scholarly journals The Effect of Using IPod Technology on EFL College Students' Writing Skill: أثر استخدام تقنية الآي بود على المهارة الكتابية لمتعلمي اللغة الانكليزية كلغة أجنبية

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Thekrayat Ali Al-Subaihat, Ahmad Mousa Bataineh
Keyword(s):  
Conventional Method ◽  
Study Data ◽  
Teaching Writing ◽  
Control Group ◽  
Ministry Of Education ◽  
Writing Skill ◽  
Post Test ◽  
Efl Students ◽  
Efl College Students ◽  
Experimental Group

This study aimed to explore the effect of using IPod technology on EFL students' writing skill. It also aimed to investigate whether teaching writing via using IPod Technology is better than the conventional method of teaching. To carry out the study, 65 male and female undergraduate EFL students who registered for a Writing 2 course at, Al-alBayt University, in the second semester of the academic year 2015/2016 were chosen as participants of the study. They were assigned randomly into two groups: Group one consisted of 35 students, which was chosen as an experimental group and was taught writing using IPod technology and group two consisted of 30 students, which was assigned as a control group and was taught using conventional method of teaching. Both groups were taught the same material, on the same days of the week, and on the same period. Both groups sat for a pre-post-test to assure that both groups have the same linguistic ability level in the aspects of writing. The Statistical Package for Social Sciences (SPSS) software was used to conduct the required statistical analysis of the data related to the objectives of the study. Means, standard deviations, one-way ANOVA, and Scheffe tests were used for all the variables of the study. Data were collected within eight weeks. The findings of the study showed that there were statistically significant differences between the mean scores of the experimental group and control group students' writing performance in favor of the experimental group. Thus progress might be due to using IPod technology. A number of related recommendations were presented to the Ministry of Education and the teachers.

scholarly journals THE EFFECT OF PEER REVIEW ON EFL STUDENTS’ WRITING SKILL IN WRITING “NURSING CARE DOCUMENTATION

2017 ◽  
Vol 2 (2) ◽  
pp. 109
Author(s):  
Arina Hafadhotul Husna
Keyword(s):  
Nursing Students ◽  
Peer Review ◽  
Nursing Care ◽  
Control Group ◽  
Response Sheet ◽  
Constructive Feedback ◽  
Writing Skill ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

This study concerns on the effect of peer review on EFL students’ writing skill in writing nursing care documentation. The aims of this study are to investigate the possible effectiveness of the peer review technique to increase the quality of nursing students’ writing skill and to see whether this method motivates student to write. The method of the study is quantitative method. The participants were 78 nursing students in the fourth semester of CendekiaUtama Health College. They were randomly categorized into two experimental and control groups. In the experimental group were providing with an additional peer review instruction offered by O’Muirheartaigh (1990) including the provision of constructive feedback to their peers and evaluating and correcting the peer’s performances. They were paired for peer review, conferencing and exchanging their Nursing care documentation with those of their peers. The reviewers had to correct, evaluate and respond those Nursing care documentation. While, in the control group were traditionally handled by teacher who assigned them homework and correct their Nursing care documentation by themselves.The experiment was run over two month. The data were collected using questionnaire, pre – test and post – test for language proficiency and writing skill, peer response sheet, writing criteria and guidelines sheet. The result of the study indicated that p-score is 0,000 <0,05, So that Ho is Rejected and Ha is Accepted  which means there is difference of Pre Test with Post Test score.  It is known that statistic t - arithmetic is -6.202 which means the score of pre - test is smaller than post - test with point score 6.202. It indicated that the writing of the students in the experimental group improved more than those in control group. Also, those engaged in peer review method were motivated to write more and enjoy writing. It was concluded that peer review provides learners with an authentic audience, increase the students’ motivation for writing and enables them to receive different views on their writing. Keywords: Peer Review, EFL Students, Writing Improvement, Nursing care documentation

scholarly journals The Effect of Peer Review on Writing Skill of EFL Students

2013 ◽  
Vol 16 (3) ◽  
pp. 24-35
Author(s):  
Nasrin Shokrpour ◽  
Nikta Keshavarz ◽  
Seyed Mohammad Jafari
Keyword(s):  
Peer Review ◽  
Language Proficiency ◽  
Peer Review Process ◽  
Control Group ◽  
Response Sheet ◽  
Interaction Patterns ◽  
Writing Skill ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

Today more attention has been paid to peer-feedback/evaluation of students’ compositions at different levels. As such, the present study aims at investigating the interaction patterns among EFL learners, the effects of peer review techniques on improving the learners’ writing skill, and also the motivation aroused by writing in a synchronous writing environment of an EFL context. Fifty EFL students at the intermediate level were enrolled and randomly divided into two experimental and control groups. During a three-month period, both groups were instructed writing. The control group received the traditional teacher-correction/feedback procedure whereas the experimental group was provided with a one-hour of instruction on peer review at the beginning of the term and peer review process was run in this class. The data were collected using a background questionnaire, a pre-test and a post-test for language proficiency and writing skill, a peer response sheet, writing criteria and guideline sheet, and a topic list sheet. The results of the study indicated that the writings of the students in the experimental group improved more than those in the control group. Also, those engaged in peer review method were motivated to write more essays and enjoyed writing. It was concluded that peer review provides learners with an authentic audience, increases the students’ motivation for writing and enables them to receive different views on their writing.

scholarly journals The Effectiveness of Role Play Techniques in Teaching Speaking for EFL College Students

2017 ◽  
Vol 8 (5) ◽  
pp. 863 ◽  
Author(s):  
Dhea Mizhir Krebt
Keyword(s):  
Role Play ◽  
Role Playing ◽  
Control Group ◽  
College Level ◽  
Post Test ◽  
Efl Students ◽  
Speaking Skill ◽  
Efl College Students ◽  
The Impact ◽  
Experimental Group

The paper investigates the impact of role-playing as a classroom technique on Iraqi EFL students’ speaking skill on Iraqi EFL students at the college level. The students are 40 college language students in University of Baghdad, College of Education Ibn-Rushd randomly chosen. Then, they were divided into two groups, experimental and control groups. Thirty questions were applied to both groups as a pre-test of speaking and the students asked to answer them orally. The experimental group was taught speaking skill of the targeted role-play technique while the control group was taught in traditional method. After 20 lessons of the teaching, the post-test of speaking was conducted in which the students in both groups were asked to answer. The results showed that there is a significant improvement in speaking skill of experimental group. The two groups were significantly different to the sake of using role play technique.

scholarly journals AN INVESTIGATION OF THE IMPACTS OF TEACHING WRITING SKILL THROUGH EXTENSIVE SHORT STORY READING

2017 ◽  
Vol 2 (1) ◽  
pp. 53 ◽  
Author(s):  
Seyedeh Zahra Nozen ◽  
Seyed Ali Rezvani Kalajahi ◽  
Ain Nadzimah Abdullah ◽  
Hamideh Jabbarzadeh
Keyword(s):  
Short Story ◽  
Teaching Writing ◽  
Extensive Reading ◽  
Final Test ◽  
Story Reading ◽  
Writing Skill ◽  
Post Test ◽  
Long Time ◽  
Efl Students ◽  
Experimental Group

The present study is an attempt to test the effect of wide short story reading on the precision and difficulty of EFL students’ composition ability. The research was accomplished at Fan Bayan Language Institute in Ajabshir, Iran on advanced EFL students. The entire sample group of 30 learners exhibited a high amount of improvement in a composition ability pre-test, which had an experimental part and a control part. The experimental group of the study comprised three entire weeks of short story practicing before the final test. A composition skill post-test was administered for both the experimental and control groups of the study. The subjects’ compositions were graded according to precision and difficulty of the final test and a T-Test was applied to investigate the students’ improvement according to their grades. The outcomes of the research proved that long-time reading of such stories could empower students in the experimental group to apply and use many answer patterns in post-testing.  Keywords: literature, short stories, extensive reading, writing, accuracy, complexity.Cite as: Nozen, S.Z., Kalajahi, S.A.R., Abdullah, A.N., & Jabbarzadeh, H. (2017). An investigation of the impacts of teaching writing skill through extensive short story reading. Journal of Nusantara Studies, 2(1), 53-70.

scholarly journals Internet-Based Materials in Enhancing College Students’ Writing Skill Viewed from Their Creativity

TEKNOSASTIK ◽  
2019 ◽  
Vol 14 (1) ◽  
pp. 41
Author(s):  
Fatimah Mulya Sari
Keyword(s):  
College Students ◽  
English Literature ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Argumentative Essays ◽  
Experimental Group

This article mainly describes the effectiveness of internet-based materials and interaction effect between teaching materials and creativity in tecahing writing for college students. An experimental method was applied in this research. The population was the second semester of English Literature students consisting of 80 students: 40 students as the experimental group and 40 students as the control group. The research instruments used was writing test about an argumentative essay. A pre-test was given in the first meeting to know the validity and the reliability of the instrument. After giving treatments for three meeting, the writer conducted post-test to know the result. The finding of this research leads to the conclusion that the application of internet-based materials is more effective for teaching writing for the second semester of English Literature students. Besides, there is an interaction between tecahing materials and level of creativity. It is recommended that teachers might apply internet-based materials to teach writing for college students and teachers might give information about it to the students in order to enrich insight and get better learning to improve their writing skill. Therefore, it is important to provide high internet access or wi-fi in the class to increase the optimum writing achievement. By providing it, the students may find sample argumentative essays as many as possible to be read and to know the current issues being 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.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

The Effectiveness of Facebook Group Discussions on Writing Performance: A Study in Matriculation College

2015 ◽  
Vol 4 (1) ◽  
pp. 30
Author(s):  
Ng Sau Ping ◽  
Mahendran Maniam
Keyword(s):  
Language Skills ◽  
Group Discussion ◽  
Writing Skills ◽  
Treatment Method ◽  
Control Group ◽  
Ministry Of Education ◽  
Group Discussions ◽  
Writing Performance ◽  
Post Test ◽  
Experimental Group

<p>Matriculation a pre-tertiary program offered by Ministry of Education for students who have completed their ‘Sijil Pelajaran Malaysia’s’ (SPM) examinations successfully. These excellent students will be required to sit for the Malaysian University English Test (MUET) before pursuing their studies in local colleges and universities. MUET comprises all the four language skills of listening, speaking, reading and writing. However, matriculation students are still unable to perform well in MUET examination especially the writing component. Researcher aimed to see whether Facebook group discussions can be used as a medium to improve writing skills of students. The main purpose of this study is to look at the effectiveness of Facebook group discussion in writing performance and college students’ perception of using Facebook discussion. This study tested the effect of Facebook discussions by comparing 2 groups of learners (a control group and an experimental group) on writing tasks. The scores of Pre and Post test for both groups will be compared after treatment method of Facebook group discussion on the experimental group. Learners’ attitudes towards the usage of Facebook group discussion and aspects of Facebook that help students to express their opinion. Discussions of the findings will include suggestions on whether Facebook discussions can be used to improve writing performance.</p>

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

scholarly journals Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?

2018 ◽  
Vol 6 (4) ◽  
pp. 16 ◽  
Author(s):  
Nahla Al-Hazzani ◽  
Sultan Altalhab
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Efl Students ◽  
Positive Effect ◽  
Experimental Group ◽  
Made In

Saudi students encounter many problems in writing skill as several studies revealed (e.g. Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers’ written corrective feedback on female Saudi EFL students’ written essays and to what extent it affects students’ written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers’ written corrective feedback, showing it has a significant positive effect on the participants’ grammatical and lexical accuracy.

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