scholarly journals Effects of English Teaching with Interactive Whiteboards in the Elementary English Classrooms

2018 ◽  
Vol 6 (2) ◽  
pp. 127
Author(s):  
Ching-Ying Lin ◽  
Jo-Ting Chu
Keyword(s):  
Retention Test ◽  
English Language ◽  
Interactive Whiteboards ◽  
English Language Teaching ◽  
Control Group ◽  
English Classrooms ◽  
Advantages And Disadvantages ◽  
Specific Factors ◽  
Grade 3 ◽  
Experimental Group

<p><em>The purpose of the study was to probe the effectiveness of English language teaching through Interactive Whiteboards (IWBs). Three specific factors were probed: (a) the results from immediate test and retention test; (b) students’ perceptions related to the utilization of IWBs; (c) the advantages and disadvantages of the technology-supported instruction. Forty-three students from Grade 3 students in Sahes Elementary School in Taiwan were engaged in either technology-supported group or </em><em>none </em><em>technology-supported group. The results revealed that the experimental group through technology-supported instruction significantly outperformed the control group on students’ immediate test and retention test. Moreover, students’ perceptions related to the IWBs indicated that most of them </em><em>enjoying</em><em> lear</em><em>ning</em><em> English in the technology-supported classrooms. Finally, the results also showed the advantages and disadvantages through </em><em>the </em><em>IWBs instructions.</em><em> The study</em><em> </em><em>revealed</em><em> that teaching through technology was </em><em>an </em><em>effective way to help students </em><em>in </em><em>English</em><em> learning</em><em>.</em><em></em></p>

scholarly journals An Experimental Study on the Innovative CDIO Method in English Language Teaching

2020 ◽  
Vol 8 (9) ◽  
pp. 15
Author(s):  
Ahmet Yusuf ◽  
Filiz Yalçin Tilfarlioğlu
Keyword(s):  
Experimental Study ◽  
English Language ◽  
Treatment Process ◽  
Teaching Method ◽  
English Language Teaching ◽  
Control Group ◽  
The Mean ◽  
New Perspective ◽  
Experimental Group ◽  
Learning English

This experimental study is an attempt to bring a new perspective and a new teaching method CDIO (Conceiving, Designing, Implementing, and Operating) to the ELT field. The CDIO method was applied in the 11th grade in a private high school in Diyarbakir, Turkey. The students were subjected to a pretest before the treatment process and to a posttest after the process. The treatment procedures and materials were prepared according to the CDIO curriculum and standards. The treatment process lasted for fifteen weeks for the experimental group while the control group continued learning English without being exposed to the CDIO teaching method. Subsequently, the collected data was analyzed with the assistance of IBM SPSS Statistics 23.0 to see whether the CDIO methodology has effective results on the students’ performance or not. After the data was collected and analyzed, the results showed that the students performed better after learning English using CDIO in the rate of 14.45%, where the mean score of the pretest was 71.66 while the mean score of the posttest was 86.23. Moreover, the results exhibit that the participants’ fulfillment developed in grammar, vocabulary and reading comprehension skills. Accordingly, there is a great improvement in the students’ performance of the experimental group. Also, the outcomes show that the CDIO has played a big role in developing the students’ level and has shown a positive effect on learning English. Finally, it is expected from this research to open the door for schools and faculties of teaching English to adopt the CDIO approach and apply it in their programs.

A Qualitative Study of the Perceptions of Iranian EFL Learners’ Attitudes towards CMC Tools Usefulness

2017 ◽  
Vol 7 (8) ◽  
pp. 682
Author(s):  
Sanam Mehri ◽  
Siros Izadpanah
Keyword(s):  
Student Perceptions ◽  
English Language ◽  
Computer Mediated Communication ◽  
English Language Teaching ◽  
Control Group ◽  
Mediated Communication ◽  
Efl Learners ◽  
Before And After ◽  
E Mail ◽  
Experimental Group

This project examined the perceptions of Iranian EFL learners’ attitudes towards online computer-mediated communication tools usefulness. Few researches have been done to evaluate student perceptions of the helpfulness of CMC tools in online learning. In this regard, based on convenient sampling method, 60 English Language Teaching students (B.A) of Zanjan Azad University were selected. The students attended in two classes that were held by two different instructors. To homogenize the participants, PET was administered. Those participants whose scores was ±1 above and below the standard deviation were selected as the statistical sample (n= 60). Then, the selected participants were randomly assigned to one experimental (n= 30) and one control group (n= 30).The Community of Inquiry (CoI) questionnaire was distributed among the participants in groups before the treatment. During the study, the experimental group was taught using e-mail and telegram chat. In the control group, the learners were taught through traditional way of teaching. At the end of the treatment, the CoI questionnaire was re-administered among the learners in the both groups. Responses before and after the treatment revealed that the perceptions’ of the learners in the experimental group were significantly influenced as a result of instructing by e-mail and telegram.

scholarly journals English language teaching and assessment in blended learning

2014 ◽  
pp. 67-82 ◽  
Author(s):  
Sejdi Sejdiu
Keyword(s):  
Blended Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Face To Face ◽  
Study Approach ◽  
The Face ◽  
Face To Face Instruction ◽  
Experimental Group

The aim of this study was to evaluate the effectiveness of blended learning vis-à-vis face-to-face instruction. In order to achieve this aim, three research questions including were raised. The study was conducted using the case study approach which was supported by the collection of qualitative and quantitative data. The study involved two teachers, one who taught the experimental group using blended learning, and another one who taught the control group using face-to-face instruction. The results showed that the blended learning instructor executed instruction better and used more effective methods of assessment than the face-to-face instruction teacher. This is supported by differences in students’ performances which show that the experimental group performed better by scoring higher means and recording lower variances.

scholarly journals Engaging Students Through Multimodal Learning Environments: An Indonesian Context

2017 ◽  
Vol 1 (3) ◽  
pp. 202
Author(s):  
Suparmi .
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
English Language ◽  
Critical Issue ◽  
English Language Teaching ◽  
Control Group ◽  
Multimodal Learning ◽  
Writing Performance ◽  
Creative Pedagogy ◽  
Experimental Group

<p>A critical issue regarding the English language teaching in the Asian context particularly in Indonesia is that the teaching and learning methods used are still far from being sufficient and effective to help students improve their language skill at the expected rate. This is a pilot study investigating the effects of multimodal learning environment on students’ learning outcomes connected to students’ writing performance. To find out the answers to the research problems, 60 students taking English for Specific Purposes at State Islamic University of Malang – Indonesia participated in this study. They were randomly selected and randomly assigned into the experimental group and the control group. The multimodal environment was provided to the experimental group whereas the control group was not. The results of the study indicated that the students in the experimental group had better writing performance. In addition, the contribution of this study is two folds; as a contribution to references on innovative and creative pedagogy in the classroom and to support the progress of the teaching and learning English.</p><p> </p><p><strong>Keywords: </strong><em>multimodal learning environments, video, the teaching of EFL writing, writing performance<strong></strong></em></p>

scholarly journals Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

2019 ◽  
Vol 2 (2) ◽  
pp. p8
Author(s):  
Nahed F. Abdel-Maksoud
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Methodology ◽  
Control Group Design ◽  
Course Grades ◽  
The Impact ◽  
Experimental Group

Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.

scholarly journals Source Culture and Target Culture in English Language Teaching: A Study of Intercultural Pragmatics and Students’ Learning Outcomes

2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Hazrat Umar ◽  
Maria Rehman
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Age Groups ◽  
English Language Teaching ◽  
Target Language ◽  
Control Group ◽  
Intercultural Pragmatics ◽  
Different Cultures ◽  
Target Culture ◽  
Experimental Group

The study explores the role of intercultural pragmatics in theimprovement of students’ reading comprehension of English. This is anexperimental research conducted upon 50 eighth-grade Pashtun studentsaged around 12 and 13 years. The experimental group (n=25) was taughtan intercultural curriculum which included topics from the British culture(target culture) and Pashtun culture (source culture) in addition to theform of language. The control group (n=25) was treated traditionally inwhich the focus was on the structure and form of language. The pre- andpost-tests were administered to both groups. After comparing the meanscores of the tests, it has been found that the experimental group showedgreater improvement in their English language proficiency as comparedto the control group. It is recommended that topics from both the sourceand target cultures written in the target language be included in theEnglish curriculum. Further, training programs for language teachersshould include intercultural pragmatics in their syllabi. Further researchmay be conducted in the same area in different places with participantsfrom different cultures and age groups.

scholarly journals Improving EFL Learners’ Critical Thinking Skills in Argumentative Writing

2018 ◽  
Vol 12 (1) ◽  
pp. 98 ◽  
Author(s):  
Nabila Nejmaoui
Keyword(s):  
Critical Thinking ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Control Group ◽  
Argumentative Writing ◽  
Efl Learners ◽  
Short Time ◽  
Experimental Group

In the 21st century where information has become easily available and accessible, education has shifted its attention to teaching students how to process and think critically about the information they receive. Welcoming the changes that education constantly witnesses, the field of English Language Teaching (ELT) has embraced the integration of critical thinking. Accordingly, the present paper aims to explore the effect, if any, of integrating critical thinking on learners&rsquo; use of critical thinking skills in argumentative writing. To this end, an experimental study was conducted; 36 Moroccan EFL learners from the department of English were divided evenly into an experimental group and a control group. While the participants in the experimental group were taught writing with critical thinking skills, the others were taught writing with no reference to these skills. The participants in both groups took a pre-test and posttest to evaluate the development of their use of critical thinking skills in argumentative writing. The data which has been quantitatively analyzed indicates that the experimental group significantly outperformed the control group. The students&rsquo; ability to use more credible evidence, address alternative arguments, support conclusions, and maintain the logical flow of ideas in their essays did not reach a mastery level in the posttest, yet the average level they reached is reassuring in view of the short time of the training they had. An integration of CT for longer periods may bring forth encouraging outcomes.

scholarly journals Kearifan Lokal dalam Pembelajaran Bahasa Inggris: Sarana Meningkatkan Keterampilan Pelajar Bahasa Inggris Dewasa

2020 ◽  
Vol 16 (2) ◽  
pp. 133
Author(s):  
Aco Nasir ◽  
Andriani Andriani
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
P Value ◽  
English Learning ◽  
Quasi Experimental ◽  
Parametric Testing ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

This study aims at investigating the effect of the integrated local wisdom on English Learning at university Students. The research employed a quasi-experimental design. The experimental class was taught by implementing the integrated local wisdom on English Learning and the non-experimental class by conventional strategy. The subject was the 152 second semester students of Non-English Language teaching Department, Al Asyariah Mandar University. The sample was randomly selected to be one of the classes into the experimental group and the other one into the control group. Since the statistical assumptions were not fulfilled in this study therefore, the data were analyzed by utilizing non parametric testing: Mann–Whitney U and Kruskall-Wallis. The mean score of the students’ reading comprehension achievement in the end of the study was 79.63 in the experimental group while the mean score of the students’ achievement in control group was 56.76 and the p-value was .000, meaning was smaller than level of significance 0.05 (sig 0.000 < 0.05). The finding showed that the integrated local wisdom on English Learning statistically impacted students’ skill using English as Communication devise in daily life compared to one taught using the Conventional strategy.

scholarly journals The Impact of Teaching EFL Medical Vocabulary Through Collocations on Vocabulary Retention of EFL Medical Students

2018 ◽  
Vol 9 (5) ◽  
pp. 24
Author(s):  
Maryam Najafi ◽  
Mohammad Reza Talebinezhad
Keyword(s):  
Medical Students ◽  
English Language ◽  
Mother Tongue ◽  
English Language Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Medical Vocabulary ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

Teaching technical vocabulary in ESP context is a vital part of English language teaching at a university level. EFL teachers almost use traditional techniques for teaching new medical vocabulary. This study aimed at examining the impact of teaching medical vocabulary through collocations on vocabulary learning of medical students. This quasi-experimental study with a pretest/posttest control group design was conducted on 80 students majoring Nursing at Kashan University of Medical Sciences, Iran. The proficiency test was used to determine the proficiency level of the students and 62 students were selected as intermediate students. The students were assigned into two groups. In the experimental group new medical vocabulary was taught through collocations, while in the control group new vocabularies were instructed through traditional techniques including synonym, antonym, definition and mother tongue translation. Data were collected using a researcher-made test of collocation. Results showed that the mean score of teaching medical vocabulary was increased in the experimental group after the treatment. It can be seen that the experimental group outperformed the control group on the medical collocation tests.

scholarly journals Fortalecimiento De La Producción Escrita De Diálogos No Literarios A Través De Las Expresiones Idiomáticas En El Aprendizaje Del Idioma Inglés

2017 ◽  
Vol 13 (25) ◽  
pp. 177
Author(s):  
Lorena Maribel Yumi Guacho ◽  
Enrique Jesús Guambo Yerovi ◽  
Carmita Eulalia Rojas Castro ◽  
Lara Olivo Lenín Iván
Keyword(s):  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Idiomatic Expressions ◽  
Class B ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group

The purpose of the current research was to strength the production of non-literary written dialogues by using idiomatic expressions in the English- Language teaching-learning process, applied to second level students, class B in the Language Center at Escuela Superior Politécnica de Chimborazo from October 2016 to March 2017. It has been evidenced that the syllabus of the Language Center does not consider the use of idiomatic expressions, so the students acquire neither lexicography nor appropriate vocabulary. This was a correlational, quasi experimental, field trip and documentary research applied to two heterogeneous groups; a control group and an experimental group. The control group developed the traditional contents planned in the institutional syllabus, while the experimental group developed a set of activities as a methodological strategy; a booklet was also designed for being used as a guide by the teachers. Both groups were evaluated through a rubric in two stages: the pre-test and post-test obtaining data to be tabulated, analyzed, interpreted and then compared in order to prove the hypothesis. It was determined that the use of idiomatic expressions strengthens the production of non-literary written dialogues, so it is recommended to apply them in the English language teaching-learning process.

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