scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals ESL RURAL PRIMARY STUDENTS’ PERFORMANCE AND PERCEPTIONS OF LEARNING ENGLISH VOCABULARY THROUGH GAMES

2020 ◽  
Vol 2 ◽  
pp. 1-24
Author(s):  
Sulaihah Salim ◽  
Nisha Abd Halim ◽  
Sharifah Nurul Izati Syed Adnan ◽  
Siti Fatimah Mat Zin ◽  
Nik Nur Fathiha Nik Din ◽  
...  
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Primary Students ◽  
Motivation To Learn ◽  
Vocabulary Retention ◽  
New Words ◽  
Repetitive Nature ◽  
Significant Difference ◽  
Post Test ◽  
Primary Pupils

This action research investigated the use of games to boost ESL rural primary pupils’ motivation to learn English vocabulary. 18 Year 6 pupils from a rural school in Gua Musang Kelantan were selected by using convenient sampling. Multiple methods such as pre–test, post–test, observation, and interviews with teachers and pupils were used for data collection. This paper highlighted pupils’ voices of the effectiveness of vocabulary learning as the result of the pre and posttest showed a significant difference in which pupils have acquired the new words effectively and there was an improvement after having a game-based lesson. The findings indicated that the pupils showed significant improvement in their vocabulary scores after using games. Students reported that learning vocabulary by using games was fun and interesting, as it increased their motivation to learn the English language, helped them to memorise the vocabulary items faster, and increased their interaction in class. Furthermore, the competitive and repetitive nature of the game helped in vocabulary retention.

scholarly journals The Relevance of Using Games for Teaching Noun Phrases in English Language Teaching Class

2020 ◽  
Author(s):  
Abhipriya Roy
Keyword(s):  
Language Production ◽  
English Language ◽  
Teaching Method ◽  
Noun Phrases ◽  
English Language Teaching ◽  
Language Games ◽  
Game Based Learning ◽  
Post Test ◽  
The Impact ◽  
The Brain

Abstract Game-based learning makes learners collaborative, communicative and interactive. Strategic games improve the functioning of the brain. Gaming creates a dynamic atmosphere and develop skills while emotionally connecting the learners to the subject matter. The research paper focuses on the use of games inside the classroom and favours games to be a good teaching method for teaching noun phrases. It suggests the use of experimental method where a pre-test and a post-test will be used for data collection. It has suggested five language games for teaching noun phrases for analysing the impact of games for teaching noun phrases and their impact on language comprehension and language production. It also highlights the further scope of 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 The Use of the Bits and Pieces Game on Students’ Achievement on Writing Report Text

2021 ◽  
Vol 13 (1) ◽  
pp. 301-306
Author(s):  
Ramanda Rizky ◽  
Yetty Zainil
Keyword(s):  
Experimental Research ◽  
Teaching Method ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Writing Scores ◽  
Report Text

This experimental research intended to examine the effects of the Bits and Pieces game on students’ achievement in the writing report text. Sixty-eight students in the tenth grade participated in an experimental class taught through the Bits and pieces game. The participants in the control class taught through the Conventional teaching method. After the treatment was done, the students in both grades were tested. As the results, the mean average showed that there was an increase in writing scores. Additionally, the score in the experimental class showed that the Bits and Pieces game was adequate to be taught. Nevertheless, the score in the control class showed that the Conventional teaching method was not effective to be taught because there was no significant difference between the score in the pre-test and post-test. Furthermore, learning through the Bits and Pieces game encourages students’ broader skills of cooperation and negotiation.

The Impact of Blogging and Scaffolding on Primary School Pupils’ Narrative Writing

2012 ◽  
pp. 100-117
Author(s):  
Ruth Mei Fen Wong ◽  
Khe Foon Hew
Keyword(s):  
English Language ◽  
Medium Effect ◽  
Narrative Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Medium Effect Size ◽  
Writing Tests ◽  
Primary School Pupils ◽  
The Impact

Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.

The Impact of Blogging and Scaffolding on Primary School Pupils' Narrative Writing

2010 ◽  
Vol 5 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Ruth Mei Fen Wong ◽  
Khe Foon Hew
Keyword(s):  
English Language ◽  
Medium Effect ◽  
Narrative Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Medium Effect Size ◽  
Writing Tests ◽  
Primary School Pupils ◽  
The Impact

Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.

The Impact of Blogging and Scaffolding on Primary School Pupils’ Narrative Writing

2013 ◽  
pp. 795-812 ◽  
Author(s):  
Ruth Mei Fen Wong ◽  
Khe Foon Hew
Keyword(s):  
English Language ◽  
Medium Effect ◽  
Narrative Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Medium Effect Size ◽  
Writing Tests ◽  
Primary School Pupils ◽  
The Impact

Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.

scholarly journals The effects of using whiteboard animation toward Indonesian students’ vocabulary and grammar mastery

2021 ◽  
Vol 17 (2) ◽  
pp. 783-793
Author(s):  
Syafrizal Syafrizal ◽  
Muhajir Muhajir ◽  
John Pahamzah ◽  
Fajar Furqon
Keyword(s):  
Junior High School ◽  
Test Score ◽  
Teaching Method ◽  
Control Group ◽  
Positive Effects ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Experimental Group

English has been a particular subject at schools. Most of the students have difficulties in mastering its vocabulary and grammar. Therefore, at this time the researcher conducted a research which aimed to reveal the effects of using whiteboard animation toward the student’s vocabulary and grammar mastery. The researchers used the experimental research. The sample of research consisted of two groups from the eighth grade students at Indonesian Junior high school. For data collection were taken from pre-test and post-test. The results of were analysed using T-test to verify the hypothesis of the research. The results of this research indicate that whiteboard animation has positive effects on mastering English vocabulary and grammar. There was 58.9% improvement from the experimental group for the vocabulary. While for the control group, there is 37% improvement. For grammar test, the experimental group shows impressively significant difference with more than 100% improvement. While the control group shows 50.5% improvement in the grammar test. In conclusion, the researchers found that students who learn vocabulary and grammar through whiteboard animation show more significant improvement than the control group taught by conventional teaching method. The researchers also measured the effect size between vocabulary post test score with R squared of 0.321 and grammar post-test score with R squared of 0.485 from the experimental group. Based on the results of the research, the researchers concluded that whiteboard animation has significant effect towards both students’ vocabulary and grammar with more improvement on grammar mastery though.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

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