scholarly journals The Impact of Telegram on Syntactic Complexity of the Saudi Female EFL Undergraduates’ Argumentative, Classification, and Reaction Essays

2022 ◽  
pp. 1-106
Author(s):  
Lamyaa Falah AlMohaya
Keyword(s):  
Research Question ◽  
Relative Effectiveness ◽  
Academic Research ◽  
T Test ◽  
Traditional Learning ◽  
Control Group ◽  
Syntactic Complexity ◽  
Learning Context ◽  
The Impact ◽  
Experimental Group

The aim of this exploratory experimental quantitative is to investigate the impact of the learning environment and text types on the syntactic complexity of female Saudi students majoring in English language. Specifically, the study seeks to explore how and when the syntactic complexity of these students increases/decreases as a whole and across the fourteen measures of syntactic complexity (MLS, MLT.MLC.C/S, VP/T, C/T, DC/C, DC/T, T/S, CT/T, CP/T, CP/C, CN/T, CN/C) in two learning contexts: traditional learning context (TLC) and blended learning context (BLT) across three writing tasks (argumentative, classification ,and reaction). It purports, also, to find out when and which learning context leads to the most/least increase/decrease in the syntactic complexity (as a whole and across specific measures) of Saudi undergraduate in the three writing tasks. To answer such questions, 48 female Saudi EFL undergraduate students were recruited from the pool of level six students. The participants were randomly divided into the control and experimental groups. The control group consisted of 28 students; while the experimental group was comprised of 20 students. The 288 students’ writing productions were analyzed according to the fourteen measures of syntactic complex by using a paired t-test and an independent t test. For the first question, the results of this study show that there was no increase/decrease in syntactic complexity, either as a whole or partially across individual measures, for the control group for the three writing tasks (argumentation, classification, and reaction). This would suggest that traditional learning method does not reach to level to be significant to the participants in the control group. For the second research question, the t-tests showed that the syntactic complexity of the participants in the experimental group increased as a whole in both the classification and reaction essays. An increase in complexity was shown across the following measures for the classification essay: MLS, MLT, MLC, CN/T/VP/T, and CN/C. For the reaction essay, an increase in complexity was shown across MLS, MLT, MLC, and CN/T measures. Although the syntactic complexity of these participants did not increase/decrease as a whole for the argumentation essay, the CN/T measure did show some increase. Finally, the comparison between the results of the two groups revealed that, although the experimental group in this study showed more improvement in syntactic complexity than the control group, the degree of difference between the two groups was too small to draw any definite conclusion about the relative effectiveness of the two methods. This may be due to the comparatively short duration of the study: ten weeks. The findings of this research have significant implications for academic research and for Saudi EFL teachers at the university level.

The Effects of Using Instructional Conversation Method on Oral Autonomy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 1191
Author(s):  
Sahar Ghaffari ◽  
Mohammad Ali Fatemi
Keyword(s):  
Proficiency Test ◽  
Role Playing ◽  
T Test ◽  
Control Group ◽  
Instructional Conversations ◽  
Efl Learners ◽  
Significant Difference ◽  
Instructional Conversation ◽  
The Impact ◽  
Experimental Group

This study was conducted with the aim of investigating the impact of instructional conversations on oral autonomy of Iranian English as Foreign Language (EFL) learners. Forty-nine Iranian intermediate EFL learners from three language institutes in Sarakhs were selected as the participants of the study based on their scores in Nelson Proficiency Test. Administering Nelson General Proficiency Test, participants were measured to make sure they are homogeneous. These participants were randomly assigned into to control and experimental groups.  Participants in both groups sat for Learner Oral Autonomy Questionnaire with some modifications from Kashefian's learner autonomy questionnaire (2002). Results of independent samples t-test lack of any significant difference between the two groups in oral autonomy at the outset of the study. Throughout the study which lasted for 12 sessions participants in experimental group received the treatment, instructional conversations, as a tool for teaching speaking materials. Participants in the control group were taught the same materials as those practiced in the former group through such techniques as role playing, peer dialogues, and oral presentations. Finally, the posttest being the same as the pretest was administered. Results of independent samples t-test showed that the experimental group significantly outperformed the control one in Oral Autonomy Questionnaire. The present findings provide pedagogical implications for employing instructional conversation in EFL speaking classrooms.

scholarly journals Pengaruh Model Problem Based Learning dengan Metode Eksperimen Terhadap Hasil Belajar IPA Fisika Siswa Kelas VII SMP Negeri 19 Mataram Tahun Pelajaran 2014/2015

2017 ◽  
Vol 1 (3) ◽  
pp. 173 ◽  
Author(s):  
Nurqomariah Nurqomariah ◽  
Gunawan Gunawan ◽  
Sutrio Sutrio
Keyword(s):  
Learning Outcomes ◽  
Positive Impact ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
Test Results ◽  
Control Group Design ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group

This research is a quasi-experimental aims to find the impact of problem based learning model with experimental methods on the learning outcomes physics science of grade VII SMPN 19 Mataram in academic year 2014/2015. The population of this research is students of grade VII SMPN 19 Mataram with 144 students, while the sampling of this research is grade as VIIA as experimental group and VIIB as the control group. The sampling technique used is purposive sampling. The research design used is untreated control group design with pretest and posttest. Pre-test results obtained by the average value of experimental group is 25.36 while the control group is 28.54. Post-test results for experimental group is 75.13, while for the control group is 65.41. Research hypotheses were analyzed by t-test two tail using formulas polled variance t-test given the result that thint is greater than ttable, In addition, an increase on learning outcomes analyzed using N-gain test given the result that experimental group has increased higher than the control group.so that can be concluded that the model of problem-based learning with experimental method given positive impact on learning outcomes physics science of grade VII SMPN 19 Mataram in academic year 2014/2015.

scholarly journals The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students

2021 ◽  
Vol 14 (33) ◽  
pp. e16854
Author(s):  
Nisanur Can ◽  
Mehmet Turan
Keyword(s):  
Structured Interview ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Education Model ◽  
The Impact ◽  
Dependent Samples ◽  
Experimental Group

Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.

scholarly journals The effectiveness of visual materials in teaching vocabulary to deaf students of EFL

2021 ◽  
Vol 17 (1) ◽  
pp. 628-645
Author(s):  
Fatma Gülengül Birinci ◽  
Arif Sariçoban
Keyword(s):  
Sign Language ◽  
Language Instruction ◽  
T Test ◽  
Control Group ◽  
Deaf Students ◽  
Paired Samples ◽  
Post Test ◽  
Visual Materials ◽  
The Impact ◽  
Experimental Group

This study aims to investigate the effectiveness of using visual materials in teaching vocabulary to deaf students of EFL. For this purpose, 80 deaf students from a state special education vocational high school in Turkey contributed to this study. All students had first English classes in their lives and they are at the starter level of English, thus pre-test for their English proficiency was not given. The students were randomly divided into two groups to form the experimental group and the control group. 10 vocabulary items per week were taught to the students, and 50 target vocabulary items in total were taught during the whole study. To the experimental group, the vocabulary items were taught via visual materials together with the sign language. The control group was not presented with any visual items during the teaching process of the experiment, only sign language instruction was used for them. After the treatment, a vocabulary test was given to each group as an immediate post-test to measure the impact on learning. Six weeks after the immediate tests, delayed post-test was given to the groups to test long term retention. The results of the two post-tests were analyzed through Independent Samples t-test and Paired Samples t-test calculations to investigate the effectiveness of visual materials. According to the results of the study, visual materials were found to be more effective than using only the sign language that does not contain any visual items in teaching vocabulary items to deaf learners who learn English as a foreign language.

scholarly journals The impact of the discussion strategy on the level of achievement  in science subject among the Seventh Students in Jordan: أثر استراتيجية المناقشة على مستوى التحصيل في مبحث العلوم لدى طلاب السابع الأساسي في الأردن

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Wael Salama Al Maaytah
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
Teaching Method ◽  
Achievement Test ◽  
T Test ◽  
Control Group ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group ◽  
Science Subject

The present study aimed to identify the impact of the discussion strategy on the level of achievement in science subjects among the Seventh Students in Jordan School in Faisal I Elementary School for Boys, affiliated to the Directorate of Education of the Governorate of Aqaba during the academic year 2018/2019, where Division (B) represented the experimental group, and consisted of (20) students, and Division (C) represented the control group, and consisted of (20) students. The results of (t-test) for two independent samples showed that there were statistically significant differences between the average scores of students on the achievement test in science due to the variable of the teaching method. Where the control group received an overall average (11.96) versus the experimental group with an overall average (18.02), and for the benefit of the experimental group In light of the results of the study, the researcher recommended that teachers be trained to use the discussion strategy in teaching science to its effectiveness in teaching. It also recommended studies on the introduction of other teaching methods.

scholarly journals The effect of pictorial mode on children’s learning of new L1 lexical items

2018 ◽  
Vol 8 (2) ◽  
pp. 189
Author(s):  
Firooz Sadighi ◽  
Sepideh Nourinezhad
Keyword(s):  
Experimental Design ◽  
T Test ◽  
Control Group ◽  
Children’S Learning ◽  
Lexical Items ◽  
And Control ◽  
The Impact ◽  
Experimental Group ◽  
Children's Learning

<p>This research is aimed at investiagting the influence of using pictorial mode towards children’s learning of L1 new lexical items. This study is based on an experimental design. To reach the goal, 20 children<strong> </strong>as the sample were randomly selected from nurseries in Shiraz, Iran. The participants were 3 years old children divided in two groups of experimental and control. To estimate the impact of pictorial mode on children’s learning of L1 new lexical items, the same lexical items (the name of 3 animals) were provided to each group with different media; flashcard used in the experimental group, and in the control group just used some explanations about the characteristics of the animals. To collect the data, the researchers recorded children’s voice and then transcribed and scored their answers. The data were then analyzed using independent-samples t-test. The result shows that inasmuch as those in the experimental group surpassed those in the control group, it came to light that the use of pictorial mode greatly influenced children’s learning of new L1 lexical items.</p><br /><p align="left"> </p>

scholarly journals Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran

2020 ◽  
Vol 17 ◽  
pp. 3
Author(s):  
Saeideh Daryazadeh ◽  
Payman Adibi ◽  
Nikoo Yamani ◽  
Roya Mollabashi
Keyword(s):  
Teaching Method ◽  
Narrative Medicine ◽  
Core Competency ◽  
T Test ◽  
Control Group ◽  
Post Test ◽  
Reflective Capacity ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

Purpose: Narrative medicine consists of the expression of medical experiences and the reflection on narratives to foster empathic communication with patients. Reflecting on narratives increases self-awareness and recognition of the feelings of the narrator or the story’s main character, which in turn affects the audience. This study was conducted to examine the impact of a narrative medicine program on the reflective capacity and empathy of medical students.Methods: A quasi-experimental study was performed during the 2018–2019 academic year at Isfahan University of Medical Sciences in Iran involving 135 medical interns in 2 groups (control [n=66] and experimental [n=69]). Interns in the experimental group took part in seven 2-hour reflective practice sessions, while those in the control group underwent no educational intervention. Pre-test and post-test assessments were conducted for both groups using 2 valid and reliable tools for the assessment of reflective capacity and empathy. Mean reflection and empathy scores were compared within groups (between pre- and post-test values) and between groups (using the paired-t test and the t-test; P≤0.05).Results: The mean reflection and empathy scores of the experimental group significantly increased from pre-test to post-test, but those of the control group did not. Moreover, the mean post-test scores were significantly different between the 2 groups (P<0.001).Conclusion: Narrative medicine is an effective teaching method that can improve reflective capacity and empathy, thereby ultimately promoting professionalism as a core competency in medicine. Consideration of learning conditions and interdisciplinary teaching are necessary for implementing a narrative medicine program.

scholarly journals The impact of students’ generating and answering questions on their performance

2021 ◽  
Vol 8 (12) ◽  
pp. 56-62
Author(s):  
Anas Mohammed Alshalan ◽  
Keyword(s):  
Student Performance ◽  
Research Question ◽  
Control Group ◽  
Research Groups ◽  
The Mean ◽  
Research Experiment ◽  
Group 2 ◽  
The Impact ◽  
Experimental Group ◽  
Group 1

The aim of the research is to measure the effect of students' use of the strategy of writing questions and answering them on their achievement performance. The researcher used the achievement test to measure the differences between variables, and checked the research tool from validity-consistency-experimental application. But for the implementation of the research experiment, the students were divided into three groups, namely: The experimental group 1 (generating questions and answering them by the learners in groups), the experimental group 2 (forming and answering the questions of the learners individually), and the control group (forming questions by the teacher). In addition, the researcher used the mean and standard deviation to answer the research question and compare student performance in all three research groups. The results showed that there were significant differences between the averages of the research groups, as the experimental group 2 achieved a higher average (26,474) than the experimental group 1 (24,333) and the control group (24,857).

scholarly journals The Impact of Two-Way Dialogue Strategy On Speaking Ability for Eleventh Grade Students of SMA Harapan 1 Medan

2020 ◽  
Vol 4 (1) ◽  
pp. 18-28
Author(s):  
Juliana Juliana
Keyword(s):  
Experimental Analysis ◽  
Research Method ◽  
T Test ◽  
Quantitative Approach ◽  
Control Group ◽  
Oral Test ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This research was proposed to gain whether there is a meaningful influence of applying a two-way dialogue on students' speaking ability. The research method was an experimental analysis in a quantitative approach. The sample of this research was eleventh-grade students of SMA Harapan 1 Medan which consisted of 60 students divided into two classes, the experimental and the control classes as representation consisting of 30 students in each class. Experimental group was taught using two-way dialogue strategy, while control group was taught conventional strategy. Data was gained using pre-test and post-test. A pre-test was administered to both groups before treatment and a post-test was administered after treatment. Then, the instrument applied to gather data was oral test in the design of short dialogue. To examine data, the researcher employed t-test. The result of the study was thatthe lowest the score of pre-test in experimental group was 69 and the highest score was 90. the lowest score of post-test  was 75 and the highest score was 90. Futhermore, for control group, the lowest score of pre-test was 60 and the highest score was 80. while the lowest score of post-test was 65 and the highest score was 85. It means that two-way dialogue strategy had significantly influenced students' speaking ability.

scholarly journals The Impact of Applying Images on Knowledge of Affixes among EFL Learners

2017 ◽  
Vol 8 (1) ◽  
pp. 163
Author(s):  
Fatemeh Sadat Nodjoomi ◽  
Ahmad Yaghoubi
Keyword(s):  
T Test ◽  
Control Group ◽  
Final Exam ◽  
Efl Learners ◽  
Significant Difference ◽  
The Impact ◽  
Experimental Group

The aim of the present study was to investigate the effect of Applying Images on Iranian EFL learners’ Knowledge of Affixes. Based on a standard PET test, 60 learners selected out of 100 intermediate female EFL learners were chosen in the study. They were assigned randomly to one control and one experimental group. Then an affix test was given to them as a pretest. The experimental group received instruction through images as their treatment while the control group has their own way of teaching without treatment. After treatment, both groups were given an affix posttest again. The results were analyzed through sample independent t-test in order to see if there was any significant difference in the results. The results (t = 8.245, p = 0.000 < 0.001) show that there is a significant difference between the scores of the two groups at the final exam. Thus, it is concluded that the participants of the experimental group strongly outperformed the control group in the final exam. The findings of this study have implications for students, teachers, and syllabus designers.

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