scholarly journals Using Story Grammar Method to Develop Seventh Grade Students' Narrative  Texts Comprehension in English as a Foreign Language

2014 ◽  
Vol 8 (4) ◽  
pp. 645
Author(s):  
Wael H. Zidan
Keyword(s):  
Foreign Language ◽  
Male Students ◽  
Control Group ◽  
Seventh Grade ◽  
Story Grammar ◽  
Narrative Texts ◽  
Story Mapping ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

The purpose of this study was to investigate the effect of using the story grammar method to develop seventh grade students' narrative texts comprehension in English as a foreign language. Previous research suggests that narrative texts comprehension can be improved through story grammar method. The researcher designed a story-mapping for teaching the experimental group. The researcher also developed an instrument, which is a narrative comprehension test to measure the students' performance. The sample consisted of two classes (n= 52) of grade seven male students from a school in the Sultanate of Oman, Al-Batinah South. These classes were randomly selected. One class functioned as an experimental group and the other as a control group. The results revealed that the students in the experimental group performed better than the students in the control group. The story grammar method had a positive effect on the students' narrative textss comprehension. Based on these findings, the study presents some recommendations and suggestions for further research. 

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

scholarly journals The Effectiveness of the Implementation of the Flipped Classroom Learning Strategy on Motivation, Discipline and Learning Results

2019 ◽  
Author(s):  
Darmansyah
Keyword(s):  
Flipped Classroom ◽  
Learning Strategy ◽  
Control Group ◽  
Research Subject ◽  
Classroom Learning ◽  
Control Groups ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

This study examined the effectiveness of the flipped classroom learning strategy on student’s motivation, discipline and learning results on the classroom action research subject. The research subject consists of 66 students grouped into experimental and control groups which were taught separately by using the flipped classroom learning strategy and a conventional discussion strategy. Flipped classroom learning strategy with technology has a significant positive effect on student’s motivation, discipline and learning results. It can be concluded that the experimental group of students taught by flipped classroom strategy is better than the control group in all three domains.

scholarly journals The Effectiveness Of Web-based Curricula On Seventh Grade Mathematics Students In Jordan

2012 ◽  
Vol 9 (4) ◽  
pp. 267-276
Author(s):  
Wafa Muhanna
Keyword(s):  
Male Students ◽  
Control Group ◽  
Seventh Grade ◽  
Web Based ◽  
Significant Difference ◽  
Performance Based Assessment ◽  
Post Test ◽  
Achievement In Mathematics ◽  
And Control ◽  
Experimental Group

The purpose of this study is to investigate the effect of using web-based curricula on seventh grade students' achievement in mathematics in King Abdullah School in Irbid, Jordan. The researcher followed the equivalent pre/post T-test two group designs. To achieve the aim of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty five questions on statistics and probability. The sample of the study comprised of (148) seventh grade students, they were 37 male students for the experimental group and 33 male students for the control group, while the female students for the experimental and control group were 38 and 40 respectively from King Abdullah School in Irbid during the first semester of the scholastic year 2009/2010. Descriptive statistical analyses were used (means and standard deviation) for the pre and post- tests of students' mathematical test to experimental and control groups. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups, gender variable (male and female), and interaction between them. The findings of the study indicated that there were statistically significant differences in the post-test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researcher proposed some recommendations to enhance the effect of using performance-based assessment on students' language accuracy such as conducting further studies on other populations and for a longer time.

Card Game-based Learning on Nutrition Value and Labeling

2020 ◽  
Vol 31 (4) ◽  
pp. 386-390
Author(s):  
Lampe Damjana ◽  
◽  
Francka Lovšin Kozina ◽  
Keyword(s):  
Healthy Lifestyle ◽  
Control Group ◽  
Consumer Society ◽  
Nutrition Labeling ◽  
Game Based Learning ◽  
Innovative Teaching ◽  
Nutrition Value ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

In a consumer society, educating children for a healthy lifestyle is challenging for the teacher. Daily, children are exposed to large amounts of information (including misinformation) and the field of healthy eating is no exception. The teacher must, therefore, develop good teaching strategies that include informative/innovative teaching tools. The aim of the study was to determine whether the learning results of pupils after the introduction of a didactic game with nutrition cards were better than the learning results of pupils who acquired knowledge through a traditional (teacher-lead) presentation. This pedagogical experiment was conducted with 56 Slovenian Grade 6 pupils aged 11–12 (28 students in the experimental group [EG] and 28 in the control group [CG]). The results showed that the EG students (students learning with nutritional cards) achieved a better result in the knowledge test compared to CG students. Most pupils taught with nutrition cards expressed a positive opinion about this type of learning. They also stated that they would pay more attention to nutrition labeling in future purchases. The results suggest that using nutritional cards in teaching can have a positive effect on the learning process and the learning outcome.

Effect of textual enhancement on idioms

2015 ◽  
Vol 28 (1) ◽  
pp. 258-272
Author(s):  
Patricia Salazar Campillo
Keyword(s):  
Foreign Language ◽  
Multiple Choice ◽  
Choice Task ◽  
Control Group ◽  
Intermediate Students ◽  
Textual Enhancement ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

The present study aimed at investigating the impact of textual enhancement on the comprehension of transparent and opaque English idioms among Spanish lower-intermediate students studying English as a foreign language. Two short texts including visually enhanced idioms (i.e., they were underlined) were designed for the Experimental Group, and the Control Group received an unenhanced version of the texts. The results reveal that textual enhancement made transparent idioms salient enough for them to have an impact on comprehension; however, underlining had a poorer effect on comprehension as far as opaque idioms are concerned. In addition, we aimed at examining the effect of textual enhancement on the noticing of idioms. Findings show that it did not have a positive effect on recognition of idioms, since the Control Group outperformed the Experimental Group in the multiple-choice task.

scholarly journals Quizzes in Every Other Session Improve Undergraduate EFL Learners' Pronunciation Achievement

2017 ◽  
Vol 8 (5) ◽  
pp. 65
Author(s):  
Mohammad Reza Ghorbani
Keyword(s):  
Foreign Language ◽  
Training Program ◽  
English Literature ◽  
Control Group ◽  
Efl Learners ◽  
English Teaching ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group

The proponents of frequent quizzes claim that they stimulate students and have a positive effect on their learning, while the opponents argue that too frequent quizzes might frustrate students and hinder their learning. This study examined the effect of frequent quizzes on Iranian undergraduate English as a Foreign Language (EFL) learners’ pronunciation achievement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students, who were taking the Phonology Course, at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. Two 40-item pronunciation tests were developed based on the 3rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the tests was estimated 0.78 and 0.81 respectively through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG took the quizzes every other session. At the end of the training program, the pretests were rearranged and used as the posttests. The results of the independent samples t-tests from the posttests revealed that the EG had a better performance than the CG suggesting that EFL learners’ pronunciation achievement can improve if quizzes are used every other session.

scholarly journals أثر استخدام اسلوب الخريطة الذهنية في تحصيل طلبة الجامعة في المسرحية الانكليزية

2020 ◽  
Vol 1 (0) ◽  
pp. 113-137
Author(s):  
ناهده مجيد ◽  
اياد عيسى
Keyword(s):  
University Students ◽  
Mapping Technique ◽  
Control Group ◽  
English Drama ◽  
Mind Mapping ◽  
Post Test ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

The current study aims to investigate the effect of using Mind Mapping technique on University students' achievement in English drama. The aim of the study is supposed to be achieved through verifying its hypotheses. The sample of the study consists of sixty EFL university students who are distributed equally into two groups, i.e. experimental and control groups. The experimental group has been taught the English drama ''Hamlet'' by using Mind Mapping technique while the control group has been taught the same material by using the traditional method. A posttest has been conducted and applied to the two groups. The required data are collected and analyzed statistically. The obtained results show that the mean scores of students' performance of the experimental group in the post test is better than that of the control group. This means that the investigated technique has a positive effect on university students' performance in English drama.

Teaching and learning how to make requests in different contexts in Italian as a foreign language

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Adriana Mendes Porcellato
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Control Group ◽  
Short Term ◽  
Pedagogical Intervention ◽  
Post Test ◽  
Quasi Experimental ◽  
Positive Effect ◽  
Experimental Group

This study is motivated by the dearth of research in pragmatic instruction in Italian as a foreign language (IFL) with beginner learners. Based on the limitations in the way IFL textbooks present requests, instructional material was designed with the following objectives: to improve learners’ pragmalinguistic and sociopragmatic competences and to raise their awareness of request realisation across different contexts. The material, designed for a 60-minute pedagogical intervention, was then used in an Italian language school in Sao Paulo with five intact classes of beginner Brazilian learners of Italian. We implemented a pre- and post-test quasi-experimental methodological design, where three classes were randomly selected to serve as the experimental group, and two classes served as the control group. The data collected through written DCTs and simplified retrospective questionnaires revealed that the learners in the experimental group showed a more significant improvement in their socio pragmatic, pragmalinguistic and metapragmatic competence compared to the control group. These results suggest a positive effect of consciousness-raising activities on learners’ declarative knowledge in the short term.

scholarly journals Portfolio Keeping Ends to a Good Product: The Cases of Reading and Motivation

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Azadeh Nemati
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Reading Ability ◽  
Reading Program ◽  
Control Group ◽  
The Past ◽  
Good Product ◽  
Integrative Motivation ◽  
Positive Effect ◽  
Experimental Group

Portfolio has been in use from the past in other disciplines. But there are growing bodies of research which document its importance in foreign language teaching. The current study was implemented on selecting 91 undergraduate students passing their general English course in Iran. Traditional reading program was administered for control group whereas; portfolio keeping was integrated into experimental group. The result of ANCOVA showed that portfolio keeping has a positive effect on reading ability of the students in experimental group. The better reading result is explained by this argument that a good product is justified by a good process. Furthermore, portfolio keeping increased their attitude/motivation towards learning English; especially it increased integrative motivation of the students more than instrumental and attitude.

scholarly journals THE CONTRIBUTION OF AUTHENTIC MATERIAL IN EFL CLASSROOM

2020 ◽  
Author(s):  
Janeth Robinson ◽  
Freddy Nicholas ◽  
Tony Seimon
Keyword(s):  
Foreign Language ◽  
Theoretical Explanation ◽  
The Other ◽  
Control Group ◽  
Authentic Material ◽  
Instruction Time ◽  
Speaking Skill ◽  
Experimental Group ◽  
Better Than ◽  
Speaking Skills

AbstractThe study investigates the contribution of authentic material on developing speaking skills in EFL classrooms. Three groups of students were formed. All studied English at the High School. Participants were assigned to groups at random. No significant differences in speaking skills could be established between the groups prior to the experiment. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies and did exercises based on these tasks for developing speaking skills. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor. The second experimental group instead spent part of the time on English prosody instruction. The total instruction time was the same for all three groups, i.e. 20 hours. Students then took a posttest in speaking skills. The results showed that the second experimental group performed better than the other groups in developing speaking skills. These results have pedagogical implications for curriculum designers and all who are involved in EFL classrooms.Key words: English as a Foreign Language (EFL), Authentic Material, Speaking Skill

Sign in / Sign up

Export Citation Format

Share Document