scholarly journals TEACHING GRAMMAR TO YOUNG LEARNERS USING COMIC STRIPS AND GTM AND THE IMPACT ON THEIR SPEAKING SKILLS

2020 ◽  
Vol 8 (2) ◽  
pp. 19-30
Author(s):  
Edy Suseno
Keyword(s):  
Positive Impact ◽  
Comic Strips ◽  
Grammatical Aspect ◽  
Young Learners ◽  
Electronic Dictionary ◽  
Post Test ◽  
Appropriate Sentences ◽  
Teaching Grammar ◽  
The Impact ◽  
Speaking Skills

Practicing speaking in EFL to the young learners especially to the fifth graders is challenging. They do not have enough vocabulary in their repertoire so that it is often difficult for them express their ideas in the foreign language.They also could not construct appropriate sentences to reflect how well they have learnt so far. For this reason, the implementation of the grammar-translation method may be needed to help them focus on grammatical aspect of the foreign language to enhance their perspective in learning grammar and reading comprehension. Moreover, the use of books, podcast, comic strips and electronic dictionary could support the process of treatment. By implementing this kind of method, the students could enhance their speaking skills. They also have the opportunity to experience with language use and support their progress in speaking. This kind of development could be seen from the result of the pre-test and post-test. The progress of development was significant which reflect the positive impact of comic strips and GTM on children speaking skills

scholarly journals The Use of Critical Thinking Activities through Workshops to improve EFL Learners' Speaking Skills

2021 ◽  
Vol 20 (11) ◽  
pp. 444-460
Author(s):  
Eliana Pinza-Tapia ◽  
Vanessa Toro ◽  
Karina Salcedo-Viteri ◽  
Fabian Paredes
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Positive Impact ◽  
Oral Communication ◽  
Public High Schools ◽  
Foreign Language Learners ◽  
Tenth Grade ◽  
Post Test ◽  
The Impact ◽  
Speaking Skills

Speaking is considered to be the most complex skill to master by EFL (English as a foreign language) learners. Unfortunately, Ecuadorian students do not reach the desired speaking level. To address this issue, this mixed-method study aims at identifying the impact of critical thinking activities through workshops, in order to improve learners’ speaking skills.  This study was conducted at public high schools in the different provinces of Ecuador. The sample consisted of 635 students from the tenth grade of elementary school and the first and second grades of senior high school. The data-collection instruments were a pre-test, and a post-test, to find out the students´ CEFR speaking level, and an observation grid to discover students’ attitude and performance concerning oral communication skills. Additionally, five different workshops, based on the use of critical thinking activities were carried out. The results led us to the conclusion that critical thinking workshops have a positive impact on students’ speaking skills. They allowed students to use accurate grammar, vocabulary, and to improve their fluency and pronunciation, in order to communicate their ideas orally.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

scholarly journals The impact of written visual materials in the development of speaking skills in English language among secondary level students

2021 ◽  
Vol 17 (2) ◽  
pp. 1086-1095
Author(s):  
Tribhuwan Kumar
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Opportunity To Learn ◽  
Secondary Level ◽  
Teaching Materials ◽  
Significant Difference ◽  
Post Test ◽  
Visual Materials ◽  
The Impact ◽  
Speaking Skills

The aim of this study is to determine the effect of visual teaching material and resources in the development of Speaking Skills in the English language in Secondary level students in India. In the study, the experimental design with pre-test and post-test control groups was chosen. The research consisted of 82 secondary-level students. In order to collect the data, pre-test, post-test, speech axiom, and interview forms were prepared, and a t-test was used in the analysis of the data. The interviews were conducted with open-ended questions on the research topic and results were interpreted according to their percentages and frequency values. According to the results obtained from the data, a statistically significant difference was found between the mean achievement of the students using visual teaching materials and using written-visual teaching materials. The result suggests the use of written-visual teaching materials. The data obtained from the interview also supported these results. Therefore, visual teaching materials should be chosen appropriately by language teachers and should be carried into the classroom environment. It is recommended that visual teaching materials be presented with written support, as it facilitates reminding and provides the opportunity to learn with permanent marks.

scholarly journals Multiple Intelligences (MI) on Developing Speaking Skills

2019 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Shelawati Rizqiningsih ◽  
Muhamad Sofian Hadi
Keyword(s):  
Multiple Intelligences ◽  
Junior High School ◽  
9Th Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The One ◽  
The Individual ◽  
The Impact ◽  
Group Post ◽  
Speaking Skills

The current study investigates the impact of multiple intelligences-based Instructions on developing speaking skills of the students of English. Therefore, the problem of the current study can be stated in the lack of speaking skills of the students of English school in Junior High School, MTs Al-Ihsan Jakarta Barat. To confront this problem, the researcher developed a multiple intelligences-based program to enhance the speaking skills paying due attention to the individual differences among students. The sample of the study consisted of sixty fourth-year perspective students of English. The Quasi-experimental research design was used in the study as the researcher used the one group post-test to assess the usefulness of using this approach. Results of the study proved the effectiveness of Multiple Intelligences-(MI) On Developing Speaking Skills of the 9th Grade Students’ of MTs Al-Ihsan Jakarta Barat.

scholarly journals The Positive Impact of Pharmacist Interventions Using Educational Video Technology on Patient Knowledge of and Satisfaction with Warfarin Therapy

2020 ◽  
Vol 11 (3) ◽  
pp. 2778-2789
Author(s):  
Sireen A. R. Shilbayeh ◽  
Abrar F. Al-Qarni ◽  
Malak M. Al-Turki ◽  
Meshael N. Al-Nuwisser ◽  
Ohud A. Al-Nuwaysir ◽  
...  
Keyword(s):  
Warfarin Therapy ◽  
Positive Impact ◽  
University Hospital ◽  
Knowledge Assessment ◽  
Patient Knowledge ◽  
Educational Video ◽  
Pharmacist Interventions ◽  
Post Test ◽  
The Impact

To assess the positive impact of pharmacist interventions via an educational video on patients’ knowledge of and satisfaction with warfarin therapy . This study used a prospective pre-test/post-test design that enrolled 91 patients from an anticoagulant clinic at King Khaled University Hospital in Riyadh, Saudi Arabia. All patients completed the Anticoagulation Knowledge Assessment (AKA) and Anti-Clot Treatment Satisfaction (ACTS) scales. Afterwards, the patients watched a 10-minute educational video containing basic information about warfarin and were given relevant informative booklets. The patients were reassessed after a mean follow-up period of approximately 52 days. In total, 85 patients completed the study. The impact of the intervention on patient knowledge was highly significant (mean difference=17.7%, 95% CI = 21.75-13.58, P.

scholarly journals The Impact of Deductive, Inductive and Mixed Methods of Instruction on EFL Students’ Public Speaking Skill (A Case of Georgian Higher Educational Institution)

2021 ◽  
Vol 17 (33) ◽  
pp. 128
Author(s):  
Ana Gadakhabadze
Keyword(s):  
English Language ◽  
Public Speaking ◽  
Positive Impact ◽  
Educational Institution ◽  
Teaching Approaches ◽  
Teaching Procedure ◽  
Efl Students ◽  
Higher Educational ◽  
The Impact ◽  
Speaking Skills

The paper aims to assess EFL students’ abilities to master public speaking skills at higher educational levels when applying different teaching approaches: inductive, deductive, and mixed (inductive & deductive) ones. Public speaking samples, namely TED talk videos, were used for observation and inspection during the teaching procedure, accompanied by various public speaking tasks and assessment rubrics that students participated in. The fortyseven video-taped public speaking performances, which were prepared and delivered by the participants, were analyzed and scored with the help of Public Speaking Competence Rubric (PSCR). The speeches were assessed by the researcher and some other expert and non-expert raters, as well as students themselves to maintain objectivity and avoid any kind of bias. Students were all informed about and taught the criteria that the PSCR involves during the studying procedure. The experiment was based on students representing B2 level of English language according to Common European Framework of Reference (CEFR) and it was carried out at one of the private HEIs in Tbilisi, Georgia. Statistical data were collected through pre, while and postexperimental tests in terms of public speaking performance and later analyzed in the SPSS program. According to the research results, TED Talk video samples have a positive impact on EFL students’ public speaking skills quality when accompanied by mixed (inductive and deductive) methodological teaching approaches. Particularly they improved their gesturing and posture, the majority of them overcame the stage fright (standing and speaking in front of an audience), their speeches became more organized.

scholarly journals The Effect of Inductive and Deductive Teaching on EFL Undergraduates’Achievement in Grammar at the Hashemite University in Jordan

2020 ◽  
Vol 9 (2) ◽  
pp. 280
Author(s):  
Mohammad M. Obeidat ◽  
Moh’d A. Alomari
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Language And Literature ◽  
Post Test ◽  
And Gender ◽  
Hashemite University ◽  
Teaching Grammar ◽  
The Impact ◽  
Type Of School ◽  
Experimental Group

This current study aims at investigating the impact of using inductive and deductive teaching upon EFL undergraduate students’ achievement at the Hashemite University. More specifically, the study attempts to explore the effect of using inductive and deductive approach on students’ achievement in some grammatical issues included a book adopted for teaching Grammar 2 in the Department of English Language and Literature. The research instrument used is a pre-post-test developed by the researchers. Two groups of students are chosen for the purpose of the study. Whereas the experimental group was taught through inductive approach, the controlled group was taught through the deductive approach. Results show significant differences between the means of students’ scores in the two groups on the post-test, in favor of the experimental group. Results also reveal no significant differences according to study-year, the type of school they graduated from, and gender. In light of these results, the researchers suggest some recommendations for TEFL researchers and EFL instructors.

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals The Impact of Distance Education on Learning Outcome in Computer Skills Course in Prince Sattam bin Abdulaziz University: An Experimental Study

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Mohammed Elmetwali Mohammed Amer
Keyword(s):  
Academic Achievement ◽  
Distance Education ◽  
Computer Literacy ◽  
Positive Impact ◽  
Learning Outcome ◽  
Computer Skills ◽  
Control Group ◽  
Face To Face ◽  
Post Test ◽  
The Impact

The present study aimed to explore the impact of distance education on the learning outcome of students in computer skills course in Prince Sattam bin Abdulaziz University in Al-Sulail, Saudi Arabia. In this study, the learning outcome is represented in the students’ academic achievement. The researcher adopted an experimental approach. He selected a sample consisting from 80 male students from 4 sections of a computer skills course. Those students were divided equally into control and experimental groups. The members of the control group were taught through adopting a face-to-face instructional approach. They attended 4 face-to-face lectures. The members of the experimental group were taught online through using the Blackboard system. The researcher used a pre-test and a post-test for assessing students’ academic achievement. SPSS program was used. It was found that both groups share similar levels of computer literacy. It was found that distance education has a significant positive impact on students’ academic achievement in the computer skills course. The researcher recommends adding online instructional activities to the curricula used in Saudi universities.

scholarly journals Using Communicative Games in Improving Students’ Speaking Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 63 ◽  
Author(s):  
Ratna Sari Dewi ◽  
Ummi Kultsum ◽  
Ari Armadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Teachers And Students ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

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