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 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.

THE EFFECT OF PEER REVIEW STRATEGY ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPH

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Sri Agus Murniasih And I Wayan Dirgeyasa
Keyword(s):  
Peer Review ◽  
Experimental Research ◽  
Research Method ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Post Test ◽  
Class Viii ◽  
And Control ◽  
Essay Test ◽  
Experimental Group

This study was conducted to know the effect of applying Peer Review Strategy on the students’ achievement in writing descriptive paragraph. It was conducted by using experimental research method. This research design was conducted pre-test, post test in experimental and control group. The population of this research was the eight (VIII) grade students of SMP IT IQRA’ Medan. The sample of this research was taken by lottery technique. They were in class VIII-1 by experimental group and the class VIII-2 by control group. The experimental group was taught by using Peer Review Strategy while the control group was given no treatment. The instrument used to collect the data was writing essay test. The data were analyzed by using t-test formula. The result showed that the value of t-observed was higher than the value of t-table. (3,55 > 2,05 (a = 0.05)) with the degree of freedom (df) = 28. It means that there was a significant effect of applying Peer Review Strategy on the students’ achievement in writing descriptive paragraph. So, the alternative hypothesis (Ha) was accepted.

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.

scholarly journals Meditation Lowers Stress and Supports Forgiveness Among nursing Students: A Randomized Controlled study

2015 ◽  
Vol 1 (4) ◽  
pp. 199
Author(s):  
Angel Rajakumari G ◽  
Soli T. K ◽  
Malathy D
Keyword(s):  
Nursing Students ◽  
Management Practices ◽  
Sampling Technique ◽  
Controlled Study ◽  
Control Group ◽  
Potential Health ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Level

Aim: To evaluate the effectiveness of meditation lowers stress and supports forgiveness among nursing Students.Participants and setting: The study was conducted by adopting a Quasi-experimental, non-equivalent control group pre and post test design.50 nursing students who fulfilled the inclusion criteria were selected by using Non-probability purposive sampling technique. 50 women were assigned in experimental and control group. The study was conducted in Bhavana College of nursing, Nalgonda, Telugana, India.Intervention: A brief introduction about self and study was given to the nursing students and consent was obtained (both oral and written) and the confidentiality of the response was assured. Pre assessment was done in both experimental and control groups. In the experimental group meditation technique was practiced by the women and pre and post test level of stress was obtained using John D. Catherine & T. Mac Arthurs perceived stress scale. In the control group without any intervention, the pre and post test level of stress was obtained for both the groups and the level of stress was assessed.Measurement and findings: Analysis revealed that the women in the experimental group showed a highly significant decrease in the level of stress following meditation at P<0.001 level when compared with the control group.Conclusion: Evidence suggests that meditation-based stress-management practices reduce stress and enhance forgiveness among college undergraduates. Such programs merit further study as potential health-promotion tools for college populations.

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.

scholarly journals Peer review in writing activities: outcomes and perceptions of EFL students

2020 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Theresia Adventris Ndohna Ruru ◽  
Teguh Sulistyo
Keyword(s):  
Peer Review ◽  
Junior High School ◽  
Control Group ◽  
Student Centered ◽  
Writing Ability ◽  
Positive Attitudes ◽  
Writing Class ◽  
Post Test ◽  
Efl Students ◽  
Quantitative Descriptive

This study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.

scholarly journals The Effect of Using Rountable Technique on Student’S Writing Skill in Arranging Sentences

2019 ◽  
Author(s):  
Yetty Wirasini ◽  
Syahron Lubis
Keyword(s):  
Experimental Method ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

This research is concerned with applying roundtable technique writing skill in arranging sentences to form simple present tense. The aim of the research is to find out if applying roundtable technique effects on students’ writing skill in arranging sentences. The research is conducted by experimental method. The population of the research is XI students of SMA Swasta Dwi Tunggal Tanjung Morawa in 2018-2019 academic year. The sample consists of 60 students then divided into two groups, 30 students as experimental group and 30 students as control group. The experimental group is taught by applying roundtable technique and the control group without applying roundtable technique. The researcher uses writing test as instrument of the research. The test is answered by multiple choices and arranging sentences about simple present tense.The researcher analyzes the data by using the formula of t-test commonly used. After calculating and analyzing the data, it is concluded that tcalculate is higher than ttable (5,54 > 2,02). It showed that there is a significant difference. The pre test mean score of experimental is 57,16 and post test is 84,5, the difference is 27,34. The value ot tcalculate is bigger than ttable (5,54 > 2,02) degree of freedom is 58, and the level significance is 0,05. The result is that applying roundtable technique gives significant effect on students’ writing skill in arranging sentences simple presentt tense. So, It can concluded from t-test above that the hypothesis of this study is accepted.

scholarly journals Exploring the Effect of the Flipped Classroom Model on EFL Phonology Students’ Academic Achievement

2021 ◽  
Vol 3 (2) ◽  
pp. 37-53
Author(s):  
Mohsine Wahib ◽  
Youssef Tamer
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Flipped Classroom ◽  
Experimental Studies ◽  
Control Group ◽  
Great Success ◽  
Success In Higher Education ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

Recent research has shown that the flipped model had a great success in higher education. Yet, there are very limited experimental studies that prove its effects on EFL students’ academic achievement in Moroccan higher education. The central objective of this paper is to investigate the effectiveness of the flipped model in an EFL Phonology course and its effect on students’ academic achievement. The sample was composed of 156 participants (n=156) of two intact groups of EFL phonology course at two Moroccan higher education institutions. In a semester-long study, the phonology course was taught using the flipped model. Working with the existing intact classrooms made the study adopt a quasi-experiment design.  The teacher inverted the course by offering lectures via videos for students to view at home using the free online platform Edpuzzle and then followed up by providing activities and more practice in the classroom. Quantitative data were gathered using self-designed achievement test as a pre-test and post-test for both control and experimental groups. The results revealed a significant increase in the participants’ academic achievement in the experimental group in comparison to the control group.

A Quasi – Experimental Study to Assess the Effectiveness of Structured Teaching Programme Regarding Knowledge of Personal Protective Equipment (Ppe) use in Among Nursing Students at Selected Nursing Institute Faridabad (Haryana)

2021 ◽  
pp. 469-472
Author(s):  
Sudhir Singh
Keyword(s):  
Nursing Students ◽  
Infection Control ◽  
Health Workers ◽  
Control Group ◽  
Teaching Programme ◽  
Structured Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

Health worker are constantly exposed to infectious pathogens while they provide care to the patients. There are plenty of infection, for health workers to get affected by infection, so infection control measures are most necessary for health workers. By practicing infection control techniques, the health workers can avoid spreading microorganism. This can be possible when there is up gradation of knowledge and attitude of health workers regarding PPE. In this study the researcher Aimed: to assess the effectiveness of Structured teaching programmed on use of PPE among nursing students. Research design: adopted for this study was quasi experimental design, samples for this study was selected through convenient sampling technique. Total sample size for study was 100. Pre- test was done for the subjects in both group experimental and control group and experimental group received structured teaching programme regarding PPE use. Control group subjects did not receive any special intervention. On the seventh day took post- test among subjects in both groups to assess the structured teaching programme regarding use of PPE. Data collection were analyzed with the help of descriptive and inferential statistics. Results: Mean post test score in experimental and control group was 25.72and 13.71 respectively. The mean difference score was 12.01. The standard deviation score in experimental group was 2.170 and in control group 9.131. The ‘t’ Value was 59.524 which was statistically significant at ‘P’ value 0.000. Conclusion: This study imposes importance of suitable health teaching intervention through proper structure to the nursing students, for use of PPE.

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