utilizing a quasi-experimental design, two homogenized groups of 26 students all having the same L1 received an eight-session treatment. The Paired-samples T-tests run on the pretest and posttest scores of the participants indicated significant improvement in their writing performance. The Multivariate Analysis of Variance, comparing the four components of the writings, revealed that all four components were affected significantly with the content being affected more positively. Findings of the study highlight the importance of planning before writing tasks.

scholarly journals Evidence of gender equity in pupils’ achievement in phonics, when exposed to adult and children-generated illustrations

2021 ◽  
Author(s):  
Christopher Ifeanyi Ibenegbu
Keyword(s):  
Gender Equity ◽  
Primary Schools ◽  
Instructional Materials ◽  
Analysis Of Covariance ◽  
Present System ◽  
Significant Interaction Effect ◽  
Main Effect ◽  
Quasi Experimental ◽  
Males And Females ◽  
And Gender

Abstract The study examined evidence of gender equity in pupils achievement in phonics, when exposed to adult and children-generated illustrations in Njikoka Local Government Area of Nigeria. The study employed a non-equivalent quasi‐experimental 2 x 2 factorial research design. Some 158 primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for the mode of illustration on pupils’ achievement in phonics F(1,153) = 21.315, p=.000; there was no significant main effect of gender F(1,153) = 1.082, p =.300, and there was no significant interaction effect of mode of illustration and gender F(1,153) = .701, p =.404. The study recommended that since the children-generated illustrations were more effective in teaching phonics and enhancing pupils achievement in phonics, the Ministries of Education should ensure that textbook authors incorporate children-generated illustrations in the instructional materials for pupils in primary schools. Mode of illustration had no differential effects on male and female pupils achievement in phonics. As such the present system of teaching both males and females in the same class should be encouraged. Authors and publishers of children’s books should engage pupils’ in illustrating their books.

scholarly journals A COMPARATIVE STUDY OF THE IMPACT OF DA MODELS ON THE WRITING ABILITY AND ATTITUDE OF IRANIAN EFL LEARNERS

2012 ◽  
Vol 5 ◽  
pp. 38-51
Author(s):  
Jaleh Hassaskhah ◽  
Masoumeh Javan Haghparast
Keyword(s):  
Dynamic Assessment ◽  
Repeated Measure ◽  
Control Groups ◽  
Writing Ability ◽  
Efl Learners ◽  
Analysis Techniques ◽  
Quasi Experimental ◽  
Testing Techniques ◽  
The Common ◽  
The Impact

The overall aim of this study was to advance understanding of the impact of the two main existing models of Dynamic Assessment (i.e. interventionist DA and interactionist DA) on the improvement of the writing abilities and attitudes of EFL learners. To have a viable conclusion, the study employed a quasi experimental research design in three pre-intermediate EFL classrooms, where each class functioned as both the experimental and the control groups. Then using the statistical procedure of repeated measure, the researchers obtained four sets of scores , the means of which were later calculated and compared in pairs (pair t-test) to see the development of students , if any, throughout the semester. Moreover, the learners’ attitude towards each of the models was assessed qualitatively after the term was over. This was done through thematic analysis techniques. Based on the results of the data analysis, it was found out that of the two main existing frameworks of DA, in spite of the common claims of their proponents, none can be given priority over the other. The only difference is the situations to which they can be applied. While interventionist DA is applicable in larger classes, interactionist DA can be best used with individual learners or in classes with fewer than four or five students. This study also indicated that learners feel more satisfied with DA than the traditional testing techniques in which their individual voices are not usually heard. Students, who used DA, liked writing activities more than before and stated that internalizing the rules and techniques got easier. Consequently, although the results obtained are susceptible to some context related limitations as well, which might threaten their full generalizability; this will not prevent us from refuting the impracticality of generalizing DA to all contexts and instead suggesting it as a valuable tool of assessment for all kinds of contexts.

Strengthening Grade 3-5 Students’ Foundational Knowledge of Rational Numbers

2013 ◽  
Vol 115 (7) ◽  
pp. 1-45 ◽  
Author(s):  
Thomas L. Good ◽  
Marcy B. Wood ◽  
Darrell Sabers ◽  
Amy M. Olson ◽  
Alyson Leah Lavigne ◽  
...  
Keyword(s):  
School District ◽  
Rational Numbers ◽  
Control Group ◽  
Grade Levels ◽  
Grade 5 ◽  
American Students ◽  
Main Effect ◽  
Quasi Experimental ◽  
Grade 3 ◽  
And Gender

Background American students have done poorly in algebra and that has generated policy concerns about preparing students for STEM careers. There has been growing recognition that the algebra problem may begin in earlier grades when students do not adequately master rational numbers. Purpose The study provided a series of workshops organized around problematic issues that students have in learning rational numbers. The research was designed to help all grade 3-5 teachers in a single school district help students gain in their knowledge of rational numbers. Population The population was drawn from one large school district (13 schools) and included 140 teachers and 2,845 students matched pre to post. Research Design The study used a quasi-experimental design. As all teachers in the district were involved, there was no control group. Findings On the basis of pre-post testing, girl and boy students, as well as students from diverse SES schools demonstrated large gains in their knowledge of rational numbers. There were no significant differences in gains for girls and boys at any of the three grade levels, but SES remained a main effect for gains in achievement for grades 3 and 4 even after entering prior achievement as a covariate and the interaction between SES and gender was significant for grade 5. Recommendations The findings provide clear evidence that students can make notable gains in learning rational numbers if they are given the opportunity to do so. The authors provide their intentions to further analyze the quantitative data (presented in this paper) with qualitative data that were collected in the study (e.g., providing open-ended response opportunities for students to respond to rational number questions like, “What is a fraction? What is a decimal? What is a percent?”

scholarly journals An Analysis of Lexical Cohesion on the Students’ Writing

2021 ◽  
Vol 2 (2) ◽  
pp. 62-67
Author(s):  
Usman Sidabutar
Keyword(s):  
Writing Quality ◽  
Research Papers ◽  
Advanced Level ◽  
Writing Ability ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
English Writing ◽  
Writing Problems ◽  
Writing Research

This research aims at finding lexical cohesion in high and low-graded lexical cohesion types on the students' narrative writing. The researcher wants to reveal the reasons why the writing problems exist in lexical cohesion and also to find out what way that the students will use to solve the lexical types in writing narrative text. The present research uses the types of lexical cohesion as proposed by Halliday and Matthiensen (2014). The lexical cohesion items consist of repetition, synonymy, antonymy, hyponymy, and meronymy. The data of this research are derived from students' writing through writing research papers. This research was conducted in qualitative.  The results show that repetition becomes the highest occurrence in the students' writing as there are 240 occurrences (64%) in total types of lexical. Nevertheless, the least kind of lexical cohesion is hyponymy. There are only 20 occurrences (6, 6%). It can be seen that the meaning relation in the text occurs among the six types of lexical cohesion to make cohesive text. Besides that, the context of the text itself also refers to coherent text. It means that the text should consist of interrelated sentences to achieve good unity. Both are related to each other in creating well-structured text.  The students were sometimes difficult to connect one word with other words. There might be a reluctance of translating the classification of the real words of EFL. Pedagogically, the students need to get studying vocabularies professionally to upgrade the stage of English into an advanced level especially in teaching English writing ability. It was recommended to teachers or lecturers to take an in-depth look at the EFL learners' problems in writing English more than and the English lecturers practice the prompt way to master vocabulary as the core of enhancing the writing quality

A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners

2018 ◽  
Vol 9 (1) ◽  
pp. 113-134
Author(s):  
A Young Park ◽  
Talia Isaacs ◽  
Helen Woodfield
Keyword(s):  
Secondary Students ◽  
Vocabulary Development ◽  
Experimental Studies ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Proficiency Level ◽  
Quasi Experimental ◽  
Intensive Reading

AbstractAlthough language experts have long advocated the use of Extensive Reading (ER) to enhance vocabulary acquisition, the widespread use of the more traditional Intensive Reading (IR) approach prevails in English as Foreign Language (EFL) settings. Many experimental studies have attempted to demonstrate the benefits of using ER over IR in classroom contexts; however, none have demonstrated significant differences in learning gains. This quasi-experimental study involved the measurement of partial vocabulary knowledge of specific words encountered through reading to compare the effects of ER and conventional IR instruction on EFL learners’ vocabulary knowledge development. Two intact classes of 72 Korean secondary students (36/class) received either ER or IR instructional treatments over a 12-week timespan, with pre- and post- performance differences examined by proficiency level. ANCOVA results showed that students benefited significantly more from the ER than from the IR treatment in terms of their knowledge of the meanings and uses of target words. With regard to proficiency, advanced and intermediate level learners benefited more from ER, while low level learners benefited more from IR. These findings suggest that EFL practitioners should carefully consider their learners’ proficiency level when selecting a reading approach, in order to optimize learners’ vocabulary development.

scholarly journals THE EFFECT OF USING “EDMODO AND QUIPPER SCHOOL” IN BLENDED LEARNING METHOD TOWARDS STUDENTS’ WRITING SKILL AT THE SECOND YEAR STUDENTS OF SMAN 1 BENGKULU TENGAH

2018 ◽  
Vol 1 (1) ◽  
pp. 32-40
Author(s):  
Dian Permatasari
Keyword(s):  
Blended Learning ◽  
Control Group ◽  
Learning Method ◽  
Writing Quality ◽  
Writing Ability ◽  
Writing Test ◽  
Learning Platform ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This research aims to compare whether there was an effect on students’ writing quality when students were taught with blended learning method, combined with Edmodo or Quipper School. This was a quasi-experimental research with 72 students at grade XI MIPA SMAN I Bengkulu Tengah, Indonesia as the samples. The experiment group was taught with Edmodo while the control group was taught with Quipper School. The instrument was a writing test. The findings of this research, with respect to the comparison of post test mean scores between the experimental group and the control group, were as follows. There was a significant difference on students’ general writing ability. There were significant differences on students’ writing ability in the aspects of content and language use. However, there was no significant difference.The students’ responses were positive toward the use of Edmodo as a blended learning. Further studies are recommended for other school levels. It seems that Edmodo is more effective than Quipper School in writing lesson since the learning platform in Edmodo gives facilities for the students to work independently, enables them to improve their quality and has more practical, interactive, and interesting features.

scholarly journals Development of Responsive Writing Ability: the Chance Virtual Instruction Creates

2014 ◽  
Vol 5 (3) ◽  
pp. 881-889
Author(s):  
Gholam-Reza Abbasian ◽  
Atiyeh Zeinalian Bafandeh
Keyword(s):  
Control Group ◽  
Writing Ability ◽  
Efl Learners ◽  
Written Responses ◽  
Foreign Language Learners ◽  
Virtual Instruction ◽  
Quasi Experimental ◽  
Effective Role ◽  
Based Instruction ◽  
Experimental Group

The ability to write and respond in a formal manner is an important skill in different areas. It has been seen that learners have problem with how to write and/or to respond in a formal manner. Being a quasi-experimental study, this study investigated the opportunities virtual instruction creates for the development and assessment of English responsive writing ability. The underlying premise was that virtual instruction, i.e., e-learning, can assist foreign language learners in the development of their general responsive writing ability. However, the role of instructional setting could not be so easily overlooked. So, the purpose of the present study was to recognize if there is any difference between EFL and ESL learners general responsive writing ability. In order to meet the objectives, 60 learners, divided into ESL and EFL groups, participated in this study. The ESL group consisted of 20 participants and 40 EFL learners were divided into two groups; one as the experimental group which received virtual instruction, while the other as the control group received class-based instruction. The study employed a process of exchanging emails in order to trace responsive writing ability development. Findings indicate that virtual instruction as far as the responsive writing ability was concerned, has an effective role in enhancing the learners written responses. Furthermore, these findings also show that the learners of the two EFL and ESL experimental groups significantly outperformed the EFL Control group, though the EFL experimental group outperformed both ESL and control groups. The findings also indicate that the EFL learners development depends on the researchers responsive written feedback.

scholarly journals Diagnostic Assessment of Writing through Dynamic Self-Assessment

2016 ◽  
Vol 6 (6) ◽  
pp. 19
Author(s):  
Siamak Mazloomi ◽  
Mona Khabiri
Keyword(s):  
Dynamic Assessment ◽  
Language Teachers ◽  
Proximal Development ◽  
Self Assessment ◽  
Writing Classes ◽  
Essay Writing ◽  
Writing Ability ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Ongoing Assessment

<p>Deeply rooted in the sociocultural theory of mind by Vygotsky, Dynamic assessment (DA) asserts that mediation is essential for online diagnosis in the classroom. One of the major challenges facing language teachers is the assessment of the learners’ Zone of Proximal Development (ZPD) level or diagnosing the amount of mediation or scaffolding they require to achieve their potential level. Ongoing assessment of the learner’s ZPD and the tailoring of mediation to fit the learning environment seems to be a vital stage. Dynamic self-assessment (DSA) can be applied for diagnostic purposes in writing classes. In this research, it is assumed that the analysis and comparison of teacher’s assessment and DSA will not only indicate their ZPD level or the amount of mediation the learners require but also diagnose their weaknesses and strengths in writing. A quasi-experimental research on 60 sophomore English Translation students in essay writing classes in Islamshahr Azad University revealed that DSA not only significantly affects the EFL learners’ writing ability, but also it is incrementally correlated with teacher’s assessment through 8 weeks of treatment, and the analysis of DSAs reveals the leaner’s’ weaknesses and the areas which should be emphasized.</p>

scholarly journals Exploring EFL Learners’ Comments on Web-Based Peer Feedback: Local and Global Revisions

2021 ◽  
Vol 14 (6) ◽  
pp. 114
Author(s):  
Abdullah Al Abri
Keyword(s):  
Experimental Design ◽  
Peer Feedback ◽  
Cognitive Apprenticeship ◽  
Public University ◽  
Writing Achievement ◽  
Web Based ◽  
Efl Learners ◽  
Paired Samples ◽  
Use Of Technology ◽  
Quasi Experimental

The purpose of this empirical study was to explore the interactional commenting patterns that EFL learners produced in web-based peer feedback and correlate them with the learners&rsquo; writing achievement. The study employed a quasi-experimental design built on the Theory of Cognitive Apprenticeship (Collins, 1991), which gives emphasis on coaching (local revision) and scaffolding (global revision) processes. The context of the study was in a public university in Oman and 50 participants were involved in a selected range of online peer-feedback processes, synchronously and asynchronously. A paired samples t-test showed that students were able to improve their grammar range and accuracy in writing essays more than other scaling categories (e.g. content and organization). The results of the qualitative analysis indicated that students produced far more comments synchronously than asynchronously, and most of the students&rsquo; exchanges were on forms. The findings of this study could be a practical reference for those who plan to cultivate the use of technology in peer feedback practice.&nbsp;

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