scholarly journals Guided discovery learning, personality traits, and speaking confidence of Iranian Intermediate EFL Students

2021 ◽  
Vol 7 (2) ◽  
pp. 614-626
Author(s):  
Leili Darakhani ◽  
Peyman Rajabi ◽  
Keivan Mahmoodi
Keyword(s):  
Personality Traits ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Efl Learners ◽  
Self Confidence ◽  
Quasi Experimental ◽  
Efl Students ◽  
Speaking Confidence ◽  
Quantitative Descriptive ◽  
Age Range

The current work aims to examine the association between Guided Discovery Learning (GDL) and personality traits and speaking confidence of Iranian EFL learners in terms of their gender. The study was conducted based on a quantitative-descriptive research method and quasi-experimental design. Accordingly, 60 participants were chosen in terms of convenience-random sampling from two language institutes in Tehran. They included both female (N=30) and male (N=30) of general English courses and were in the age range of 15 to 34 years. The results revealed that extraversion made a significant contribution to the self-confidence of Iranian EFL learners. Also, the guided discovery resulted in a more realistic classroom with an atmosphere like daily life as the learners were more active and responsible. Our findings might have significant implications for the curriculum and material designers to incorporate the GDL principles and students’ personality traits.

scholarly journals Improving higher-order thingking skill through POE (Predict, Observe, Explain) and guided discovery learning models

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Witriyani Suryamiati ◽  
Adi Pasah Kahar ◽  
Anandita Eka Setiadi
Keyword(s):  
Experimental Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Discovery Learning ◽  
Learning Models ◽  
Guided Discovery ◽  
Higher Order Thinking Skills ◽  
Quasi Experimental ◽  
The Difference

The low level of students’ higher order thinking skills (HOTS) has been the main problem of education in Indonesia. This study aimed to determine the difference of students’ HOTS taught by using POE and Guided Discovery learning models. This quasi-experimental research involved 34 students of X IPA 3 and 32 students of X IPA 4 at SSHS 1 of Sungai Ambawang as the sample. The data obtained by using test which was analyzed using Mann-Whitney U-test. The results showed that the students’ HOTS who were treated with POE were significantly higher than those who were taught using Guided Discovery learning. Therefore, it is suggested to implement POE to improve students’ HOTS.

scholarly journals News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence

2016 ◽  
Vol 13 (4) ◽  
pp. 529-561
Author(s):  
Karen Glaser
Keyword(s):  
Foreign Language ◽  
Native Speaker ◽  
Empirical Studies ◽  
Pragmatic Competence ◽  
Guided Discovery ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Research Gap ◽  
Pragmatic Skills

Abstract While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicit-deductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.

scholarly journals A Qualitative Study: Investigating EFL Learners’ Self- Confidence To Decrease The Reticence In Speaking Ability

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Ikrar Genidal Riadil
Keyword(s):  
Qualitative Study ◽  
Research Result ◽  
Efl Learners ◽  
Self Confidence ◽  
Efl Teachers ◽  
Efl Students ◽  
English Speaking ◽  
Research Questions ◽  
Learning Language ◽  
Speaking Skills

Language is a pivotal aspect of human being. By learning, language people can communicate with each other, get information from one to another and interact. Unfortunately, in the real condition, it is still difficult for Indonesian students to practice their English ability in daily conversation. This study deals to increase the English as a Foreign Language (EFL) students' confidence in English speaking. This research used qualitative analysis by distributing questioner. This study suggest that EFL teachers should seek ways to increase students' collaboration in the classroom to help them gain confidence in speaking. The study involved the students in the fifth semester in the English Department at Tidar University. The researcher compared the gathered data with other relevant researches and theories involved in the study. Based on the research questions, the research result shows that students’ perceptions of self-confidence have a significant to decrease reticence in speaking skills. However, lecturers need to push the students in practice speaking English in front of a class, especially to improve the self-confidence when the students are communicating in English. Two research questions were formulated in this study. There are: (1) what are the factors of the EFL students’ reticence in speaking? (2) Do the students have high self-confidence in speaking skills? In conclusion, this article showed the results that EFL Learners’ self-confidence can be decreased the reticence in speaking ability or not. keywords: Self-confidence, speaking ability, EFL students, qualitative study

scholarly journals Development of Mathematics Learning Devices Based on Guided Discovery Learning Models and Focusing on Students’ Mathematical Power at SMP Istiqlal Delitua

2021 ◽  
Vol 4 (1) ◽  
pp. 50-62
Author(s):  
Julian A. Hartono ◽  
Ida Karnasih ◽  
Dian Armanto
Keyword(s):  
Mathematics Learning ◽  
Discovery Learning ◽  
Test Reliability ◽  
Average Level ◽  
Learning Tools ◽  
Guided Discovery ◽  
Ability Test ◽  
Average Value ◽  
Mathematical Problems ◽  
Quantitative Descriptive

This developmental research aimed to analyze the validity of learning devices, practicality and effectiveness of the devices, as well as student responses to the use of Guided Discovery learning based learning devices that focusing on Mathematical Power. Data collecting was done by using a validation questionnaire with the observation method, a control problem ability test with mathematical power, and student questionnaire responses to guided discovery-based learning tools. Data analysis used qualitative and quantitative descriptive techniques. Testing of research instruments was carried out at SMP Istiqlal Delitua. The results of the analysis of the validity of the equipment showed that the total equipment was declared valid with an average level of validity of 4, 73 very good criteria. The result of the practicality test showed that the device was stated to be very practical with the proportion of practicality level of 89.94%. To test the effectiveness that the learning device was declared effective with the proportion of effectiveness of 86.49%, with Minimum Completeness Criteria achieved 89.29% of students completed, and 10.17% of students not completed. Learning objectives are achieved with the average level of achievement of goals was 88.13%, and students' responses to the feasibility of the devices getting an average total presentation of 94.9% with very good criteria. The results of the test of the ability of mathematical problems obtained an average value of 79.00 with a good predicate and a standard deviation of 9.76, and the test reliability coefficient of 0.5714 in the moderate category. Thus it can be concluded the Guided Discovery Learning device was valid, practical, and effective, and the student's response to the appropriateness of the device was in very good criteria.

scholarly journals Promoting English Speaking Confidence through Online Expanding Circle Communication

2021 ◽  
Vol 102 ◽  
pp. 01010
Author(s):  
Arifumi Saito ◽  
Younghyon Heo
Keyword(s):  
Intercultural Communication ◽  
Native Speakers ◽  
Efl Learners ◽  
International Language ◽  
Self Confidence ◽  
Expanding Circle ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Speaking Confidence ◽  
Reading Activities

This study explores how expanding circle communication (i.e., intercultural communication between “non-native” speakers of English) boosts the confidence of Japanese EFL learners by developing a positive attitude toward their own English. Japanese, Chinese and Vietnamese university students participated in four sessions of online discussion. Since the idea of “English as an International Language” (EIL) is considered as a key to promote the learners’ positive mindset for what had been considered “non-native” English varieties and boost the confidence in their own English, it was introduced in the reading activities in each session. After the completion of four intercultural communication sessions, reflective writings on two questions asking 1) their self-confidence in speaking English and 2) their attitude about EIL were collected. The result shows that the expanding circle communication brought the Japanese participants to raise their confidence in speaking English in relatively high percentage (73%) of all cases. Regarding the attitude on EIL, on the other hand, students were divided into two groups with the negative (43%) and positive (57%) attitude. In this study, therefore, the gap in the percentage between the participants’ confidence in speaking English and attitude on EIL was examined and discussed.

scholarly journals The Influence of Pakpak Culture Based on Guided Discovery Learning Model in Mathematical Communication Ability and Self Confidience of Students in SD Negeri No. 030277 Teladan, Sidikalang Districts, Dairi Regency

2021 ◽  
Vol 4 (2) ◽  
pp. 888-900
Author(s):  
Erentiana Prinita Sinaga ◽  
KMS. M. Amin Fauzi ◽  
Waminton Rajagukguk
Keyword(s):  
Communication Skills ◽  
Significant Influence ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Communication ◽  
Guided Discovery ◽  
Fifth Grade Students ◽  
Self Confidence ◽  
Direct Learning ◽  
Teaching Learning

In fact, the implementation of the teaching-learning process does not train and develop students' communication skills to cause interaction between students, such as working together, expressing ideas, asking questions, and responding to questions / opinions of other students. The teachers have applied the discussion learning model, but this is done with a direct learning model. During the discussion, the teacher only gives a number of assignments to students which contain almost all of the material without giving instructions, so that the students' thinking patterns do not develop and are not stimulated to think critically. This research was conducted at SD Negeri No.030277 Teladan Sidikalang, Sidikalang District, Dairi Regency. The population in this study was all fifth grade students of SD Negeri No.030277 Teladan Sidikalang which consisted of 3 classes totaling 91 students. Class VA as many as 31 students, class VB as many as 30 students, and class V-C as many as 30 students. There is a significant influence between learning (guided discovery learning and direct learning) on students' mathematical communication skills. The effect of the independent variable on changes in the dependent variable is 31.2%, while the remaining 68.8% is influenced by other variables. There is a significant influence between learning (guided discovery learning and direct learning) on students' self confidence. The effect of independent variables on variable changes is 9.6%, while the remaining 90.4% is influenced by other variables.

scholarly journals Teaching Autonomy and Speaking Skill: A Case Study of Iranian EFL Learners

2020 ◽  
Vol 11 (2) ◽  
pp. 166
Author(s):  
Alireza Mousavi Arfae
Keyword(s):  
Language Learners ◽  
Intermediate Students ◽  
Efl Learners ◽  
Speaking Proficiency ◽  
Diary Writing ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Dictionary Use ◽  
Age Range ◽  
The Impact

English speaking proficiency requires more than knowing its grammatical and semantic rules.  It also includes the knowledge of how native speakers of one language use the language in the context of structures of interpersonal exchange in which many factors interact.  In this study, autonomy was implemented by journal or diary writing, sharing and discussing journals, sharing feedback on journals, reflection, promoting dictionary use, introducing useful internet websites, forming yahoo groups, sharing valuable links, creating online self-access center, watching preferable movies, and goal setting.  The present quasi-experimental study aimed to investigate the impact of teaching autonomy on the speaking skill of Iranian EFL learners.  To this end, 44 male and female intermediate students at Respina Talk (i.e., Iran-Canada) language school with the age range of 20-35 were selected in order to achieve the objectives of the study.  According to the obtained results, there was a significant relationship between teaching autonomy and EFL learners’ speaking skill.  The findings of this study may have some theoretical and practical implications for material developers, EFL teachers, language learners, etc.

scholarly journals Boosting EFL Learners Critical Thinking through Guided Discovery: a Classroom- Oriented Research on First-Year Master Students

2021 ◽  
Author(s):  
Wahida YAICHE
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
Intellectual Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Guided Discovery ◽  
Efl Learners ◽  
Experimental Group

Critical thinking is widely recognized as a necessary skill for growth and intellectual development due to a variety of factors, including globalization, the revolution of information technology, modernity, and connectivity. EFL teachers can lay the groundwork for their students to attain critical thinking through various methods, models, and strategies. The present investigation suggests that the teacher could promote EFL learners’ critical thinking through guided discovery model of instruction. Henceforth, the current paper endeavors to enlighten the adequacy of applying guided discovery for developing learners’ critical thinking skills. It is an experimental research that investigates: how may guided discovery contribute to the development of EFL learners’ critical thinking? It attempts to examine the utility of discovery learning in teaching students how to process and think critically about the education they receive where information has become readily available and accessible. To this aim, 40 EFL Master students who took educational psychology courses were nominated from the university center of Naama, Algeria. The researcher selected Peter Honey Critical Thinking test and focus group discussions to attain data on students’ critical thinking skills. The test results demonstrated that the experimental group outperformed the control group. The students become more autonomous, reflect on their learning experiences, and identify the most useful strategies. Furthermore, the analysis of focus group interviews revealed that the experimental group participants hold positive attitudes toward discovery learning. They perceive it as a precious method that can enhance their awareness about the value of thinking critically.

scholarly journals Pengaruh Strategi Literasi Berbantuan Model Guided Discovery Learning Terhadap Hasil Belajar Peserta Didik Kelas IX di SMPN 4 Sungai Penuh

EduKimia ◽  
2020 ◽  
Vol 2 (3) ◽  
pp. 112-116
Author(s):  
Yulia Asri Warlinda ◽  
Yerimadesi Yerimadesi
Keyword(s):  
Cognitive Learning ◽  
Research Problem ◽  
Discovery Learning ◽  
Test Results ◽  
Guided Discovery ◽  
School Year ◽  
Quasi Experimental ◽  
Randomized Control ◽  
Learning Test ◽  
Selection Of

The basis of research problem at SMPN 4 Sungai Penuh regarding facilities for literacy activities as well selection of learning models that are not appropriate and inadequate. Research conducted using quasi-experimental research methods with a type of randomized control design posttest group only design. Samples were taken from all grade IX students at SMPN 4 Sungai Penuh in 2019/2020 school year. Population samples were determined through random sampling techniques. Research measuring tools in the form of cognitive learning test results. Data analysis was performed by testing the hypothesis obtained by tcount tcritical. Analysis of data concluded that hypothesis was accepted. In other words, application of the literacy strategy assisted by guided discovery learning model has significant effect on learning outcomes in grade IX students of SMPN 4 Sungai Penuh.

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