scholarly journals The Effectiveness of Teaching Non-Native Learners in Recognizing the Differences of 4 Tones using a Romanised Mandarin Web-based Instruction

2011 ◽  
Vol 1 (3) ◽  
pp. 67-71
Author(s):  
Lim Soo Giap
Keyword(s):  
Traditional Approach ◽  
Future Research ◽  
Control Group ◽  
First Year ◽  
Teaching Tool ◽  
Web Based ◽  
Web Based Instruction ◽  
Research Findings ◽  
Based Instruction ◽  
Experimental Group

The objective of this paper is to assess the feasibility of utilizing Guru Hanyu Pinyin web based instruction as a teaching tool for non-native speakers in recognizing the differences of 4 tones at syllable level in Hanyu Pinyin. The study compares the academic achievements for Hanyu Pinyin of two different groups of students whereby the experimental group adopts the web based instruction and the control group adopts the traditional approach as the mode of learning. This research is targetted on first year elementary level Mandarin students at UiTM Penang campus. The research sample has been selected through stratified random sampling. Research findings reveal interesting results whereby the performance of the control group is statistically better than the experimental group in recognizing differences of 4 tones at syllable level. This paper also discusses some limitations that were discovered in the existing version of teaching tool developed and proposes some recommendations for future research.

scholarly journals Effectiveness of a Romanised Mandarin Web-based Instruction in Teaching Writing and Reading Skills at Word Level for Non-native Learners

2011 ◽  
Vol 2 (5) ◽  
pp. 243-248
Author(s):  
Lim Soo Giap
Keyword(s):  
Reading Skills ◽  
Future Research ◽  
Control Group ◽  
Learning Material ◽  
Web Based ◽  
Word Level ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Experimental Group ◽  
Better Than

The time allocated to teach the sound system of Hanyu Pinyin in Universiti Teknologi MARA (UiTM) is insufficient for learners. Hence, it is suggested a web-based instruction incorporate into the curriculum as a self-learning material for learners to enable them to manage their learning process in the absence of instructor.The objective of this paper is to assess the effectiveness of utilizing Guru Hanyu Pinyin web based instruction as a teaching tool for non-native speakers in improving the writing and reading skills at disyllabic word level in Hanyu Pinyin. The study compares the academic achievements for Hanyu Pinyin of two different groups of students whereby the experimental group adopts the webbased instruction and the control group adopts the traditional approach as the mode of learning. This research is targeted on first year elementary level Mandarin students at UiTM Penang campus. The research sample has been selected through stratified random sampling. The findings for writing of disyllabic words showed that the mean score of the experimental group is better than the control group but there is no significant statistical difference between them. At the same time, the findings also indicate that the experimental group, which was using this Guru Hanyu Pinyin web-based instruction, is performing better than control group in term of reading skill. As the result, the students from experimental group can read the pronunciation of initials and finals better. This paper also discusses some limitations that were discovered during the research and proposes some recommendations for future research.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

Implementing Task-based Instruction in ESP Class — An Empirical Study in Marine Engineering English

2016 ◽  
Vol 7 (5) ◽  
pp. 936 ◽  
Author(s):  
Xuehua Wu ◽  
Lihui Liao ◽  
Teresa K. DeBacker
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Marine Engineering ◽  
Listening And Speaking ◽  
Experimental Group

This study investigated teaching English for Specific Purposes (ESP) within the paradigm of task-based language teaching, concentrating on marine engineering English teaching in a Chinese vocational college. Two natural groups of students taking their ESP courses took part in the study as a control group (N=28) and an experimental group (N=33) from 2014 spring to 2014 fall. Teacher-designed reading, listening and speaking pre-test and post-test (simulating the governmental tests held by China Maritime Safety Administration Bureau), and survey were used as the basis for study. The students in the control group and the experimental group were taught in traditional approach and task-based approach respectively. At the end of one academic year study, the students were given a post-test to determine whether there was effect of the treatment on the experimental group. Data analysis showed that there was no statistically significant difference in reading achievement between students in the control group and students receiving task-based instruction, but there was effect on students’ listening and speaking competency. In the investigation, most students were satisfied with task-based instruction, and they proposed some feedbacks and suggestions for the task-based instruction in ESP courses which are beneficial for future instruction.

Learner-Centered? It's Just a Click Away…

2001 ◽  
Vol 30 (2) ◽  
pp. 159-170 ◽  
Author(s):  
Marja J. Verbeeten
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Virtual Classroom ◽  
Future Research ◽  
Web Based ◽  
Teacher Student ◽  
Learner Centered ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Web Based Education

There are two revolutions sweeping through higher education today: the first one is the move from teacher- to learner-centered education. The second one is the move from the traditional to the virtual classroom. This article examines the most recent literature on Web-based instruction by looking at authors who, based on their own personal experiences, take a positive approach to Web-based education, and who feel that Web-based instruction is learner-centered. Characteristics of learner-centeredness as related to Web-based education are: access anywhere and any time, and student engagement. Student engagement is accomplished through the creation of active learning modules, collaboration among students, and close teacher-student interaction. Virtual classes are effective since they address different learning styles. The article concludes that assessment of learning outcomes is a topic that needs to be addressed in future research.

scholarly journals Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Katherine Pang
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
Development Program ◽  
Professional Development Program ◽  
Control Group ◽  
Web Based ◽  
Web Based Instruction ◽  
Knowledge Gains ◽  
Based Instruction ◽  
The Web

The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under real-world constraints of time and limited economic resources. The study focused on the use of video-driven multimedia, web-based instruction in the corporate environment to determine if the quality of the learning experience and the knowledge gained from the instruction were the same as with traditional methods. This experimental study assigned business professionals quasi-randomly to either a control group or an experimental group, where they attended either a live-instructed professional development program or a video-driven multimedia, web-based professional development program. Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in terms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants. Further, certain components in the web-based environment contributed more than components in the live environment to pedagogical effectiveness.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

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