scholarly journals Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

2019 ◽  
Vol 2 (2) ◽  
pp. p8
Author(s):  
Nahed F. Abdel-Maksoud
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Methodology ◽  
Control Group Design ◽  
Course Grades ◽  
The Impact ◽  
Experimental Group

Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.

scholarly journals The Impact of Teaching EFL Medical Vocabulary Through Collocations on Vocabulary Retention of EFL Medical Students

2018 ◽  
Vol 9 (5) ◽  
pp. 24
Author(s):  
Maryam Najafi ◽  
Mohammad Reza Talebinezhad
Keyword(s):  
Medical Students ◽  
English Language ◽  
Mother Tongue ◽  
English Language Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Medical Vocabulary ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

Teaching technical vocabulary in ESP context is a vital part of English language teaching at a university level. EFL teachers almost use traditional techniques for teaching new medical vocabulary. This study aimed at examining the impact of teaching medical vocabulary through collocations on vocabulary learning of medical students. This quasi-experimental study with a pretest/posttest control group design was conducted on 80 students majoring Nursing at Kashan University of Medical Sciences, Iran. The proficiency test was used to determine the proficiency level of the students and 62 students were selected as intermediate students. The students were assigned into two groups. In the experimental group new medical vocabulary was taught through collocations, while in the control group new vocabularies were instructed through traditional techniques including synonym, antonym, definition and mother tongue translation. Data were collected using a researcher-made test of collocation. Results showed that the mean score of teaching medical vocabulary was increased in the experimental group after the treatment. It can be seen that the experimental group outperformed the control group on the medical collocation tests.

scholarly journals The Impact of Using CALL Online Writing Activities on EFL University Students’ Writing Achievement

2020 ◽  
Vol 10 (2) ◽  
pp. 141
Author(s):  
Zuhair D. Zaghlool
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Independent Learning ◽  
Control Group ◽  
Writing Achievement ◽  
Control Group Design ◽  
Online Writing ◽  
The Impact ◽  
Experimental Group

This study aims to investigate empirically the effectiveness of using CALL online writing activities on EFL university students’ writing achievement. It also attempts to reveal students' attitudes towards using CALL online writing activities in teaching writing. The sample of this study comprises forty randomly-selected male sophomore students. They are assigned to two groups: experimental and control. Both groups are taught via the regular writing teaching method; the experimental group received additional training using CALL online writing activities for eight weeks. An experimental pretest-posttest control group design is employed in this study. The instruments of the study are a writing achievement pre-posttest and a five-point Likert scale questionnaire. The results of the study revealed that there were no statistically significant differences between the achievement of the experimental group and the control group due to using CALL online writing activities. The results also indicated that EFL university students had positive attitudes towards using CALL online writing activities in teaching and learning writing. They believed that CALL online writing activities were useful, motivating, and enjoyable in addition to enhancing self-confidence and independent learning.

scholarly journals Engaging Students Through Multimodal Learning Environments: An Indonesian Context

2017 ◽  
Vol 1 (3) ◽  
pp. 202
Author(s):  
Suparmi .
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
English Language ◽  
Critical Issue ◽  
English Language Teaching ◽  
Control Group ◽  
Multimodal Learning ◽  
Writing Performance ◽  
Creative Pedagogy ◽  
Experimental Group

<p>A critical issue regarding the English language teaching in the Asian context particularly in Indonesia is that the teaching and learning methods used are still far from being sufficient and effective to help students improve their language skill at the expected rate. This is a pilot study investigating the effects of multimodal learning environment on students’ learning outcomes connected to students’ writing performance. To find out the answers to the research problems, 60 students taking English for Specific Purposes at State Islamic University of Malang – Indonesia participated in this study. They were randomly selected and randomly assigned into the experimental group and the control group. The multimodal environment was provided to the experimental group whereas the control group was not. The results of the study indicated that the students in the experimental group had better writing performance. In addition, the contribution of this study is two folds; as a contribution to references on innovative and creative pedagogy in the classroom and to support the progress of the teaching and learning English.</p><p> </p><p><strong>Keywords: </strong><em>multimodal learning environments, video, the teaching of EFL writing, writing performance<strong></strong></em></p>

scholarly journals Introducing Project-based Instruction in the Saudi ESP Classroom: A Study in Qassim University

2015 ◽  
Vol 9 (1) ◽  
pp. 51 ◽  
Author(s):  
Abdul-Aziz Saleh Alsamani ◽  
Ayman Sabry Daif-Allah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Project Work ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Information Technology Students ◽  
Based Instruction ◽  
The Impact

<p>The aim of this paper is to study the impact of introducing an integrative pedagogical approach in the ESP classes on developing the English language vocabulary of Computer Science and Information Technology students in the College of Science, Qassim University. The study suggests a framework for an ESP course-design employing students’ project work based on the analysis of learners’ needs. The researchers made use of the experimental pre-test post-test control group design where the English vocabulary test was used as a pre and post test. The results reported from this study revealed the effectiveness of the suggested project-based ESP course on developing the English vocabulary for the target subjects. Also, the results show that project based instruction enhanced the teaching and learning of ESP and developed new study habits for learners by promoting self-directed, independent, cooperative learning as well as out-of-classroom learning. The study concluded with recommendations related to how projects can be incorporated into ESP classrooms to develop different language skills i.e. speaking, listening, reading, and writing.</p>

scholarly journals Developing the English Language Teaching Skills of Saudi Teachers of Young Learners

2020 ◽  
Vol 13 (3) ◽  
pp. 20
Author(s):  
Ayman Sabry Daif-Allah ◽  
Fahad Hamad Aljumah
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Skills ◽  
Control Group Design ◽  
Young Learners ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

This study aimed at investigating the impact of a program on developing the English language teaching skills of pre-service English for Young Learners (EYL) Teachers. The sample of the study consisted of 70 English language major students in Qassim University. The researchers made use of the quasi-experimental pre-test post-test control group design and data were collected quantitatively by means of questionnaires and observation checklists used for pre- post testing. Results revealed the effectiveness of the program on developing the necessary English language teaching skills for pre-service EYL teachers. The study recommended introducing appropriate teaching practices in the EFL context in general and in elementary school settings in particular.

scholarly journals The Effect of Flipped Classroom Through LINE in Teaching English Articles

2021 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Munjaroh Dwi Supiani ◽  
Yudhi Arifani ◽  
Candra Hadi Asmana
Keyword(s):  
Flipped Classroom ◽  
Control Group ◽  
Teaching Methodology ◽  
Class Time ◽  
Learning Content ◽  
Post Test ◽  
English Articles ◽  
Traditional Approaches ◽  
The Impact ◽  
Experimental Group

Teaching in English is a worldwide priority, but teaching methodology is not necessarily in line with the changing needs of students. Therefore, this study explores the effects of flipped classes on material English articles, and compares this instructional design with the traditional instruction. Design of experimental research consisting of group experiments and controls. The experimental group (N = 23) is subject to flipped instruction, where learning content is provided outside of class time through electronic means of LINE  and class time is used for activities. In the control group, students (N = 23) are taught in traditional methods, where learning is delivered during classes and additional exercises are given outside class time.The subect of the study was eight grade student of Madrasah Tsanawiyah Asy'ariyah.Pre test and post test are given to students in advance and at the end  of material to know the impact of two teaching methods in English articles. Findings show  that students in flipped classroom do English articles better in the post-test than in the pre- test.The pre and post test values of the experimental group showed that the significance value (2-tailed) was 0,000 (p <0.05). So the results of the initial test and final test underwent significant changes.The result from the flipped and traditional approaches is very significant. Most students who flipped generally have a good perception of the flipped class. With This research, it is hoped that the teacher can apply this strategy in different material. For student must be more understand about English articles.

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

scholarly journals The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Hermawan Gatot Priyadi ◽  
◽  
Yumiati Yumiati
Keyword(s):  
Experimental Research ◽  
Teaching And Learning ◽  
Learning Model ◽  
Mathematical Representation ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Experimental Group

This study aimed to determine the effect of the implementation of the Contextual Teaching and Learning (CTL) model with the outdoor approach towards students’ ability in mathematical representation. It was quasi-experimental research consisting of two experimental classes and one control group. It used a pretest-posttest control group design. The population of this study was the students of SUPM Tegal. Sampling was conducted using cluster random consisting of three classes. The first experimental group was carried out by implementing the learning model of CTL with the outdoor approach. The second experimental group was carried out by implementing a learning model of CTL, while the control group was conducted by implementing a conventional learning model. The research instrument was a 7-point mathematical representation test in the form of an essay. The results of the research were 1) the learning model of CTL with an outdoor approach affected the improvement and achievement of the students’ ability in mathematical representation and was higher than CTL and a conventional learning; 2) the improvement of the students’ ability of representation in the groups of CTL with outdoor approach, CTL, and conventional learning respectively was in high, medium, and low category.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals The Impact of The Strategy Analog Thinking in acquiring Social Content Material Concepts of Fourth Primary Class Pupils

2019 ◽  
pp. 375-396
Author(s):  
Manal Taha Yaseen Al-Taʼie
Keyword(s):  
Experimental Design ◽  
Primary Schools ◽  
Control Group ◽  
Partial Control ◽  
Control Group Design ◽  
Social Content ◽  
Group Design ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group

The present study aims the experimental design adopted in the present study is the partial control experimental design of a pre-post control group design. The present study has been limited to the fifth primary class pupils included with in the state primary schools in Baghdad during the academic year (2017-2018), The sample consists of 63 male and female 4th primary class pupils , distributed into 31 ones as an experimental group from Al-Mutanbi Primary school and 32 students as a control group Equalization. The instrument is constructing test measuring concepts acquisition consisted of (8) concepts which consists of (24) items. Experimental group pupils, who have been exposed to Strategy Analog Thinking, have been superior to those at the control group in social content material acquisition.

Sign in / Sign up

Export Citation Format

Share Document