scholarly journals The Effect of Google Classroom Assisted Extensive Listening on Listening Comprehension Accross Learning Autonomy

2020 ◽  
Vol 14 (1) ◽  
pp. 129-142
Author(s):  
Melyann Melani
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
The Other ◽  
Control Group ◽  
High Learning ◽  
Other Hand ◽  
Efl Students ◽  
The Mean ◽  
And Control

The research aimed at identifying the effect of Google Classroom Assisted Extensive Listening (EL) on English as a Foreign Language (EFL) Students’ Listening Comprehension across Learning Autonomy (i.e., high learning autonomy, and low learning autonomy). The research involved 78 students from two classes, which were divided into the experiment and control group. The experiment class was treated by practicing EL with the support of Google Classroom, on the other hand, the control group was treated by practicing EL by using the traditional platform (written listening journal). The students in each group were further grouped based on their autonomy level (high and low). The result of the research reveals that the mean score of the experiment group is much higher than the control class. It means that students who practiced EL with the support of Google Classroom have better listening comprehension as compared to the students who practiced EL by using the traditional platform. However, the research indicates no interaction from each learning autonomy level with the listening comprehension of both groups. 

scholarly journals The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sabeeha Hamza Dehham ◽  
Nadia Majeed Hussein
Keyword(s):  
Reading Skills ◽  
Experimental Approach ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Students ◽  
Preparatory Stage ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method".  The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

scholarly journals ‘Heterosis’ in litter size of chimaeric mice

1985 ◽  
Vol 46 (1) ◽  
pp. 85-94 ◽  
Author(s):  
Hitoshi Mikami ◽  
Akira Onishi
Keyword(s):  
Litter Size ◽  
The Other ◽  
Mixed Genotype ◽  
Other Hand ◽  
Single Genotype ◽  
The Mean ◽  
Progeny Tests ◽  
And Control

SUMMARYAggregation chimaeras were made from embryos of C57BL/6 and BALB/c mice. Chimaeric and control females were mated with ICR males at 8 weeks of age and their litter sizes were evaluated over a 5-month period after the first mating. Progeny tests showed that 18 of 27 chimaeras produced oocytes of both genotypes. The mean litter sizes of C57BL/6, BALB/c and their F1 crosses (C57BL/6 × BALB/c and BALB/c × C57BL/6) were 8·14, 9·36, 13·38 and 13·40, respectively. The mean for chimaeras was 11·54 and chimaeric heterosis was evident, but it was not as much as heterosis in the F1 When the chimaeras were classified into the mixed and single-genotype progeny chimaeras, chimaeric heterosis was observed only in the mixed-progeny chimaeras. Quantitative GPI analyses in ten organs showed that the degree of chimaerism in the mixed-genotype progeny chimaeras was higher than that in most of the single-genotype progeny chimaeras and that the degree of chimaerism in the ovaries was positively correlated with litter size in the mixed-genotype progeny chimaeras. On the other hand, such correlation was not observed in the single-genotype progeny chimaeras.

scholarly journals Using Audiobooks for Developing Listening Comprehension among Saudi EFL Preparatory Year Students

2018 ◽  
Vol 9 (1) ◽  
pp. 64 ◽  
Author(s):  
Manal Mohamed Khodary Mohamed
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Control Group ◽  
Kingdom Of Saudi Arabia ◽  
Northern Border ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Preparatory Year ◽  
Experimental Group

The current study investigated the usefulness of using audiobooks on developing listening comprehension among Saudi English as a Foreign Language (EFL) preparatory year students. It employed the quasi-experimental design which included two groups: an experimental group (n = 44) and a control group (n = 44). The participants were EFL preparatory year students at Arar Branch, Northern Border University, Kingdom of Saudi Arabia. Before conducting the treatment, the experimental group and the control group were pre-tested by using the pre Listening Comprehension Test (LCT) for equivalence of listening comprehension. By the end of the treatment, the experimental group and the control group were post-tested by using the post LCT. The t-test was used to calculate the differences between the mean scores of the pre and post LCT. The results showed that a statistically significant difference between the mean scores of the experimental group and the control group on the post LCT in favor of the experimental group. The results also revealed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post LCT in favor of the post LCT. Thus, it can be concluded that the audiobooks helped the experimental group develop listening comprehension as they exceeded the control group on the post LCT and they achieved a better result on the post LCT than the pre LCT.

scholarly journals Teaching English Vocabulary with Greek or Latin Roots to Iranian EFL Students by PLS Sequential Structures

2020 ◽  
Vol 8 (4) ◽  
pp. p73
Author(s):  
Abolfazl Shirban Sasi
Keyword(s):  
Treatment Group ◽  
Teaching Method ◽  
English Word ◽  
Control Group ◽  
Teaching English ◽  
Control Group Design ◽  
Significant Difference ◽  
Efl Students ◽  
The Mean ◽  
And Control

PLS is a newly developed language teaching method which predominantly applies imaginative and random usage of pictures. The present paper explains and reports the application of a PLS technique in teaching English vocabulary with Greek or Latin roots to Iranian EFL learners. A pretest-posttest control-group design was used to investigate the effects of this sequential structures technique. Participants were intermediate level EFL students in two branches of the same language institute in Tehran (N = 94, p ? 0.05). The subjects were randomly assigned into two groups of treatment and control. The experiment lasted for seven one-hour lessons held in successive sessions in three weeks during which 35 Greek and Latin roots were taught with at least three English word examples. For the research instrument, the students were administered a 35-item multiple-choice vocabulary exam for the pre and post tests prior to and immediately after the teaching phase. Consequently, an independent sample T-test was used to examine the outcome of the experiment. At p = .009, the statistical test revealed a significant difference in the gain scores between the two groups. Also, the mean vocabulary gain score of 7.23 for the treatment group as opposed to the mean of 5.35 for the control group illustrated the relative more L2 vocabulary intake for the treatment group.

The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?

2015 ◽  
Vol 5 (1) ◽  
pp. 101 ◽  
Author(s):  
Rahman Sahragrard ◽  
Ali Kushki ◽  
M. Miri ◽  
Farzad Mahmooudi
Keyword(s):  
University Students ◽  
Repeated Exposure ◽  
Metacognitive Awareness ◽  
The Other ◽  
Control Group ◽  
Efl Learners ◽  
Other Hand ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The present study aimed at exploring the influence of a repeated exposure to the Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness. Participants of the study were forty intermediate university students who were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions (seven sessions in total) across a semester. The control group, on the other hand, completed it in the first and last sessions of the course as pre-test and post-test, respectively. Results of the study showed that the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the study revealed that less-skilled participants of the experimental groups benefited from the treatment more in comparison to their more-skilled counterparts in the experimental group. Keywords: MALQ, metacognitive instruction, metacognitive awareness

scholarly journals The Effectiveness of Educational Pillars Based on Vygotsky's Theory in Achievement and Information Processing Among First Intermediate Class Students

2021 ◽  
Vol 16 (12) ◽  
pp. 246
Author(s):  
Lina Fouad Jawad ◽  
Muayad Kadhim Raheem ◽  
Ban Hassan Majeed
Keyword(s):  
Information Processing ◽  
Mathematics Achievement ◽  
First Grade ◽  
Achievement Test ◽  
Mathematical Achievement ◽  
The Other ◽  
Control Group ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control

The aim of the research is to identify the effectiveness of the educational pillars strategy based on Vygotsky's theory in mathematical achievement and information processing of first-grade intermediate students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught traditionally and the other experi-mental taught according to the educational pillars strategy. The research sample consisted of (66) female students from the first intermediate grade, who were inten-tionally chosen after ensuring their equivalence, taking into account several factors, most notably chronological age and their level of mathematics, and they were dis-tributed equally into two groups, one experimental and the other control. The re-search tools were represented in the teacher's handbook for the application of the educational pillars strategy, the achievement test in mathematics, and the test of information processing skills. The researchers applied the experiment in the first semester of the (2019/2020) academic year. One of the researchers taught the ex-perimental group by applying the educational pillars strategy, while the control group studied according to the usual method. The mathematical achievement test and the data processing skill test were applied to the experimental and control re-search groups, and then the data necessary for statistical analysis and access to results were obtained. The results showed that there were statistically significant differences between the mean scores of the two groups and control groups in the mathematical achievement test. There were also statistically significant differences between the mean scores of the two groups on the test of the skill of information processing, and the size of the effect was calculated by describing a function of the effectiveness of the strategy on the two independent variables (mathematics achievement, information processing), as it became clear that the educational pillars strategy based on Vygotsky's theory has great effectiveness. On mathematics achievement and on developing students' information processing skills

scholarly journals Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction

2016 ◽  
Vol 48 (2) ◽  
pp. 301-320
Author(s):  
Danica Jerotijevic-Tisma
Keyword(s):  
Listening Comprehension ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Target Language ◽  
Control Group ◽  
Strong Positive Correlation ◽  
Beneficial Effects ◽  
Foreign Language Learners ◽  
Efl Students ◽  
And Control

The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students? listening comprehension. The current study is a follow-up research of a similar study by Vandergrift and Tafaghodtari (2010). However, we sought to expand the previous research by investigating the relationship between the students? current level of L2 (target language) vocabulary and listening test scores. Our study likewise differed in the sample of participants, the target language, teaching and testing material used, and the duration of the very experiment. To answer the proposed research questions we conducted an experiment with 57 Serbian secondary school EFL (English as a Foreign Language) learners divided into experimental (n=27) and control group (n=30). The results of the pre- and post-tests of the two groups showed the beneficial effects of developing metacognitive strategies and the strong positive correlation between the level of vocabulary and listening comprehension. The paper underlines important pedagogical implications especially regarding the enhancement of metacognitive awareness and vocabulary proficiency of students in order to improve performance on listening comprehension tasks.

scholarly journals Studying the Impact of Presence of Alpha Acid Glycoprotein and Protein Glycoprotein in Chronic Myeloid Leukemia Patients Treated with Imatinib Mesylate in State of Qatar

Blood ◽  
2015 ◽  
Vol 126 (23) ◽  
pp. 4846-4846
Author(s):  
Nader I Al-Dewik ◽  
Andrew Jewell ◽  
Mohamed A. Yassin ◽  
Hisham Morsi
Keyword(s):  
Chronic Myeloid Leukemia ◽  
Imatinib Mesylate ◽  
Myeloid Leukemia ◽  
The Other ◽  
Control Group ◽  
Acid Glycoprotein ◽  
Other Hand ◽  
Significant Difference ◽  
Blast Cells ◽  
The Mean

Abstract Background Despite the efficacy of Imatinib Mesylate (IM) in treating Chronic Myeloid Leukemia (CML), a high degree of resistance has already been noted. Alpha acid glycoprotein (AGP) may reduce drug efficacy through its ability to interact with IM and blocks it from reaching its target while Protein glycoprotein (PGP) may reduce the intracellular concentration of the drug via an active pump mechanism. In our cohort of patients with the highest rate of resistance to IM globally, we investigated if the level of AGP and PGP could be correlated with CML resistance/response to IM? and if so, could they be employed as biological markers for CML resistance to treatment? Methods To answer these questions, the 26 CML patients who were enrolled into our previous study between November 2006 and December 2011 were investigated for AGP and PGP levels at diagnosis and during treatment. Serum samples were analyzed to determine AGP level via an Immunoturbidimetric assay and up-regulation of PGP level was determined via Flow cytometry analysis of Peripheral Blood (PB) and Bone Marrow (BM) samples. Results A total of 100 serum, 40 BM & 100 PB samples were collected from the 26 CML patients (22 CP & 4 AP) treated at the National Center for Cancer Care and Research (NCCCR) in Qatar. Samples from 10 healthy volunteers were collected as a control. AGP results At Diagnosis 11/22 CP patients had elevated AGP (mean 1.5 ±0.11 g/l) while 3/4 AP patients had elevated AGP (mean 1.8 ±0.3 g/l). During follow-up The mean AGP values among the 14/26 patients who failed IM treatment were (1.05 ±0.09 g/l) while the values for the 12 patients who responded to the treatment were not significantly different (1.1 ±0.06 g/l) (p =) > 0.05. The 10/14 resistant patients who were previously reported to have mutations/Additional Chromosomal Abnormalities (ACAs) as underlying mechanisms of resistance, showed a mean AGP level of 1.06 (±0. 09) while the 4/14 patients with no mutations/ACAs showed no significant difference (AGP leve1.04 ±0.08) (p =) > 0.05. The mean value of the 10 healthy individuals who were enrolled as a control group was 0.71 ±0.04 g/l. The mean AGP levels were 1.2 (±0.12), 1.61 (±0.38), 1.05 (±0.09), 1.1 (±0.06), and 0.71(±0.04) g/l for 22/26 CP, 4/26 AP, 14/26 failed treatment, 12/26 optimal responders and controls respectively and the differences between patients groups and the control group on other hand were significant (p) 0.001, 0.03, 0.003, and 0.005 respectively. There was no a significant difference or correlation between AGP levels amongst the different groups of patients and there was no significant correlation between AGP and other biomarkers such as Platelets (PLTs), White Blood Cells (WBCs), Absolute Basophils (Abs. Baso) and Lactate Dehydrogenase (LDH) of CML patients in the responders group. However, the group who failed treatment showed a strong correlation between elevated AGP and LDH (p = 0.0001), WBCs (p=0.002) and Abs. Baso (p=0.03) PGP results On the other hand, the mean PGP level was 1.25 (±0.06), 1.17 (±0.02), 1.21 (±0.03), 1.2 (±0.04) for AP, CP, responders and resistant patients respectively. Flow cytometric analysis showed no significant difference in the fluorescence intensities of the blast cells incubated with CD 243 and the blast cells incubated with isotypic control among the different groups of patients. Discussion and Conclusion With a significant difference in AGP levels between patients and controls in our cohort of CML cases, combining AGP with others markers showed significant correlations during different disease stages that may be employed as a warning sign for resistance of CML to Tyrosine Kinase Inhibitors (TKIs). PGP expression, on the other hand did not differ in patients presenting in chronic phase or accelerated phase and showed no specific pattern for those who resist or respond to IM treatment. However, neither AGP nor PGP could be employed as an independent marker for disease progression as the noticed resistance in our CML patients could not be correlated to AGP or PGP levels and regardless of response or resistance to treatment, there was no significant pattern of AGP or PGP expression. Disclosures Al-Dewik: Qatar National Research Fund (QNRF): Other: sponsorship.

scholarly journals An Evaluation of Listening Strategy Instruction Intervention among EFL Learners at Thai Nguyen University

2021 ◽  
Vol 04 (03) ◽  
Author(s):  
Mai Van Can ◽  
Keyword(s):  
Listening Comprehension ◽  
Strategy Instruction ◽  
College Of Education ◽  
Control Group ◽  
Quasi Experimental ◽  
The Mean ◽  
Listening Ability ◽  
Listening Strategies ◽  
And Control ◽  
Experimental Group

The study was conducted at two institutions (The International School and The College of Education) Thai Nguyen University. The total number of participants was 92. The study employs a quasi-experimental research design to evaluate the effectiveness of a listening strategy instruction invention towards the listening comprehension. The findings reveals that students use listening strategies at a low level (M=2.1). The results also confirmed that the listening intervention really helped students in their listening ability. The mean of pre-test was M=3.72. After four weeks of intervention the mean scores were M=4.96 for the experimental group and M= 3.83 for the control group. After another four weeks, the improvement of the experimental group was M=5.6 compared to M=4.54 in the control group. At the end of the intervention the improvement the mean scores for experimental group and control group were M=6.41 and M=5.45 respectively. From the findings, it is concluded that the listening strategy intervention really improve students’ listening comprehension.

scholarly journals The Effect of Group Counselling Based on the Modification of Negative Self-Statements on Reducing Gender-Biased Foreign Language Anxiety among Ajloun National University Students

2017 ◽  
Vol 11 (4) ◽  
pp. 730
Author(s):  
Mohammad H. Abood ◽  
Nadia Ahouari-idri
Keyword(s):  
Foreign Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Control Group ◽  
Significant Difference ◽  
Language Classroom ◽  
National University ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

This study investigated the effectiveness of a training program, based on themodification of negative self-statement, to reduce foreign language anxiety (FLA) among EFL students at university in Jordan. To achieve this goal, the foreign language classroom anxiety scale was used. Participants were 30 male and female students from Ajloun National University, who scored high in FLA, and randomly dispensed to one of the two groups: experimental and control. The experimental group received a pilot programme to modify the negative self-statement and the control group did not. Results showed that the modification of negative self-statement program (MNSP) was effective in reducing FLA. A statistically significant difference (.05) was found between the two groups in the effectiveness of the self-statement programme.

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