The Effect of Peer Interaction on Iranian EFL Learners’ Self-efficacy in Vocabulary Learning

2016 ◽  
Vol 6 (9) ◽  
pp. 1804
Author(s):  
Hamid Noroozi ◽  
Ali Gholami Mehrdad
Keyword(s):  
Self Efficacy ◽  
Peer Interaction ◽  
Vocabulary Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Efl Students ◽  
Trajectories Of Change ◽  
Development Of Language ◽  
Time To Learn ◽  
Experimental Group

The current study aimed to explore the effects of peer interaction on self-efficacy in vocabulary learning. The participants of the study included 64 EFL students in two intact classes at Takhti high school and Pardis language institute in Hamedan, Iran who were conveniently sampled to take part in the study. They aged 15-17 and were randomly positioned into one experimental and one control group. The participants were assigned as the experimental group and as control group 32 each. the experimental group received the intervention including  peer interaction  for example Word Expert Cards (Richek & McTague, 2008) while those in the control group had time to learn vocabularies and deepen their learningindividuallyand researcher monitored and told them to memorize or paraphrase the vocabularies themselves individually All the participants completed a self-efficacy questionnaire on vocabulary learning. The participants completed a questionnaire on self-efficacy learning twice, once before the treatment as the pretest and a second time after the treatment as the posttest. The data thus obtained were then analyzed through measuring the Analysis of Covariance (ANCOVA) to examine the trajectories of change in the participants’ self-efficacy over the treatment. The results indicated a significant increase in the self-efficacy indexes of the experimental group compared with the control group. The findings from the current study provide empirical evidence suggesting that through peer interaction it could be possible to enhance self-efficacy, which in turn may contribute to the development of language skills.

Outcomes of Community-Based Youth Empowerment Programs Adopting Design Thinking: A Quasi-Experimental Study

2021 ◽  
pp. 104973152110014
Author(s):  
Siu-ming To ◽  
Xiaoyu Liu
Keyword(s):  
Self Efficacy ◽  
Design Thinking ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Youth Empowerment ◽  
Control Groups ◽  
Community Based ◽  
Quasi Experimental ◽  
Creative Self ◽  
Experimental Group

Purpose: Using a nonrandomized control group pretest–posttest assessment, this study aimed to examine the outcomes of community-based youth empowerment initiatives that were informed by design thinking. Method: A total of 553 youth living in Hong Kong were recruited to participate in this study. Among them, 213 youth self-selected to join the experimental group, and 340 youth joined the two control groups. Multivariate analysis of covariance and post hoc group comparisons were used to examine the differences among the three groups at the posttest assessment. Results: The results indicate a positive improvement in creative self-efficacy among participants of the experimental group compared to the two control groups. Significant differences were also found between the experimental group and the second control group in terms of youth–adult partnerships and youth empowerment in the community. Conclusion: Youth empowerment programs informed by design thinking may reinforce self-efficacy beliefs by encouraging youth to bring about innovations in their community.

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.  

COUNSELOR TRAINING, ANXIETY, AND COUNSELING SELF-EFFICACY: IMPLICATIONS FOR TRAINING PSYCHOLOGY STUDENTS FROM THE UNITED ARAB EMIRATES UNIVERSITY

2004 ◽  
Vol 32 (5) ◽  
pp. 429-439 ◽  
Author(s):  
Fatima R. Al-Darmaki
Keyword(s):  
United Arab Emirates ◽  
Trait Anxiety ◽  
Counselor Training ◽  
Self Efficacy ◽  
Psychology Students ◽  
Analysis Of Covariance ◽  
Future Research ◽  
Control Group ◽  
The Impact ◽  
Experimental Group

The impact of training on counseling self-efficacy and state and trait anxiety was examined in this study. One hundred and thirteen undergraduate psychology students from United Arab Emirates (UAE) University participated in this investigation. The experimental group consisted of seventy-three students who were taking their first practicum (65 females; 8 males) and the control group was composed of female students who had not yet taken their practicum (n=40). Pre- and posttests were conducted using the Counseling Self-Estimate Inventory (COSE: Larson et al., 1992) and the State-Trait Anxiety Inventory (STAI: Spielberger, Gorsuch, & Lushene, 1970). Significant mean differences were found between the experimental group and the control group in both counseling self-efficacy and anxiety. Analysis of covariance revealed that training increased trainees' counseling self-efficacy and decreased their level of anxiety. These findings are discussed and directions for future research are provided.

scholarly journals The Role of Auditory Input Enhancement through Whats App in EFL Learners’ Vocabulary Learning and Retention

2020 ◽  
Vol 10 (12) ◽  
pp. 1576
Author(s):  
Yaghoob Javadi ◽  
Maryam Cheraghi Shehni
Keyword(s):  
Vocabulary Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Auditory Input ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Input Enhancement ◽  
The Given ◽  
Experimental Group

The present study investigated the effect of teaching vocabulary using auditory input enhancement via whats app on EFL learners’ vocabulary learning and retention. For this purpose, 85 students were participated and those 56 students whose scores were one standard deviation above or below the mean on Preliminary English Test (PET) were selected and they were assigned into one experimental and a control group. Then they were given a 40 multiple choice vocabulary test as their pretest. The 10-session treatment followed by teaching vocabulary using auditory input via Whats app in one experimental group and the control group had their conventional way of teaching. After the treatment, a vocabulary posttest was administered to groups in order to compare the participants' performance and to examine if or not the given instruction had any meaningful effect on their vocabulary achievement. After about 10 days after the posttest, the same vocabulary posttest was administered again to check the learners’ vocabulary retention. The analysis of the test scores through an independent sample t-test and analysis of covariance (ANCOVA) indicated that auditory input enhancement through Whats app had a statistically significant effect on vocabulary learning and retention of Iranian EFL learners.

scholarly journals Effect of Differentiated Instruction and 5E Learning Cycle on Academic Achievement and Self-efficacy of Students in Physics Lesson

2021 ◽  
Vol 32 (1) ◽  
pp. 4-13
Author(s):  
Riza Salar ◽  
◽  
Umit Turgut ◽  
Keyword(s):  
Academic Achievement ◽  
Differentiated Instruction ◽  
Prior Knowledge ◽  
Self Efficacy ◽  
Analysis Of Covariance ◽  
Learning Cycle ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The learning characteristics of each student are different. Differentiated instruction considers individual differences, as such guides the learning journey rather than seeing these differences as a challenge. The purpose of this research was to compare the effects of differentiated instruction and 5E learning cycle in physics classes on the students' academic achievement and self-efficacy. We used the matching - pre-test/post-test - control group design to address the research questions. We conducted the study in three different schools, performed three experiments, and had three control groups. 162 10th grade students participated in the study. We used the ‘Electricity Prior Knowledge Test’, ‘Electricity Achievement Test’, and the ‘Physics Self-Efficacy Scale’ to collect data. SPSS version 20 software was used to analyse the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of electricity. The analysis of covariance was used to determine whether there was a significant difference between the control and experimental group students’ course achievements after the implementation. Two-factor mixed-measures ANOVA was used to determine whether the experimental and control group students’ pre-test and post-test scores on self-efficacy differed. Based on the results, it can be concluded that differentiated instruction improved the academic achievement of the low- and mid-achieving students. When the self-efficacy scores of the students were analysed, no significant difference was found between the groups. Based on the results of the research, researchers or teachers who want to use differentiated teaching in their classrooms may be recommended to create level groups in the classroom.

scholarly journals Using the Vocabulary Self-Collection Strategy Plus to Develop University EFL Students’ Vocabulary Learning

2017 ◽  
Vol 10 (8) ◽  
pp. 135
Author(s):  
Manal Mohamed Khodary
Keyword(s):  
Vocabulary Learning ◽  
Achievement Test ◽  
Control Group ◽  
Northern Border ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Mean ◽  
Faculty Of Education ◽  
Experimental Group

This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students’ vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar Faculty of Education and Arts, Northern Border University, KSA. They formed two groups: an experimental group (n = 40) and a control one (n = 40). Both groups were pre-tested by using the pre Vocabulary Achievement Test (VAT) for equivalence in vocabulary prior to the treatment. The researcher taught the experimental group throughout the sessions that based on using the VSSPlus in vocabulary learning and she taught vocabulary to the control group by using the Vocabulary Self-Collection Strategy (VSS). Then, the researcher post tested the two groups by using the post VAT and she used the t-test to calculate the differences between the mean scores of the pre and post VAT. The results revealed that a statistically significant difference was found between the mean scores of the experimental group and the control group on the post VAT in favor of the experimental group. The results also showed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post VAT in favor of the post VAT. Therefore, it was concluded that the experimental group outperformed the control group on the post VAT as a result of receiving training on the VSSPlus. It was also concluded that the experimental group performed better on the post VAT than the pre VAT because the VSSPlus helped them develop vocabulary. Some recommendations and suggestions for further research were provided.

scholarly journals The Effect of Visual Contextual Support and Glossary of Words on Guessing Meaning of New Vocabulary Items in English by Pre-university Male EFL Students

2018 ◽  
Vol 9 (3) ◽  
pp. 561
Author(s):  
Kamal Nasrollahi ◽  
Samran Daneshfar
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Homogeneous Groups ◽  
New Words ◽  
Contextual Support ◽  
Efl Students ◽  
The One ◽  
The Impact ◽  
Experimental Group

The present study aims at investigating the impact of visual contextual support and Glossary of Words on EFL learners’ vocabulary learning. For this purpose, a total number of 60 male pre-university students were randomly selected after administering the English proficiency test to assure the homogeneity of the participants. The learners were assigned to three homogeneous groups, 2 experimental groups, namely, visual contextual support and glossary of words and one control group to highlight the comparative purposes.  During treatment, the first experimental group received a passage including new vocabulary items and visual contextual supports as treatment and the second experimental group received the same passage including new vocabulary items and the glossary of words as treatment. On the other hand, the control group received no treatment and they were just given the new vocabulary items of the same passages given to the experimental groups in order to guess the meaning of new words only by using their own vocabulary knowledge. To compare the probable differential impact of the study a pretest and posttest were applied to all three groups and the results of the tests were contrasted and analysed. For data analysis, the one-way ANOVA was administered for pretest and posttest. The results of the study demonstrated a significant improvement of vocabulary learning through utilizing visual contextual support in comparison to the glossary of words group and moreover than the control group.

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners’ Vocabulary Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 96
Author(s):  
Fatemeh Enayati ◽  
Abbas Pourhosein Gilakjani
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. The objective of current investigation is to examine the effect of CALL on Iranian intermediate learners’ vocabulary learning. The researchers used Tell Me More (TEM) software for this objective. This investigation used Preliminary English Test (PET) as a standardized measurement to seek the level of the subjects in terms of language proficiency. Then, the researchers assigned the participants into two groups: experimental group and control group. Experimental group included 31 EFL students and control group involved 30 EFL students. 80 items were administered as pre-test to evaluate the participants’ previous knowledge of English in respect to the vocabularies. The researchers taught the students of both groups for 12 sessions. The TEM software was used as treatment in experimental group and the control group received no treatment. The taught words were the same in both groups. After 12 sessions, the 65 items were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. The data were analyzed through running the Independent sample t-test. The results of post-test showed that the participants of experimental group outperformed the control group and had positive attitudes towards CALL. The results of this study may be useful for EFL teachers, EFL learners, and syllabus designers.

The Effect of Self-Assessment on EFL Learners’ Self-Efficacy

2014 ◽  
Vol 31 (1) ◽  
pp. 42 ◽  
Author(s):  
Sasan Baleghizadeh ◽  
Atieh Masoun
Keyword(s):  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Self Assessment ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
English Language Institute ◽  
Experimental Group

This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners’ self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants’ self-efficacy was measured through a questionnaire that was the same for both groups. Additionally, the participants in the experimental group completed a biweekly self-assessment questionnaire throughout the semester. The obtained data were analyzed through an Analysis of Covariance (ANCOVA). The findings showed that the students’ self-efficacy improved significantly in the experimental group. This suggests that applying self-assessment on a formative basis in an EFL setting leads to increased self-effi- cacy. This study thus highlights the pedagogical implications of self-assessment in EFL classrooms.Cette étude a porté sur l’influence continue de l’auto-évaluation sur l’auto-effi- cacité des apprenants en ALE. Les participants, 57 Iraniens étudiant l’ALE dans un institut de langue anglaise, ont été répartis parmi un groupe expérimental et un groupe témoin. Le même questionnaire a été administré aux deux groupes et a servi d’outil pour mesurer l’auto-efficacité des apprenants. Les membres du groupe expérimental ont en plus complété un questionnaire d’autoévaluation chaque deux semaines au cours du semestre. Les données ont été traitées par une analyse de covariance (ANCOVA). Les résultats indiquent que l’auto-efficacité des élèves s’est améliorée de façon significative dans le groupe expérimental, ce qui porte à croire que la mise en pratique d’une auto-évaluation formative dans les cours d’ALE entraine une amélioration de l’auto-efficacité. Cette étude fait donc ressortir les incidences pédagogiques de l’auto-évaluation dans les cours d’ALE.

scholarly journals THE EFFECT OF EDUCATIONAL COMPUTER GAMES ON THE VOCABULARY LEARNING PERFORMANCE OF TURKISH MIDDLE SCHOOL EFL STUDENTS

2021 ◽  
Vol 6 (6) ◽  
Author(s):  
Mahmut Zengin ◽  
Nuray Yilmaz
Keyword(s):  
Computer Games ◽  
Vocabulary Learning ◽  
T Test ◽  
Control Group ◽  
Current Program ◽  
Educational Computer ◽  
Efl Students ◽  
Dependent Samples ◽  
Educational Computer Games ◽  
Experimental Group

<p>This study aims to establish the effects of educational computer games on the vocabulary learning of EFL students. In the research, the real experimental model with a pre-test/post-test control group was used. The application of the study was carried out with 5th grade EFL students in two middle schools. The study group consisted of 166 students in the experimental group and 171 students in the control group. Five different games have been developed for use in research, including selection-matching-space-filling games, memory games, word capture games, crossword games, and millionaire games. Games were prepared by using Adobe Captivate 9.0 program. The students in the experimental group learned through educational computer games. The students in the control group learned according to the current program. Data were collected by applying the academic achievement test before and after one month of the experiment. To analyze the data were used quantitative data methods; T-Test for independent samples, t-Test for dependent samples, Mann-Whitney U test, and Wilcoxon signed-rank test. The results of the study indicate that the students who learned vocabulary with educational computer games were more successful than the students who learned according to the current program. The learning in the experimental group is more retention than in the control group.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>

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