scholarly journals Assessment of the effectiveness of blended learning in foreign language teaching: Turkish language case

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 468-484
Author(s):  
Selime Güntaş ◽  
Burak Gökbulut ◽  
Ahmet Güneyli
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Experimental Approach ◽  
Test Pattern ◽  
Foreign Language Teaching ◽  
Application Process ◽  
Learning Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Turkish Language

The aim of this study is to determine the attitudes and opinions of pre-service Turkish teachers about blended learning in a course called Turkish as a Foreign Language. As part of the study, various activities based on blended learning were first organized and then implemented by the researchers in the course. Taking a quasi-experimental approach as a model, a 'Single Group Pre-Test-Post Test Pattern' was used.  When the opinions of the pre-service teachers in the quasi-experimental application process were evaluated, it was seen that their learning skills improved, they used the time allocated to education more effectively, but in some respects, the outcomes turned out to be more negative (i.e. lack of opportunities to ask questions, cutting corners, free-riding) on students. The pre-service teachers stated that problems shortcomings in technology mostly affected blended learning negatively.

scholarly journals The effect of Imagery strategy Journal

2019 ◽  
Author(s):  
syamsuduha
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Foreign Language Teaching ◽  
Test Design ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Positive Results

This research attempts to find out the possible effect of imagery strategy on students’ writing skill. The most problem faced by students such as their writing was not comprehensible because ideas are not clearly stated and sentences are not well organized. This research applied quasi-experimental design with two group pre-test and post-test design consisted of 70 students from two classes XI. IPA 1 as control class and XI IPA 2 as experimental class. The instrument used was writing test. The result of the data analysis showed that the students’ writing skill had improved. It was proven by the mean score of pre-test was 61.08 and the post-test was 76.34. The result indicated that the effect of imagery strategy could develop the students’ writing skill. Giving the positive results, the present research argues that imagery strategy could be a useful and effective in English Foreign Language teaching. However, additional research is needed to contribute to the knowledge base of this strategy.

The Effectiveness of Crossword Puzzle in Improving Mufradat Skills

2021 ◽  
Vol 1 (2) ◽  
pp. 55-62
Author(s):  
Mutia Khaira
Keyword(s):  
Language Proficiency ◽  
Experimental Approach ◽  
Vocabulary Learning ◽  
Crossword Puzzle ◽  
Vocabulary Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Puzzle Games ◽  
The Right

Arabic mufradat is an element of various language elements, where the richness of vocabulary is part of the indicator of language proficiency. In reality, vocabulary learning often encounters obstacles, therefore choosing the right media is part of an effort to overcome the existing difficulties. This study aimed to test the effectiveness of the puzzle in improving Arabic vocabulary skills. This study was conducted with a quasi-experimental approach where data were obtained through pre-test and post-test. Based on the results, the use of puzzle games as learning media was effective to improve mufradat skills.

scholarly journals Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 87-98
Author(s):  
Rizki Anugrah Putri Rahayu
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Quantitative Data Analysis ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Different Levels

Abstract:   This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.  

scholarly journals Blended Learning in the Study of Czech Students and Foreign Students

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Sarka Hubackova
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Foreign Students ◽  
Online Courses ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
German Language

The online courses are a very good motivation tool. They surely support all education, foreign language teaching inclusive. As for use of blended learning in foreign language teaching, it is a case of  very progressive and useful way. Learning on our praxis and experience we regard blended learning as a very suitable means of teaching German and we count on its extension into other education fields. The researchers constantly enrich their created courses by using new technical possibilities. And also for this reason they are popular with our students. An anonymous evaluation of the courses takes place usually place in the end of a term. All students say that the teaching by means of supporting courses suits them.    Keywords: Blended learning; Comparison; Foreign students; German language  

scholarly journals The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School

2017 ◽  
Vol 19 (1) ◽  
pp. 89 ◽  
Author(s):  
César Augusto Castillo Losada ◽  
Edgar Alirio Insuasty ◽  
María Fernanda Jaime Osorio
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Qualitative Research Design ◽  
Language School ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This article reports on a study carried out in a foreign language school at a Colombian public university. Its main purpose was to analyze the extent to which the use of authentic materials and tasks contributes to the enhancement of the communicative competence on an A2 level English course. A mixed study composed of a quasi-experimental and a descriptive-qualitative research design was implemented by means of a pre-test, a post-test, observations, semi-structured interviews, surveys, and diaries. The findings showed that the use of authentic materials and tasks, within the framework of a pedagogical project, had an impact on students’ communicative competence progress and on the teaching practices of the experimental group teacher.

scholarly journals Blended learning technologies for a foreign language teaching the students of non-philological majors

2020 ◽  
Vol 44 (2) ◽  
pp. 4-10
Author(s):  
M. Zelenskyi ◽  
I. Nesterenko ◽  
N. Volovik ◽  
D. Mytsenko
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning Technology ◽  
Learning Tools ◽  
Readiness To Learn

Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.

scholarly journals Effect of the Bloomfield Program on English as Foreign Language Skills

2021 ◽  
Vol 13 (2) ◽  
pp. 593-600
Author(s):  
Fernando Huamani-Huaranja ◽  
Luz Lévano-Francia ◽  
Felipe Guizado-Oscco ◽  
Yolvi Ocaña-Fernández
Keyword(s):  
Foreign Language ◽  
Test Results ◽  
English As Foreign Language ◽  
Applied Study ◽  
Applied Program ◽  
Post Test ◽  
Quasi Experimental ◽  
The Common ◽  
In The Beginning ◽  
Process Level

The objective of the research carried out was to determine the effect of the Bloomfield program on the competences of English as a foreign language in the students of a language center-2020. The research had an applied study, experimental design and a quasi-experimental class. The sample was non-probabilistic, in which a pre-test and post-test of level A1 were applied within the Common European Framework of References. The total population was 317, and the selected sample of 174 students. The results were tabulated from the collection of test results. Then the results in the post test showed that 100% were at the beginning level, 0% achieved, and 0% outstanding. On the other hand, the post test showed that 0% in the beginning, 1% in the process level, and 99% in the outstanding level in the competence of English as a foreign language. Concluding in this way that the applied program significantly improves the competences of English as a foreign language in Peruvian students in Bloomfield Idiomas, 2020.

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