scholarly journals IMPLEMENTING ASSESSMENT FOR LEARNING IN THE CHINESE EFL CONTEXT: AN EXPLORATORY ACTION RESEARCH

2017 ◽  
Vol 9 (2) ◽  
pp. 97
Author(s):  
Yan Zhu ◽  
Mingwei Pan
Keyword(s):  
Action Research ◽  
Language Proficiency ◽  
Quantitative Data ◽  
Learner Autonomy ◽  
Assessment For Learning ◽  
Target Language ◽  
Action Research Project ◽  
Beneficial Effects ◽  
Efl Context ◽  
Post Test

This article reports on a two-year-long action research project, where Assessment for Learning (AfL) was implemented in a tertiary foreign language classroom in China. It aims to seek answers to three research questions. First, to what extent can AfL impact on learner autonomy? Second, to what extent can AfL effectively improve learners’ proficiency of the target language? Third, what factors may influence the implementation of AfL? The qualitative data elicited from the interviews with learners, triangulated with the quantitative data from questionnaires, revealed that AfL is a rather effective way of promoting learner autonomy. In addition, quantitative data from a pre- and post-test lend support to the hypothesis that AfL in general achieves overall beneficial effects on learners’ language proficiency, though there are differential effects on sub-groups, i.e. female vs. male, and Shanghainese vs. non-Shanghainese. This study also pinpoints certain factors that are possibly conducive to or constraining the implementation of AfL in the Chinese EFL context.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH THINK PAIR SHARE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Hotria Manik ◽  
Elia Masa Ginting
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Achievement ◽  
The Third ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Writing Tests

This study attempts to improve students’ writing achievement in recount text through Think-Pair-Share Strategy. This study was conducted by using classroom action research. The subject of the research was class VIII-1 SMPN 1 Pematangsiantar. The number of the students was 32 students, consisted of 5 males and twenty seven females. The research was conducted in two cycles and consisted of six meetings. The instruments for collecting data were writing tests as the quantitative data and diary notes, observation sheet, interview sheet and questionnaire sheet as qualitative data. Based on the writing score, students’ scores kept improving in every test. In analyzing the data, the mean of the students’ score for the first test as a pre-test was 57.84, for the second test as a post test I was 73.56, for the third test as a post test II was 77.56. Based on diary notes, observation sheet and questionnaire sheet, it was found that students were actively involved in writing process. The result of the research showed that Think-Pair-Share Strategy can improve students’ achievement in writing recount text.   Keywords: Think Pair Share, Writing, Recount text, Action research

scholarly journals Mixed or Complementary Messages: Making the Most of Unexpected Assessment Results

2016 ◽  
Vol 77 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Phil Jones ◽  
Julia Bauder ◽  
Kevin Engel
Keyword(s):  
Mixed Methods ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Important Research ◽  
Action Research Project ◽  
Research Project ◽  
Research Literacy ◽  
Initial Results

Grinnell College participated in ACRL’s first cohort of Assessment in Action (AiA), undertaking a mixed-methods action research project to assess the effectiveness of librarian-led research literacy sessions in improving students’ research skills. The quantitative data showed that the quality of students’ sources did not markedly improve following a research literacy session, while the qualitative data indicated that many students were able to state and describe important research concepts they learned. This article profiles the development of Grinnell’s AiA project and discusses how Grinnell’s librarians responded when the initial results led to more questions rather than to satisfactory answers.

scholarly journals Promoting Learner Autonomy

2020 ◽  
Vol 2 (2) ◽  
pp. 156-167
Author(s):  
Said OUSSOU
Keyword(s):  
Quantitative Data ◽  
Quantitative Research ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
English Language Teaching ◽  
Know How ◽  
Efl Context ◽  
Efl Teachers ◽  
English Language Teachers

Learner autonomy has been the concern of a number of researchers in English language teaching. The concept has begun life since the 1980s. It has been considered in the Moroccan EFL context among the priorities of education, which English language teachers try to implement in their classes. Studies revealed that there are correlations between learner autonomy and other variables related to learners, which makes autonomy a subject of interest and thus an ability that should be fostered. As such, the present study aims at investigating the extent to which secondary EFL teachers promote autonomy in their learners. To achieve this purpose, a quantitative research design was employed in the study, generating and analyzing quantitative data. Therefore, a sample of 96 (57 males and 39 females) EFL teachers completed the questionnaire. Drawing on the findings, it was found that EFL teachers promote learner autonomy to a great extent and that the results were conclusive among the teachers’ rates of levels of agreement and disagreement regarding the strategies for promoting learner autonomy. Thus, it is concluded that the study reported on the extent to which teachers employ a number of strategies to promote learner autonomy and that it does not necessarily mean that the study explained the degree to which teachers know how to implement those strategies, as this would be beyond the purpose of the present study.

scholarly journals Using Story Reading Technique to Improve EFL Young Learners’ Vocabulary

2012 ◽  
Vol 2 (3) ◽  
pp. 207 ◽  
Author(s):  
Sri Darma Siahaan
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Kindergarten Students ◽  
Story Reading ◽  
Young Learners ◽  
Interview Techniques ◽  
Reading Technique ◽  
Post Test ◽  
The Mean

This study was conducted to improve young leaners’ English vocabulary. To attain the objective, athree-cycled action research, taught vocabularies by using the story reading technique, was conductedto the 10 students of the K-1 grade in Grace Kids Preschool, Jakarta. The quantitative data collected using tests were analyzed using SPSS, andthe qualitative datacollected using observation and interview techniques were analyzed descriptively. The results indicated that the story reading techniques improved the participants’ vocabulary mastery, as shown by the increase of the mean scores ofthe tests conducted, i.e. 42 (in the pre-test) to 62 (post-test of cycle I) to 80 (post-test of cycle II), and to 92 (post-test of cycle III); the use of stories significantly increased the students’ vocabulary mastery. Based on the findings, it could be concluded that the use of story reading technique was effective to improve kindergarten students’ vocabulary mastery.

scholarly journals Using TGT Technique to Improve the Seventh Graders’ English Vocabulary at SMP 1 PSKD Jakarta

2018 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Saputra Marisi Holong Marbun
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Statistical Test ◽  
T Test ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Paired Sample ◽  
Post Test ◽  
The Mean

AbstractThe method used in this research was action research applied in two cycles. This research was conducted to improve the Seventh Graders’ English vocabulary in SMP 1 PSKD, Jakarta. The 24 students of the seventh grade who participated in this study were taught vocabularies by using the TGT technique. The quantitative data, collected using tests, were analyzed by using the independent and paired sample t-test on SPSS version 22 program. The qualitative data, collected using the researchers’ diary notes, questionaire, open ended question sheets, and observation sheets, were analyzed descriptively. The results indicated that the TGT technique improved the participants’ English vocabulary, as shown by the increase of the mean scores of the tests conducted, i.e. the pre-test 55,94 (12,5%) increased to 66,81 (50%) of post-test of cycle I and to 83,23 (87,5%) of the post-test of cycle II. The statistical test also indicated that the use of TGT significantly increased the students’ English vocabulary. Based on the findings, it could be concluded that the use of TGT technique was effective to improve the seventh grade students’ English vocabulary. Keywords: action research, vocabulary, teams games tournament

scholarly journals Improving Students’ Reading Comprehension Through Listen-Read-Discuss (LRD) Strategy

2021 ◽  
Vol 8 (3) ◽  
pp. 322
Author(s):  
Tawali Tawali
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Qualitative Approach ◽  
Reading Test ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research ◽  
Passing Grade

This research aimed at finding out whether Listen-Read-Discuss (LRD) strategy improves students’ reading comprehension or not. The research was a classroom action research. The data collected through quantitative and qualitative approach. Quantitative data was gained from the result of pre-test and post-test from reading test. Meanwhile, qualitative data was gained from the result of observation sheets toward students’ and teachers’ activity. The instruments used by the researcher were test and observation sheet. The finding of the research showed that the strategy Listen-Read-Discuss improve the students’ reading comprehension in descriptive text. The improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-tests was 64.46 (50%), there were eight students who passed the minimum passing grade, in the post-test one, 75.35 (67%), twelve students passed the minimum passing grade and in the post-test two, 82.14 (89%), twenty-five students passed the minimum passing grade (KKM).

scholarly journals A Study of Vocabulary Learning Strategies and their Effect on Vocabulary Development

2021 ◽  
Vol 3 (2) ◽  
pp. 68-77
Author(s):  
Sunimali Nagodavithana ◽  
Kaushika Premarathne
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Vocabulary Learning ◽  
Target Language ◽  
Learning Activity ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Post Test ◽  
Esl Learners

Language learners use Vocabulary Learning Strategies to learn new words or to consolidate the meaning of words they have already learnt. This paper presents findings of a study conducted to examine the vocabulary learning strategies (VLS) used by English as a second language (ESL) learners when learning English at tertiary level, in Sri Lanka.   The aim of the study was to gain a better understanding of VLS used by ESL learners with the view of adopting better vocabulary teaching methods in the classroom. The study made use of a questionnaire, a vocabulary learning activity and a delayed post-test to obtain data.  Schmitt’s (1997) taxonomy of vocabulary learning strategies was utilized in categorizing the data collected. The research brought to light the common strategies used by learners when learning the meaning of unfamiliar words in the target language and the strategies used by them when recalling the meaning of already learnt words.  The results show that when students fall back on their mother tongue to learn and retain the meaning of target language vocabulary it impedes the vocabulary learning process, the development of reading skills and target language proficiency.

scholarly journals EFL Speaking Fluency through Authentic Oral Production

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Jairo Israel Lopez ◽  
Andres Paredes Becerra ◽  
Maria Rossana Ramirez-Avila
Keyword(s):  
High School ◽  
Action Research ◽  
Research Study ◽  
Target Language ◽  
Public High School ◽  
Oral Production ◽  
Audio Recordings ◽  
Efl Teachers ◽  
Post Test ◽  
Action Research Study

This article describes the development of speaking fluency through authentic oral production in a six-week action research study of a public high school in Guayaquil, Ecuador. The methodology included a pre-test and a post-test that measured quantitative aspects of student’s spoken fluency (speed, pauses, repetitions, and corrections), a survey with closed-ended questions that collected learners’ perspectives towards their own speaking fluency, and an interview that addressed students’ opinions towards the elements of this action research. Twenty-four students’ audio recordings were analyzed and the results indicated that there was a significant increase of students’ speaking fluency. Results also showed that student’s perspectives on the innovation were positive since it raised awareness of their mistakes, helped them feel more confident, and let them practice the target language with autonomy outside the school boundaries. However, some considered that time and the lack of equipment and technological skills were issues that made the activity look less pleasant. This paper affirms that authentic oral production, facilitated by vlogging, helps students develop speaking fluency. Other EFL teachers and professionals in this field who would like to improve the fluency of their students in their oral production may consider reading this paper.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

scholarly journals Enriching Students’ Vocabulary Using English Pop Songs

2012 ◽  
Vol 2 (3) ◽  
pp. 223
Author(s):  
Roimma Limbong
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Kindergarten Students ◽  
Post Test ◽  
The Mean ◽  
Study Techniques

This study aimed at enriching kindergarten students’ English vocabulary was conducted in Singa School, Jakarta. The 21 students of the K-2 grade who participated in a two-cycled action research were taught vocabularies by using pop-songs. The quantitative data, collected using tests, and the qualitative data, collected using observation and document study techniques indicated that the use of pop-songs enriched the participants’ vocabulary, as shown by the increase of the mean scores of the tests conducted, i.e. 33.57 (in the pre-test) to 50 ( post-test of cycle I) to and 80 (post-test of cycle II), and the use of stories in each cycle significantly enriched the students’ vocabulary mastery. The t-tests in the two cycles resulted tcount (7.087)>ttable (1.725) and tcount (9.216) >ttable (1.725, respectively. Based on the findings, it could be concluded that the use of pop-songs was effective to enrich kindergarten students’ vocabulary.

Sign in / Sign up

Export Citation Format

Share Document