scholarly journals Entornos Virtuales 3D Con Juegos De Rol Y Diálogos Para Desarrollar La Comunicación Oral Del Idioma Inglés

2017 ◽  
Vol 13 (23) ◽  
pp. 51
Author(s):  
Salazar Calderón Edison Hernán ◽  
Armas Pesántez Paul Rolando ◽  
Armas Pesántez Washington Geovanny ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac ◽  
...  
Keyword(s):  
Oral Language ◽  
English Language ◽  
Role Play ◽  
Oral Communication ◽  
Communicative Strategies ◽  
Before And After ◽  
National University ◽  
Quasi Experimental ◽  
Listening And Speaking

The present research aims at the application of a conversational English course in 3D virtual environments, to develop oral communication of the language in the students of the sixth level "G" at the Faculty of Engineering of the National University of Chimborazo, from March to August of 2014, inasmuch as, little interest in and outside the classroom was detected, which inhibited the learning process. Therefore, the use of listening and speaking skills was proposed, using communicative techniques such as role play and discussion. The development of the research was based on a quasi-experimental and qualitative design, applied type, causal, in situ and bibliographic. The method used was the hypothetical - deductive one that allowed to verify that the oral communication of the English language was developed. It was essential to develop the activities contained in the conversational course, which allowed the collection of information through evaluations with an observation sheet and qualifications scale applied to an experimental group, represented by the sample in two scenarios: before and after applying communicative strategies; the same ones that were tabulated, analyzed, interpreted and compared, these determined that the techniques, role play and dialogue, allowed to develop the oral language skill of the students through the English course.

scholarly journals USING JUMBLED LETTERS TO IMPROVE STUDENTS VOCABULARY MASTERY

2019 ◽  
Vol 1 (2) ◽  
pp. 55-61
Author(s):  
Sri Wahyuni ◽  
Ali Wira Rahman
Keyword(s):  
Total Sample ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Listening And Speaking ◽  
Academic Year

Vocabulary considered one of the important things to learn for students, the vocabulary is basic thing that students must be mastered in foreign language lessons, especially in English. Without vocabulary students will have difficulty in mastering skills in English such as writing, reading, listening and speaking.  Therefore, it is very important to find out the solution to enhance students’ vocabulary. The objective of the research is to find out whether or not using Jumbled letters can improve the students vocabulary of the tenth grade students in MAN 2 Barru and to find out whether or not using Crossword puzzle can improve the students vocabulary of the tenth grade students in MAN 2 Barru. This research applied quasi-experimental group design with two groups experimental and control class. The population of this research was the tenth grade students of MAN 2 Barru in academic year 2018/2019. The Total sample of the research was taken by using clustering random sampling which consisted of 141 students. From two classes taken from the population of the tenth grade students of MAN 2 Barru, X MIA 1 as the experimental class consisted 29 students and X MIA 3 as the control class that consisted 29 students. The result of the data analysis showed that there was a significant difference of students’ vocabulary before and after teaching vocabulary through jumbled word letters. The value of t-test pre-test 2.09 was higher than t-table 2.000, and the value of post-test 4.62 was higher than t-table 2.000, at the level significance a =0.05 and degree of freedom (df) = 56. It can be concluded that jumbled word letters can enhance the vocabulary of the tenth grade students’ of MAN 2 Barru

scholarly journals SP10.1.7 The Important Role of In-Situ Simulation in Preparing Surgeons for the COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Pierre Montauban ◽  
Charannya Balakumar ◽  
Jaideep Rait ◽  
Prizzi Zarsadias ◽  
Sara Iqbal ◽  
...  
Keyword(s):  
High Risk ◽  
In Situ Simulation ◽  
Level Of Confidence ◽  
Effective Training ◽  
Before And After ◽  
Quasi Experimental ◽  
Surgical Teams ◽  
Imminent Threat ◽  
The Impact

Abstract Background Effective training is vital when facing viral outbreaks such as the SARS Coronavirus 2 (SARS-CoV-2) outbreak of 2019. The objective of this study was to measure the impact of in-situ simulation on the confidence of the surgical teams of two hospitals in assessing and managing acutely unwell surgical patients who are high-risk or confirmed to have COVID-19. Methods This was a quasi-experimental study with a pretest-posttest design. The surgical teams at each hospital participated in multi-disciplinary simulation sessions to explore the assessment and management of a patient requiring emergency surgery who is high risk for COVID-19. The participants were surveyed before and after receiving simulation training to determine their level of confidence on a Visual Analog Scale (VAS) for the premise stated in each of the nine questions in the survey, which represented multiple aspects of the care of these patients. Results 27 participants responded the pre-simulation survey and 24 the one post-simulation. The level of confidence (VAS score) were statistically significantly higher for all nine questions after the simulation. Specific themes were identified for further training and changes in policy. Conclusion In-situ simulation is an effective training method. Its versatility allows it to be set up quickly as rapid-response training in the face of an imminent threat. In this study, it improved the preparedness of two surgical teams for the challenges of the COVID-19 pandemic.

scholarly journals The influence of project-based learning approach in the english oral production

2019 ◽  
Vol 3 (3.1) ◽  
pp. 182-203
Author(s):  
Noemi Mercedes Remache Carrillo ◽  
Gabriela Alejandra Robayo Dávalos ◽  
Viviana Vanessa Yanez Valle
Keyword(s):  
English Language ◽  
Alternative Hypothesis ◽  
Project Based Learning ◽  
Production Performance ◽  
Assessment Instrument ◽  
Oral Production ◽  
Intervention Plan ◽  
Before And After ◽  
Quasi Experimental ◽  
Experimental Group

The objective of this study was to determine the effect of the application of project-based learning on the development of oral production (speaking) of the English language in fifty-two students who attend to Unidad Educativa Pelileo in the elementary level A.1.2 according to the Board of Ecuadorian education. The qualitative-quantitative method was used in the research; qualitative because the performance of students in class and quantitative was observed because the grades obtained in the pre and post-test were statistically analyzed. The population for this research was divided into two groups: control with twenty-seven students and the experimental group with twenty-five students. Furthermore, the research was quasi-experimental, bibliographic and field, since the experimental group was observed and submitted to an intervention plan with a project-based learning treatment. The instrument used to evaluate the independent variable was the Key English Test (KET) (MOCK) test that was applied before and after the intervention plan. The data obtained were tabulated, analyzed, interpreted and subjected to a T-student test in order to verify the hypothesis and conclude that the null hypothesis was rejected and the alternative hypothesis was accepted. It means that the treatment with project-based learning contributed to a significant improvement in oral production performance, reflected in the parameter scores of: grammar and vocabulary, pronunciation, and interactive communication established in the assessment instrument. Therefore, teachers are suggested to apply project-based learning in the development of oral production.

scholarly journals Estrategias Metodológicas Cognitivas En El Desarrollo De La Destreza Auditiva En El Aprendizaje Del Idioma Inglés

2018 ◽  
Vol 14 (17) ◽  
pp. 250
Author(s):  
Edison Renato Ruiz López ◽  
Patricia Pilar Moyota Amaguaya ◽  
Enrique Jesús Guambo Yerovi
Keyword(s):  
English Language ◽  
Language Skills ◽  
Educational Process ◽  
Listening Skill ◽  
Fourth Level ◽  
National University ◽  
Post Test ◽  
Quasi Experimental ◽  
Effective Development ◽  
The Relationship

This paper focuses on examining the application of cognitive methodological strategies and the effective development of listening skill in the English teaching process of the fourth level students room D and E of the Language Center of the National University of Chimborazo. This research had a quasi-experimental design. It is bibliographical, and it has a field and social intervention. The level of research is explanatory, descriptive, and correlational. The population under study comprised of 63 university students whom were divided into control and experimental groups. Taking into account the fact that there is an imbalance in the training of the English language skills within the execution of the educational process, it was made as a theoretical basis for the research. Later, a test and a post-test were applied to the two groups of students. Here, the application of cognitive methodological strategies was experimented in order to verify the relationship between the two variables. It was concluded that the mentioned strategies promote the development of the listening skill, considered by the writers as fundamental in the teaching of the languages.

scholarly journals Are digital technology interventions effective to reduce loneliness in older adults? A systematic review and meta-analysis

2020 ◽  
Author(s):  
Syed Ghulam Sarwar Shah ◽  
David Nogueras ◽  
Hugo Cornelis van Woerden ◽  
Vasiliki Kiparoglou
Keyword(s):  
Systematic Review ◽  
Older Adults ◽  
Clinical Trials ◽  
English Language ◽  
Data Extraction ◽  
Meta Analysis ◽  
Future Research ◽  
Before And After ◽  
Quasi Experimental

Objective: To review the latest literature on the effectiveness of DTIs in reducing loneliness in (older) adults. Data Sources: Electronic searches in PubMed, Medline, CINAHL, EMBASE and Web of Science covering publication period from 1 January 2010 to 31 July 2019. Subjects: Adult men and women Design: Systematic review and meta-analysis Main Outcome Measure: Loneliness. Study Selection: Primary studies that used DTIs for tackling loneliness in adults (aged ≥18 years) with follow-up measurements at least three months or more and publication in the English language. Data Extraction and Synthesis: Two researchers independently screened articles and extracted data on several variables: participants, interventions, comparators and outcomes. Data was extracted on the primary outcome i.e. loneliness measured at the baseline and follow-up measurements at three, four, six and twelve months after the intervention. Results: Six studies were selected from 4939 articles screened. Selected studies included 5 clinical trials (4 RCTs and 1 quasi experimental study) and one before and after study, which enrolled 646 participants (men =154 (24%), women =427 (66%), no gender information =65 (10%) with average age between 73 and 78 years (SD 6-11). Five clinical trials were included in the meta-analysis and standardised mean differences (SMD) were calculated for each trial and pooled across studies using a random effects model. The overall effect estimates were not statistically significant in follow-up measurements at three months (SMD= 0.02, 95% CI= -0.36, 0.40; P=0.92), four months (SMDs= -1.11, 95% CI= -2.60, 0.38; P=0.14) and six months (SMD= -0.11, 95% CI= -0.54, 0.32; P=0.61). The quality of evidence was very low to moderate in these trials. Conclusions: There is insufficient evidence to make conclusions that DTIs are effective in reducing loneliness in older adults. Future research may consider RCTs with larger sample sizes and longer duration of interventions and follow-up.

scholarly journals The Effectiveness of Chants and Short Stories on Primary Stage Pupils’ Communication

2019 ◽  
Vol 2 (1) ◽  
pp. 49
Author(s):  
Mahmoud Kamal Ibrahim Mostafa
Keyword(s):  
Short Stories ◽  
Teaching And Learning ◽  
English Language ◽  
Experimental Approach ◽  
Oral Communication ◽  
Communicative Skills ◽  
School Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic School

<em>The aim of the study is to investigate the effectiveness of using chants and short stories in developing the third primary graders’ English communicative skills in Damietta governmental schools. In order to answer the questions of the study, the researcher adopted the quasi-experimental approach. The sample of the study consisted of 50 pupils from Dr Ahmed Zwail primary school in New Damietta city. The chants/songs and short stories were used with the study group in the second term of the academic school year (2014-2015). An oral communication test of six questions with 30 items was designed to be used as a pre-post test. The study indicated that there are statistically significant differences in mean scores of communicative skills test in favor of the post application. It also showed that there were statistically significant differences in mean scores of each of the communication skills in favor of the post application. In light of these results, the study recommended the necessity of using children chants/songs and short stories in teaching and learning. It also suggested that further researches should be conducted on the effect of songs and stories on the four skills of English language.</em>

scholarly journals Estrategia "Hands On" Y Su Incidencia En El Desarrollo De La Comprensión Lectora Del Idioma Inglés

2018 ◽  
Vol 14 (23) ◽  
pp. 85
Author(s):  
Luis Even Pazmiño Pavon ◽  
Paul Rolando Armas Pesantez ◽  
Edgar Eduardo Heredia Arboleda
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Statistical Test ◽  
English Language Teaching ◽  
Hands On ◽  
Before And After ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Research Type ◽  
English Subject

This paper focuses on applying a strategy through a didactic guide called “Hands On” with tales, games, and vocabulary to develop the reading comprehension of English Language students of sixth level class “E” of the Language Center at Universidad Nacional de Chimborazo (UNACH), Ecuador. The research type was transversal, quasi-experimental, descriptive, and correlational. Due to observation and a checklist, it was possible to evaluate it before and after applying the strategy by means of the application of activities planned in the English subject syllabus. For this, it was necessary to take into account a sample of 30 students, identify the causes of the lack of motivation on them in order to develop the English language reading comprehension, and analyze the intellectual capacities of the group and the English Language teaching-learning methods. The data collected were tabulated, analyzed, and interpreted to be finally put under a statistical test in order to check the hypothesis. Therefore, it was concluded that the application of tales, games, and vocabulary contained in the guide influences the development of the English Language reading comprehension in a positive way.

scholarly journals THE IMPLEMENTATION OF DIRECT METHOD TO IMPROVE STUDENTS’ ABILITY IN SPEAKING

2018 ◽  
Vol 6 (2) ◽  
pp. 79
Author(s):  
Nurhayati Sitorus ◽  
Harpen Silitonga
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Quantitative Method ◽  
Direct Method ◽  
Oral Communication ◽  
English Department ◽  
Oral Test ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental

The purpose of this study is to investigate students’ ability in speaking before and after using Direct Method in learning English. The method in this research was experimental quantitative method by using quasi experimental design with one group pretest-posttest model. The design only saw students’ achievement in speaking before and after using Direct Method. The object of the research was English Department students. They were randomly selected. The technique of collecting the data was done through observation and the data were gotten from the students when they did oral communication. The instrument in this research was oral test. The result of this study shown that the use of Direct Method could improve students’ ability in speaking. It was proved from the students’ average was higher after using Direct Method. The data in this research had normal distribution. Based on data analysis by using T-test was gotten that tcount = 7,14 at the significant level = 5% and dk (n-1) = (40-1) =39 was gotten ttable = 1,82. So, tcount > ttable. It proved that Ho was rejected and Ha was accepted. It’s meant that there was a significant difference between students’ ability before and after implementing Direct Method.

scholarly journals AN ANALYSIS OF ORAL COMMUNICATION COMPETENCY OF TENTH GRADE ENGLISH LANGUAGE EXAMINATION IN BALOCHISTAN

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Qamar Zaman, Muhammad Aslam, Madeline Milian
Keyword(s):  
English Language ◽  
Oral Communication ◽  
Linguistic Competence ◽  
English Text ◽  
Natural Phenomenon ◽  
Text Book ◽  
Strategic Competence ◽  
Communication Competency ◽  
Tenth Grade ◽  
Listening And Speaking

It is a natural phenomenon that a language comprises of primarily four skills: reading, writing, listening and speaking. These basic four skills of a language make for effective communication. The English language has a great importance in the Pakistani context because all the competitive examinations are given in English language. In Pakistan, as in many other parts of the world, the English language represents the door of opportunities. However, it has been observed that the teaching of the English language and its assessment at secondary schools in Pakistan has been limited to two skills i.e. reading and writing, whereas, other skills of English language Listening and Speaking which includes linguistic competence, sociolinguistic competence, strategic competence, and discourse competence, are ignored categorically. This study is based on an analysis of Oral Communication Competency through Annual Examination Papers of 2014 to 2019 for Grade Ten in English Language Examination conducted by Balochistan Board of Intermediate and Secondary Education, Quetta in the Province of Balochistan. The study aims to investigate whether activities for learning Oral Communication in the English Text book for grade ten developed by

scholarly journals Manual Didáctico En Braille Para El Aprendizaje De Inglés Básico De Los Estudiantes No Videntes De La Asociación Aprodvich De La Ciudad De Riobamba

2017 ◽  
Vol 13 (22) ◽  
pp. 59
Author(s):  
Luis Oswaldo Guadalupe Bravo ◽  
Marco Antonio Bravo Montenegro ◽  
Alberto Fabián Altamirano Pazmiño ◽  
Enrique Jesús Guambo Yerovi ◽  
Gabriel Isaac Orozco Yanez ◽  
...  
Keyword(s):  
Second Language ◽  
Direct Observation ◽  
Learning Process ◽  
Visually Impaired ◽  
English Language ◽  
Significant Development ◽  
Communicative Strategies ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Basic English

The objective of the present research is the elaboration and application of a didactic manual with communicative strategies to develop Basic English for students of the Provincial Association of the Visually Impaired of Chimborazo (APRODVICH). The didactic manual seeks to provide techniques and instruments that support the Teaching Learning process of a second language according to the specific needs of the group under study. It becomes a progressive and systematic teaching instrument consisting of six units that include vocabulary activities, basic structures and use of questions that were applied in the classroom with the accompaniment of the teacher. The research has a quasi-experimental, correlational, descriptive, explanatory, applicative, field and bibliographic design. The technique of direct observation was used with the application of checklists and questionnaires reviewed and endorsed by academic peers that allowed the evaluation of the knowledge acquired in students such as spelling, pronunciation and comprehension. The sample was evaluated in two instances—pre and post—and the results were tabulated, analyzed, interpreted and contrasted which determined the progress and significant development in pronunciation, use of the verb structure To-Be and whquestions of the English language in blind students.

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