CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY

This study investigates whether indirect corrective feedback is effective on students’ writing accuracy and whether there is any interaction between corrective feedback and students’ levels of grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the study were fourth-semester students of English Department, at a State University in Malang, selected randomly. The experimental group was treated with indirect corrective feedback and the control group with direct corrective feedback. A parametric statistical test, ANCOVA, was used to test the hypotheses. The findings show that there was no statistical difference on writing accuracy between the experimental and control groups. Yet, among students with a high level of grammatical sensitivity, there was significant difference in writing accuracy between those given indirect and direct corrective feedback. Further, there was no interaction between corrective feedback on writing accuracy and students’ levels of grammatical sensitivity. However, indirect corrective feedback improved students’ writing accuracy better than direct corrective feedback.

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The Influence of Teaching Vocabulary by Using Picture

10.18326/rgt.v1i2.159-168 ◽

2016 ◽

Vol 1 (2) ◽

pp. 159

Author(s):

Hanik Nuzulimah

Keyword(s):

Control Group ◽

First Year ◽

First Year Students ◽

Significant Difference ◽

Post Test ◽

The Subject ◽

And Control ◽

Data Analysis Result ◽

Experimental Group ◽

Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

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The Effect of Graphic Organizers on ELT Students’ Writing Quality

Indonesian Journal of EFL and Linguistics ◽

10.21462/ijefl.v5i2.283 ◽

2020 ◽

Vol 5 (2) ◽

pp. 279

Author(s):

Erlik Widiyani Styati ◽

Lulus Irawati

Keyword(s):

Graphic Organizers ◽

Control Group ◽

Writing Quality ◽

Social Community ◽

Significant Difference ◽

Quasi Experimental ◽

Level Of Significance ◽

And Control ◽

Experimental Group ◽

Better Than

Graphic organizers are used in ELT classroom to help the students learn better. It refers to the way the students use graphic organizers in writing. The purpose of this study is to investigate the effect of graphic organizers on ELT students’ writing quality. This study was a quasi-experimental research design. The experimental group was taught by using graphic organizers. The control group was administered by using conventional strategy. The participants of the research were the second semester students of English Department, in one of the private universities in Madiun. The data were analyzed by utilizing independent t-test and one-way ANOVA based on the level of significance at .05. The result of the study shows that there is a significant difference between the mean scores of the students in the experimental and control groups. The students who are taught by using graphic organizers are better than the students who are taught using conventional strategy. The students in the experimental group perform better on writing quality in terms of content, vocabulary, and mechanics than those who do in the control group. It can be concluded that graphic organizers have a significant effect on ELT students’ writing quality. It is effective to be used in order to help the students write better. The students are successful in generating the ideas of writing and it can create a social community. We recommend for the future researchers to realize other various graphic organizer models into research.

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Using Read Encode Annotate and Ponder (REAP) Technique to Increase Reading Comprehension: A Case of the Eleventh Grade Students of SMA Negeri 6 Semarang

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v8i2.3052 ◽

2018 ◽

Vol 8 (2) ◽

Author(s):

Supriyantini Supriyantini

Keyword(s):

Reading Comprehension ◽

Quantitative Research ◽

Positive Influence ◽

Control Group ◽

Significant Difference ◽

The Mean ◽

Study Case ◽

And Control ◽

Experimental Group ◽

Better Than

This study is aimed for applying Read Encode Annotate and Ponder (REAP) technique for teaching reading comprehension. The objectives of the research are, (1) to find out the students’ reading comprehension after being taught without using REAP technique. (2) to find out the students’ reading comprehension after being taught by using REAP technique. (3) to know whether there is any significant difference of students’ reading comprehension being taught by using REAP technique and without REAP technique. Following the study case the writer used quantitative research. The research design of this study is true experimental design. The sample is the eleventh grade students at SMA Negeri 6 Semarang. There are three classes used, they are the experimental class, control class and a class to be tried out. The writer used test to collect the data. The data was gained from the tests that were given to the students. The study found that the mean score for the class taught without REAP technique was 78.16 and the mean score for the class taught with using REAP technique was 92.05. The students’ score that was taught by using REAP technique was better than students’ score that taught without REAP technique. There was any significant difference between experimental group and control group, because the computation t-test was 7.5. So that is higher than because 7.5 > 2.00. It means that is acceptable and is rejected. Based on the study, it can be concluded that using REAP technique to increase reading comprehension has positive influence to the students. So, English teachers have to use REAP technique to increase the students’ reading comprehension.

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The Effects of “I Can Problem Solve Program” on Children’s Perspective Taking Abilities

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v7i2.11945 ◽

2018 ◽

Vol 7 (2) ◽

pp. 109

Author(s):

Ceren Yağmur Aras ◽

Durmuş Aslan

Keyword(s):

Perspective Taking ◽

Control Group ◽

Control Groups ◽

Public Preschool ◽

Significant Difference ◽

Problem Solve ◽

And Control ◽

Experimental Group ◽

Better Than ◽

Test Control

This study was conducted to determine the effects of I Can Problem Solve Program on preschool children’s perspective taking skills. Participants were 51 children who were attending two public preschool. In the study, pretest – posttest – permanence test control group desing was used. There were an experimental group and two control groups in the study. As data collection tool, “Perspective Taking Test for Children (PTC)” which was developed by Aslan and Köksal-Akyol [1] were utilized. Firstly, PTC was applied to children as pretest. Then “I Can Problem Solve Program” which was developed by Shure [2] and adapted to Turkish by Öğülmüş [3] was applied to children in experimental group. Children in control groups were attend the regular program. After the completing the program application PTC was implemented to experimental group and control groups as posttest. Finally, PTC was applied to experimental group as permanence test after a month of posttest. At the end of the study, it was determined that I Can Problem Solve Program had a significant impact on children’s perspective taking skills. There was a statistically significant difference between experimental group and control groups in posttest, while there was no difference between the groups in prettest. Children in experimental group performed better than children in control groups in posttest. Moreover, there was no significant difference in experimental group’s scores between posttest and permanence test scores.

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The Influence of Teaching Vocabulary by Using Picture

10.18326/rgt.v1i2.421 ◽

2016 ◽

Vol 1 (2) ◽

Author(s):

Hanik Nuzulimah

Keyword(s):

Control Group ◽

First Year ◽

First Year Students ◽

Significant Difference ◽

Post Test ◽

The Subject ◽

And Control ◽

Data Analysis Result ◽

Experimental Group ◽

Better Than

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The Effect of Immediate vs. Delayed Oral Corrective Feedback on the Writing Accuracy of Iranian Intermediate EFL Learners

Theory and Practice in Language Studies ◽

10.17507/tpls.0609.09 ◽

2016 ◽

Vol 6 (9) ◽

pp. 1780

Author(s):

Hasti Yasaei

Keyword(s):

English Language ◽

Corrective Feedback ◽

Control Group ◽

Efl Learners ◽

Significant Difference ◽

Oral Corrective Feedback ◽

Quasi Experimental ◽

Writing Accuracy ◽

Group 2 ◽

Experimental Group

This research used the quasi-experimental design to investigate the effects of immediate vs. delayed oral corrective feedback (CF) on the writing accuracy of Iranian intermediate EFL learners. A Nelson English Language Test (section 200 A) was used to homogenize three classes, two of which then were randomly assigned to experimental group and one to control group. During the treatment, the experimental group 1 received immediate oral CF through a face-to-face negotiation between the teacher and each individual after an error was made by a learner. The experimental group 2 received delayed oral CF in which learners received oral CF some time after an error was made by a learner. The control group received direct correction. After a 16-session treatment, the results of the post-test indicated a significant difference between the three groups.

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Role of Nutrition Counseling and Lifestyle Modification in Managing Prediabetes

Food and Nutrition Bulletin ◽

10.1177/03795721211025434 ◽

2021 ◽

pp. 037957212110254

Author(s):

Harleen Kaur ◽

Neerja Singla ◽

Rohini Jain

Keyword(s):

Hemoglobin A1c ◽

Lifestyle Modification ◽

Fasting Blood Glucose ◽

Nutrition Intervention ◽

Control Group ◽

Population Prevalence ◽

Significant Difference ◽

And Control ◽

Experimental Group

Objective: India is the second country after China having the highest population prevalence of diabetes. Several research studies investigating diabetes have been done, but not much work has been done on prediabetes. The purpose of this study was to investigate the effect of nutrition and lifestyle modification on prediabetic females. Methods: A total of 120 prediabetic females from Ludhiana city were divided into 2 matched groups: control group (n = 60) and experimental group (n = 60). Impact of nutrition intervention for dietary and lifestyle modification (for 3 months) was assessed on the anthropometric, dietary, biochemical parameters, and diabetes risk score of the experimental group and control group (no intervention). Results: All the selected 120 subjects completed the study (experimental group = 60; control group = 60). There was significant difference in the changes between the 2 groups throughout the study. The fasting blood glucose and glycated hemoglobin A1c levels of the experimental group subjects reduced significantly ( P ≤ .01). However, no change was observed among the control group subjects. The lipid profile of the experimental group showed a significant improvement ( P ≤ .01). Conclusion: Nutrition counselling of the prediabetics regarding dietary and lifestyle modification is recommended so as to improve their metabolic control, thus preventing them from being diabetics.

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Parenting Stress and Need Assessment of Families with Disabled Children across Himachal Himalaya

International Journal of Social Science Research ◽

10.5296/ijssr.v3i2.7344 ◽

2015 ◽

Vol 3 (2) ◽

pp. 38 ◽

Cited By ~ 1

Author(s):

Randhir S. Ranta ◽

Vijay Kumar Sharma ◽

Pankaj Gupta

Keyword(s):

Parenting Stress ◽

Assessment Scale ◽

Control Group ◽

Disabled Children ◽

Normal Children ◽

Need Assessment ◽

Significant Difference ◽

Group A ◽

And Control ◽

Experimental Group

The study pertains to the parenting stress, which is believed to be the resultant of child disability and further assesses the needs of the families across selected pockets of Himachal Himalaya. Perceived Stress Questionnaire (PSQ) and Need Assessment Scale were used for the purpose. For assessing the stress level among the parents, PQS was administered among two hundred parents having disabled children, herein called experimental group and two hundred parents with normal children, herein called control group. A three point Need assessment scale was used to measure the needs of 200 families on five different parameters. The result of t-test shows the significant difference between experimental and control groups indicating that the parents of disabled children experience more stress than their control counterpart. The study indicates that people need proper guidance and information regarding a child’s disability, nutritional requirements of a child, vocational training and child management. There is a need for proper counselling for parents suffering from stress and creating consciousness among parents of children with disabilities and in the society.

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The effect of patience training on university students’ patience and life satisfaction levels

African Educational Research Journal ◽

10.30918/aerj.93.21.103 ◽

2021 ◽

Vol 9 (3) ◽

pp. 712-719

Author(s):

Ayşe Eliüşük Bülbül ◽

Keyword(s):

Life Satisfaction ◽

University Students ◽

Wilcoxon Test ◽

Control Group ◽

Control Group Design ◽

Satisfaction Scale ◽

Significant Difference ◽

Post Test ◽

And Control ◽

Experimental Group

The purpose of this study is to determine the effect of the "patience training program" on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The "Patient Scale" developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the "Life Satisfaction Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dağlı and Baysal (2016) were used as a data collection tool in the study. The "Wilcoxon" test was used for the comparison of in-group differences in the analysis of obtained data and the "Mann-Whitney U" test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving "patience training" increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.

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A Comparison of Efficiency in Teacher Correction Strategies in Iranian EFL Learners’ Speaking Improvement

International Journal of English Linguistics ◽

10.5539/ijel.v6n6p183 ◽

2016 ◽

Vol 6 (6) ◽

pp. 183

Author(s):

Roya Keshavarz ◽

Amin Marzban

Keyword(s):

Corrective Feedback ◽

Placement Test ◽

Control Group ◽

Teaching Methodology ◽

Moderator Variable ◽

Efl Learners ◽

Feedback Type ◽

Significant Difference ◽

And Control

The present study was an attempt to investigate the effect two types of corrective feedback (i.e., recast and metalinguistic) in order to find out which one is more effective on EFL learners’ speaking improvement and also to see if gender could play a role in the relative impact of the two types of corrective feedback on learners’ speaking ability. To this end, 65 EFL learners of intermediate level in one of language institutes in Shiraz, Iran were selected and divided into three groups including two experimental groups and one control. The instruments used to collect the data included IELTS test as the pre and post tests and Oxford Placement Test (OPT) in order to obtain the homogeneity in participants’ English proficiency. The collected data were codified and entered into SPSS Software (Version 22) and were analysed using descriptive statistics, t-test, and Tukey test. The results indicated that although applying these two types of corrective feedback could have made improvement in EFL learners’ speaking ability, there was not observed any significant difference between impacts of recast and metalinguistic on EFL learners’ production. The test results also indicated that there was not any significant difference regarding gender within the three groups. This homogeneity further shows that in this study, the gender variable did not have any effect on the role of corrective feedback and it can be concluded that the observed difference between metalinguistic group, recast group, and control group is just the result of the provided corrective feedback type which has acted as the intervening variable and the moderator variable such as gender did not prove to have any effect in the outcome of this study. The findings can contribute to syllabus design and teaching methodology areas.

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