scholarly journals The impact of "Think Ink Pair Share" Strategy on developing the writing skills in the Arabic language of the 10th grade students in Jordan: أثر استراتيجية (فكر، زاوج، شارك) في تنمية مهارة الكتابة في مبحث اللغة العربية  لدى طلاب الصف العاشر الأساسي في الأردن

2019 ◽  
Vol 3 (23) ◽  
Author(s):  
Jehad Khader Abu Ajameia
Keyword(s):  
Experimental Approach ◽  
Writing Skills ◽  
Arabic Language ◽  
Analysis Of Covariance ◽  
10Th Grade ◽  
Significant Difference ◽  
Writing Skill ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of this study was inquiring The impact of "Think Pair Share" Strategy on developing the writing  skills in the Arabic language of the 10th grade students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of writing skill. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with "Think Pair Share" Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA Test) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the "Think Pair Share" Strategy, in developing the writing skill, of Learning arabic language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the "Think Pair Share" Strategy on developing the writing skills (in developing the Academic achievement. The study recommended introducing the "Think Pair Share" Strategy in the teaching of Arabic language Course, and conducting other similar studies in different educational stages.

scholarly journals The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan

2019 ◽  
Vol 3 (17) ◽  
Author(s):  
Somaya Mohammed Al- Bardini
Keyword(s):  
Experimental Approach ◽  
Teaching Strategy ◽  
Islamic Education ◽  
Analysis Of Covariance ◽  
Reciprocal Teaching ◽  
Seventh Grade ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of this study was inquiring The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of Achievement. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with reciprocal Teaching Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (Test- t) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the reciprocal Teaching Strategy, in developing the Acquiring Concepts in Islamic , of Learning Islamic Education Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the posttest of the reciprocal Teaching Strategy (in developing the Academic achievement The study recommended introducing the reciprocal Teaching Strategy in the teaching of Islamic Education Course, and conducting other similar studies in different educational stages.

scholarly journals Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri

INFERENSI ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 163-184
Author(s):  
Sri Wahyuni
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Direct Writing ◽  
Writing Test ◽  
Religious Books ◽  
Significant Difference ◽  
Writing Skill ◽  
Good Writing ◽  
Quasi Experimental ◽  
Experimental Group

This article aims at investigating the effect of interactional approach in improving students’ writing skill as a strengthening of the ability of religious moderation at State Islamic Institute of Kediri. By employing a quasi experimental research design, two groups of students participated in this study. The experimental group was taught by using interactional approach, then the control group was taught by using non interactional approach (self-correction). Direct writing test was used to collect the data, and ANCOVA was used to analyze the data. The finding shows that both approaches can improve students’ writing skill. It can be seen from the improvement of students’ writing mean score from pretest to posttest. The experimental group got 19.18 improvement, and the control group got 16.45 improvement. It seems that the experimental group achieved higher improvement. However, based on the result on ANCOVA calculation, the sig.value obtained was 0.418; it was higher than the significant level (0.05). It means that there was not enough evidence to reject the null hypothesis. There was no significant difference on writing skill between the both groups. Those approaches affect on improvement of students’ writing skill. The implication is that both approaches can be used to improve students’ writing skill. By having good writing skill, they have more chances to do religious proselytizing (dakwah) through producing or writing religious books or written products in English that can be read by many people in the world, and as the form of religious moderation in Islamic higher education.

scholarly journals THE IMPACT OF PBWORKS APPLICATION ON VOCATIONAL STUDENTS’ COLLABORATIVE WRITING SKILL

2020 ◽  
Vol 39 (3) ◽  
pp. 694-704
Author(s):  
Audi Yundayani ◽  
Dian Kardijan ◽  
Rainy Dwi Apriliani
Keyword(s):  
Language Learning ◽  
Collaborative Writing ◽  
Foreign Language Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Vocational Students ◽  
Significant Difference ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

Writing skill is a productive language skills that should be mastered by vocational students. It has become a critical issue in the study of English for Specific Purposes (ESP) and a challenging one in Indonesian context in the context of English as Foreign Language learning. This paper aims to investigate the impact of PBworks media application on vocational students’ collaborative writing skill. The research used the experimental approach. The respondents included 60 vocational students selected randomly and divided into two groups with 30 students in the control group and 30 students in the experimental group. The PBworks media was applied in the experimental group, while the control group received face-to-face writing class without incorporating learning media. The data were obtained by comparing student scores in the pre-test and two post-tests. The analysis of covariance (ANCOVA) was used to obtain the result. It showed that there is a statistically significant difference between using PBworks and non-Pbworks media in regard to the students’ writing performance (p < .05). Moreover, vocational students believe in the benefit of the PBworks media application in developing collaborative writing skill despite the disadvantages.

scholarly journals The effectiveness of e-learning at the on achievement in the language Arabic among seventh grade students Aqaba Governorate in Jordan: فاعلية التعلم الإلكتروني على التحصيل في مبحث اللغة العربية لدى طلاب الصف السابع الأساسي في محافظة العقبة بالأردن

2020 ◽  
Vol 4 (28) ◽  
Author(s):  
Mohammad Hijazi Khalil Al-bordeini
Keyword(s):  
Experimental Approach ◽  
Arabic Language ◽  
Achievement Test ◽  
Control Group ◽  
Seventh Grade ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
E Learning ◽  
Experimental Group

The study aimed to reveal the effectiveness of e-learning at the on achievement in the Arabic language subject for seventh grade students Aqaba Governorate in Jordan. and the study followed the quasi-experimental approach, and to achieve the goals of the study, the researcher prepared an achievement test, whose accuracy and reliability were confirmed, It was applied to a sample of (50) students, who were divided into two groups, an experimental group consisting (25) students studied according to e-learning, and a control group consisting of (25) students, studied in the usual way, and the test was applied to both groups before and after the experiment was conducted. The results of the T. test that there was a statistically significant difference between the two groups due to e-learning in the achievement test, and for the benefit of the experimental group. The study recommended employing e-learning in teaching Arabic language and conducting other similar studies in different educational stages and with new changes.

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals The Effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Hanan Salam Hassan Alhayawat
Keyword(s):  
English Language ◽  
Skill Development ◽  
Reading Skill ◽  
The Self ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Reading Skill Development ◽  
Experimental Group

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan.                                                                         To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.    

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

scholarly journals Supportive Development of Phonological Awareness Through Musical Activities According to Edgar Willems

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110218
Author(s):  
Darija Skubic ◽  
Blažka Gaberc ◽  
Janez Jerman
Keyword(s):  
Phonological Awareness ◽  
Effective Means ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Music Listening ◽  
Music Program ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Musical Activities

It is important that before entering primary school, the child’s phonological awareness is supported by a variety of different activities whereby phonological awareness is based on a well-developed hearing ability. Hearing is part of the musical activities that support/encourage phonological awareness with the development of rhythmic and melodic music listening. In this article, we aimed to investigate the effects of musical activities derived from the methodological system of Edward Willems on phonological awareness through a quasi-experimental study with 70 children aged 4 to 7 years. Thirty-five of them received 1 hr of music instruction per week for 6 months (experimental group) and the other 35 children received no such musical support (control group). We tested each child’s phonological awareness at the beginning of the music program and after 6 months. The results of the analysis of covariance showed that there was a statistically significant difference in phonological awareness between the experimental and control groups in favor of the experimental group. The results of the research confirmed that musical activities based on the methodological system Edgar Willems are a good and effective means of promoting phonological awareness, especially in early childhood.

scholarly journals The Effect of Interactive Read-alouds on Language Learners’ Development of Writing Skill

2019 ◽  
Vol 8 (3) ◽  
pp. 5
Author(s):  
Mehrak Rahimi ◽  
Fahimeh Farjadnia
Keyword(s):  
Analysis Of Covariance ◽  
Control Group ◽  
Read Alouds ◽  
Writing Ability ◽  
Entry Level ◽  
Phase Cycle ◽  
Significant Difference ◽  
Writing Skill ◽  
And Control ◽  
Experimental Group

The aim of the current study was to investigate the effect of interactive read-alouds on Iranian English as a foreign language (EFL) learners’ development of writing skill. To attain such a goal, forty-six high-school students were selected and sampled as the experimental (n=23) and control (n=23) groups. The writing section of Key English Test (KET) was used as the pretest to assess participants’ entry-level writing ability. Reading was taught to the experimental group using interactive read-aloud technique while the control group received conventional silent reading instruction through a three-phase cycle of pre-reading, reading, and post-reading. Writing was taught to both groups through a seven-phase process of pre-writing, writing, response-providing, revising, editing, post-writing, and evaluating. After the treatment, the writing section of KET was used as the posttest to explore both groups’ improvement in writing. The data were analyzed by a one-way analysis of covariance (ANCOVA). The result revealed a significant difference between the experimental and control groups’ writing ability after controlling for the entry-level writing in favor of the experimental group. The findings of the study underscore the application of integrated skills pedagogical paradigm in language instruction and support the proposition that oracy and literacy are indispensably interrelated and have complementary role in language acquisition.

scholarly journals The Impact of Drama Instruction on EFL Omani Fifth Graders’ Read-ing Comprehension

2019 ◽  
Vol 13 (4) ◽  
pp. 674
Author(s):  
Ruqaya Al Rabeei ◽  
Salma Al-Humaidi ◽  
Saleh Al-Busaidi
Keyword(s):  
Reading Comprehension ◽  
Fifth Graders ◽  
Reading Test ◽  
Control Group ◽  
Structured Interviews ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Teacher's Perceptions ◽  
The Impact ◽  
Experimental Group

Drama instruction is one of the methods recommended in EFL literature. This study aimed to investigate the impact of drama instruction on EFL fifth graders’ reading comprehension. It also explored the students’ and the teacher’s perceptions of the use of drama in reading lessons. A total of 74 randomly selected students participated in the study and formed the control group and the experimental group. The study followed the mixed quasi-experimental design. A pre- and posttest reading test was administered to examine the impact of drama on reading comprehension. A questionnaire was implemented to explore students’ perceptions of drama. Semi-structured interviews were also conducted to probe students’ and teacher’s perceptions of drama. The results were quantitatively and qualitatively analyzed. They showed no significant difference in reading comprehension between the control group and the experimental group. However, the experimental group performed better in the posttest than the control group although their mean scores in the pretest were lower. The participant teacher and students responded positively towards the use of drama in reading lessons. They reported that drama activities were exciting and made them love reading.

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