scholarly journals Developing English Speaking Skill Indigenously Among the Prospective Teachers

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Muhammad Alam ◽  
Muhammad Sarwar ◽  
Ashfaque Ahmad Shah
Keyword(s):  
Public Schools ◽  
Prospective Teachers ◽  
English Language ◽  
Integrated Approach ◽  
Education Programme ◽  
Control Group ◽  
Modular Approach ◽  
Fairfax County ◽  
Value Addition ◽  
A Value

Present research experimentally studied the effectiveness of indigenously developed Content and Language Integrated Modular Approach (CLIMA) especially designed for developing English language ability among university students. CLIMA is a blend of Content and Language Integrated Approach and the Modular Approach. Two equated groups of total 52 students from Bachelor of Education Programme (semester-I) participated in this randomised pre-test post-test control group experiment. The content used herein comprised a purposefully designed module of 5 units. Both groups were taught by the same specifically trained teacher on same days with an interval of one hour between the sessions with the two groups. Experiment was completed in 30 sessions (1.5 hour each) during 10 weeks. For both pre- and post-testing, the researchers used the Analytic Rubric of Fairfax County Public Schools (Virginia, USA). This Analytic Rubric has been termed as the Performance Assessment for Language Students (PALS). The experimental group witnessed (pre-testing = 31.6%, post-testing = 80.8%) a value addition of 49.2%; and the control group witnessed (pre-testing = 31.2%, post-testing = 66.2%) a value addition of 35.0%. Compared with TOEFL and IELTS, conclusively, CLIMA was found highly effective. Results are discussed in detail in the paper.

scholarly journals Developing English Speaking Skill Indigenously Among the Prospective Teachers

2019 ◽  
Vol 5 (4) ◽  
pp. 731-740
Author(s):  
Muhammad Alam ◽  
Muhammad Sarwar ◽  
Ashfaque Ahmad Shah
Keyword(s):  
Public Schools ◽  
Prospective Teachers ◽  
English Language ◽  
Integrated Approach ◽  
Education Programme ◽  
Control Group ◽  
Modular Approach ◽  
Fairfax County ◽  
Value Addition ◽  
A Value

Present research experimentally studied the effectiveness of indigenously developed Content and Language Integrated Modular Approach (CLIMA) especially designed for developing English language ability among university students. CLIMA is a blend of Content and Language Integrated Approach and the Modular Approach. Two equated groups of total 52 students from Bachelor of Education Programme (semester-I) participated in this randomised pre-test post-test control group experiment. The content used herein comprised a purposefully designed module of 5 units. Both groups were taught by the same specifically trained teacher on same days with an interval of one hour between the sessions with the two groups. Experiment was completed in 30 sessions (1.5 hour each) during 10 weeks. For both pre- and post-testing, the researchers used the Analytic Rubric of Fairfax County Public Schools (Virginia, USA). This Analytic Rubric has been termed as the Performance Assessment for Language Students (PALS). The experimental group witnessed (pre-testing = 31.6%, post-testing = 80.8%) a value addition of 49.2%; and the control group witnessed (pre-testing = 31.2%, post-testing = 66.2%) a value addition of 35.0%. Compared with TOEFL and IELTS, conclusively, CLIMA was found highly effective. Results are discussed in detail in the paper.

scholarly journals Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners

2018 ◽  
Vol 7 (6) ◽  
pp. 63
Author(s):  
Saman Masoumi-Moghaddam
Keyword(s):  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Foreign Language Learners ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

Using Drama and Drama Techniques to Teach English Conversations to EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 92-101
Author(s):  
Saman M. Moghadam ◽  
Reza Ghafarsamar
Keyword(s):  
Public Schools ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Language Classes ◽  
Collecting Techniques ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

scholarly journals The Effect of Using Active Class Strategy through Educational Games on the Achievement of 7th Grade Students in English Language at Public Schools in Wadi Al-Sir Directorate, Jordan

2021 ◽  
Vol 11 (4) ◽  
pp. 286
Author(s):  
Monther Alogiliy ◽  
Mona Smadi ◽  
Fatima Al Jarrah ◽  
Mariam Al Khalidi
Keyword(s):  
Public Schools ◽  
Active Learning ◽  
English Language ◽  
Learning Strategy ◽  
Educational Games ◽  
Control Group ◽  
Seventh Grade ◽  
Government Schools ◽  
Level Of Significance ◽  
Experimental Group

This study aimed to investigate the effect of using active learning through educational games on academic achievement and retention in the English language subject among seventh-grade students in government schools in Wadi Al-Sir Directorate/Jordan. The study tool (achievement test) was prepared, and six appropriate educational games were designed to teach the educational content. To ensure the validity of the tool, the test was presented to five referees from teachers and educational supervisors in the Wadi Al-Sir Directorate of Education. The researchers also calculated the reliability of the test, and its value was (0.89), which is a good value that meets the purposes of the study, and the difficulty factor and the discrimination coefficient were calculated for each item of the test. The study population consisted of students of the seventh grade in public schools in Wadi Al-Sir directorate of education, and the study sample consisted of (120) students, who were divided into two groups, a control group, and an experimental group, where the experimental group studied using active learning strategy through educational games, while the control group studied using the traditional method, the application took two weeks. The results of the study showed the following: - There were statistically significant differences at the level of significance ((α = 0.05)) between the levels in the measurements: pre, post, and retention for the experimental group. - The presence of statistically significant differences at the level of significance () between levels (remembering, application, synthesis, and total score) in the measurements: pre-, post-, and retention for the control group. - There are no statistically significant differences at the level of significance () in the levels of memory and comprehension in the posttest between the control and experimental group, while there are statistically significant differences in the levels of application, analysis, synthesis, and posttest in favor of the experimental group. - There are no statistically significant differences at the level of significance () in the levels of remembering, comprehension, application, and the measure of retention between the control and experimental group, while there are statistically significant differences in the levels of analysis and synthesis, in measuring retention and in favor of the experimental group. The researchers recommended the necessity of using the strategy of active learning through educational games in teaching other subjects, and for the rest of the classes.   Received: 9 February 2021 / Accepted: 26 May 2021 / Published: 8 July 2021

scholarly journals The Impact of Using Educational Robot through Integrative Approach on the Achievement of Tenth-Grade Students in Trigonometry

2021 ◽  
Vol 45 (2) ◽  
pp. 200-227
Keyword(s):  
Public Schools ◽  
Integrated Approach ◽  
Modern Technology ◽  
Integrative Approach ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Tenth Grade ◽  
Educational Robot ◽  
The Impact

The study aimed at investigating the impact of using the educational robot through the integrative approach on achievement among tenth grade students in trigonometry. To achieve the aims of the study the researchers developed an academic unit adopting the integrated approach by using Educational Robot. The sample of the study consisted of (120) students of the tenth grade students in public schools in the city of Amman, divided equally into two groups: experimental and control. Achievement test in mathematics was used, which were validity and reliability was verified. The results of the study showed a statistically significant difference (α≤0.05) between the averages of the two groups experimental (which used the educational robot) and the control group (which did not use the educational robot) in mathematical achievement in favor of the experimental group. The study did not show an interaction between the use of the educational robot and the gender of the student in the mathematics achievement in the students of the tenth-grade students. In light of the study's findings, the researchers recommend using modern technology tools such as robot to teach mathematics. Keywords: Educational robot, achievement, trigonometry, integrative approach

scholarly journals The Effect of Using Smart Board on the Achievement of Tenth Grade Students in English language and on Verbal Interaction during Teaching in Public Schools

2017 ◽  
Vol 5 (1) ◽  
pp. 197 ◽  
Author(s):  
Nibal Abdelkarim Mousa Malkawi
Keyword(s):  
Public Schools ◽  
English Language ◽  
Teaching Strategy ◽  
Verbal Interaction ◽  
Control Group ◽  
Smart Board ◽  
Significant Difference ◽  
Tenth Grade ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effect of using the smart board on the achievement of tenth grade students in the English language, and verbal interaction, where the study sought to answer two questions:Does the achievement of tenth grade students in English language vary due to teaching strategy?Does the ratio of verbal interaction using smart board in teaching among tenth grade students vary from the ratio of verbal interaction at Flanders? (81) students from two sections chosen randomly from among (5) sections participated in the study, the experimental and control groups were chosen randomly, the experimental group were taught using smart board, and the control group were taught using the traditional way supported by computer. Achievement test in English language was applied, and Flanders' modified tool for the analysis of the verbal interaction was applied on the experimental group. The results showed the existence of significant differences in the achievement of the students; and in favor of the experimental group. The results showed a statistically significant difference in the ratio of speech of students who were taught using smart board. And the rate of teachers' speaking during teaching with smart board has increased, and periods of interruption verbal communication, and the percentage of questions rose by the teacher and her encouragement to her students, and the responses of the students and their initiatives.In light of the findings, the study recommends the need to urge teachers to use the smart board in the teaching of the English language, and holding workshops to train teachers on how to use the smart board in teaching, and conducting studies reveal the reality of the use of the smart board.

scholarly journals The Impact of Literacy and Numeracy Drive (LND) on English Language Learning in Rural and Urban Public Schools of Gujranwala, Punjab

2021 ◽  
Vol VI (III) ◽  
pp. 137-149
Author(s):  
Muhammad Asad Habib ◽  
Muhammad Asif ◽  
Rana Imran Ali
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Control Group ◽  
English Language Learning ◽  
Rural And Urban ◽  
Urban Public Schools ◽  
The Impact ◽  
Experimental Group

The study examines the impact of Literacy and Numeracy Drive (LND) on the English language learning outcomes and environment at primary sections of rural and urban public schools of district Gujranwala, Punjab, Pakistan. The data were gathered from two public schools: one from a rural area and another from an urban center. The partakers, N=60, served in the controlled and experiment groups. The control group was imparted the prescribed syllabus with the traditional method. In contrast, the experimental group was trained through LND's systematic learning objectives (SLOs), Tablet PCs, specific booklets, and tests. Three pre-tests were conducted before the treatment, and three post-tests were administered after two months of instruction. The study used quasi-experimental methods, and the gathered data were analyzed using SPSS 25. The results show a significant improvement in the outcomes of the experimental group, while no significant change was observed in the case of the control group. The results demonstrate that systematic SOL-based language teaching, technological assistance, and hand training help improve the English language pedagogy. The study suggests that such intervention scan enhance the overall English language teaching environment. As a result,the reach of LND should be extended to other sections of public schools

Can music reduce national prejudice? A test of a cross-cultural musical education programme

2018 ◽  
Vol 47 (5) ◽  
pp. 747-756 ◽  
Author(s):  
Félix Neto ◽  
Maria da Conceição Pinto ◽  
Etienne Mullet
Keyword(s):  
Public Schools ◽  
Sixth Grade ◽  
Education Programme ◽  
Cross Cultural ◽  
Experimental Program ◽  
Control Group ◽  
Cape Verdean ◽  
Affective Evaluation ◽  
Trait Attribution ◽  
The Impact

This study examined the impact of a cross-cultural musical program on young Portuguese adolescents’ national prejudice. Two-hundred and twenty-nine sixth-grade pupils who attended public schools in the area of Lisbon, Portugal, were first presented with two tasks measuring national prejudice: a trait attribution task comprising positive and negative personality traits, and an overall affective evaluation of in-group and out-group people. Half of the pupils were subsequently exposed, at school, to a six-month musical program that included Cape Verdean songs as well as Portuguese songs. The other half was exposed to the usual program, which comprised no songs from Cape Verde but included all the Portuguese songs. Measures of national prejudice taken at the end of the program showed that the impact of the program was specific. In the experimental group, prejudice towards Cape Verdean people was reduced whereas attitudes to other groups were not altered (Portuguese and Brazilian). In the control group no reduction for any group was observed. Measures taken three months later showed that the impact of the experimental program was enduring.

Food procurement in English-language Canadian public schools: Opportunities and challenges

2019 ◽  
Vol 6 (1) ◽  
pp. 75-99
Author(s):  
Shawna Holmes
Keyword(s):  
Public Schools ◽  
Food Environment ◽  
Nutritional Quality ◽  
English Language ◽  
Nutrient Content ◽  
Food Environments ◽  
School Food ◽  
Provincial Level ◽  
School Food Environment

This paper examines the changes to procurement for school food environments in Canada as a response to changes to nutrition regulations at the provincial level. Interviews with those working in school food environments across Canada revealed how changes to the nutrition requirements of foods and beverages sold in schools presented opportunities to not only improve the nutrient content of the items made available in school food environments, but also to include local producers and/or school gardens in procuring for the school food environment. At the same time, some schools struggle to procure nutritionally compliant foods due to increased costs associated with transporting produce to rural, remote, or northern communities as well as logistic difficulties like spoilage. Although the nutrition regulations have facilitated improvements to food environments in some schools, others require more support to improve the overall nutritional quality of the foods and beverages available to students at school.

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