scholarly journals THE EFL STUDENTS’ CRITICAL READING SKILLS ACROSS COGNITIVE STYLES

2018 ◽  
Vol 5 (1) ◽  
pp. 73-96 ◽  
Author(s):  
Leonardus Par
Keyword(s):  
Reading Skills ◽  
Cognitive Styles ◽  
Main Idea ◽  
Critical Reading ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Significant Difference ◽  
Efl Students ◽  
The Difference ◽  
Reading Texts

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

scholarly journals Evaluating the Difference between Virtual and Paper-Based Clinical Cases in Family Medicine Undergraduate Education

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Zalika Klemenc-Ketis ◽  
Branka Cagran ◽  
Dejan Dinevski
Keyword(s):  
Family Medicine ◽  
Virtual Patient ◽  
Educational Outcome ◽  
Factual Knowledge ◽  
Virtual Patients ◽  
Multiple Choice Questions ◽  
Significant Difference ◽  
The Difference ◽  
And Control ◽  
Clinical Cases

Introduction. A “virtual patient” is defined as a computer program which simulates real patients’ cases. The aim of this study was to determine whether the inclusion of virtual patients affects the level of factual knowledge of family medicine students at the undergraduate level. Methods. This was a case-controlled prospective study. The students were randomly divided into experimental (EG: N=51) and control (CG: N=48) groups. The students in the EG were asked to practice diagnosis using virtual patients instead of the paper-based clinical cases which were solved by the students in the CG. The main observed variable in the study was knowledge of family medicine, determined by 50 multiple choice questions (MCQs) about knowledge of family medicine. Results. There were no statistically significant differences in the groups’ initial knowledge. At the final assessment of knowledge, there were no statistically significant differences between the groups, but there was a statistically significant difference between their initial and final knowledge. Conclusions. The study showed that adding virtual patient cases to the curriculum, instead of paper clinical cases, did not affect the level of factual knowledge about family medicine. Virtual patients can be used, but a significant educational outcome is not expected.

scholarly journals Gender Differences And Psychological Impacts In Higher Education During Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 290
Author(s):  
Iswadi Iswadi ◽  
Apriyanto Apriyanto
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Negative Effects ◽  
Male And Female ◽  
Postgraduate Students ◽  
Learning Platform ◽  
Significant Difference ◽  
E Learning ◽  
Efl Students ◽  
The Difference

<p><em>E-learning during covid-19 pandemic gives positive and negative effects on students’ psychology. One of the effects of E-Learning is students whose negative and positive perception towards the process of E-Learning. The objectives of the study are to know (1)  The difference perception between male and female EFL post-graduate students of the use of online learning platforms? (2). Impacts psychologically of E-learning during Covid-19 to female and male EFL students in higher education. The method of the study is mixed research with the explanatory sequential design. The participants were 31 EFL postgraduate students in PGRI Indraprasta University. The data collection technique of the study was questionnaires with a Likert scale and an open interview. The data analysis technique of the study is an independent sample t-test with SPSS 22.0 version and collection, reduction, display, and conclusion. The results of the study are: (1) There is no significant difference perception between male and female EFL postgraduate students of the use of online learning platform because the significance value (0.695) which is bigger than 0.05. (2)  E-learning during the Covid-19 pandemic did not  give anxiety, fear, fatigue, and saturation to female and male EFL students in higher education. Implication of this research is University must develop LMS (Learning Management System) for teaching EFL students</em></p>

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

2017 ◽  
Vol 7 (1) ◽  
pp. 18 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Learning Strategies ◽  
Long Duration ◽  
Significant Difference ◽  
Language Study ◽  
Efl Students ◽  
The Difference ◽  
And Gender

This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.

scholarly journals The Effects of Test Type, Pronunciation, and Proficiency Level on EFL Learners’ Speaking Exam Scores

2020 ◽  
Vol 10 (3) ◽  
pp. 95
Author(s):  
Kardelen Kilinc ◽  
Ozgur Yildirim
Keyword(s):  
Test Scores ◽  
Intermediate Level ◽  
Test Type ◽  
Speaking Test ◽  
Paired Samples ◽  
Proficiency Level ◽  
Significant Difference ◽  
Efl Students ◽  
Bivariate Regression ◽  
The Difference

The present study aims to reveal the effects of test type, pronunciation and proficiency levels of the students on speaking test scores. A total of 147 Turkish EFL students consisting of 38 beginner, 36 elementary, 37 pre-intermediate and 36 intermediate levels participated in the study. Presentation as planned, and paired speaking test as unplanned one were used as instruments to figure out the effects of two different test types on the test scores. Being prepared for their performances, the students did their presentations lasting between 5 and 8 minutes in front of two raters. The same participants, at the end of each level, were invited to the paired-speaking tests designed for the students to show their spontaneous performances. The performances in both tests were scored through a scale with five criteria, and the criteria along with overall scores were examined through Paired Samples t-test to reveal the effects of test type, and through bivariate regression to see the proportion of pronunciation aspect on overall scores. The results showed that in beginner level, although no differences were found in the overall scores, the test type induced differences in pronunciation, vocabulary and relevance aspect of their speaking performances. Similar results were found in elementary level besides the difference found in accuracy aspect, which resulted in a significant difference in overall scores. However, in pre-intermediate level, the only significant difference was found in pronunciation. On the other hand, in intermediate level all the aspects along with the overall scores were found to be affected by the test type except for fluency and pronunciation. The bivariate regression revealed that the effect of pronunciation sub-score on overall scores is significant in each level and test type.

scholarly journals Establishment of PIVKA-Ⅱ Reference Intervals From Hospital-stored Data: A Comparison Analysis

2021 ◽  
Author(s):  
Lewei Zhou ◽  
Qiyuan Su ◽  
Yan Yao ◽  
Meixian Xiang ◽  
Jiesheng Zhen ◽  
...  
Keyword(s):  
Clinical Laboratory ◽  
Reference Intervals ◽  
Female Group ◽  
Comparison Analysis ◽  
Test Items ◽  
Health Group ◽  
Significant Difference ◽  
The Difference ◽  
Gender Specific ◽  
Indirect Reference

Abstract Objective The authors aimed to explore methods to establish indirect reference intervals for PIVKA-II from hospital-stored data.Method 7623 patient specimens of the Renmin Hospital of Wuhan University were collected. Indirect reference intervals were established based on the hospital-stored data with four different methods, including the Hoffmann method (HM), revised Hoffmann method (HMCDF), E-M algorithm-based method (EMBCT), and a recent estimator (KOSMIC). According to CLSI C28-A3 guidelines, 369 healthy specimens were collected. The authors tested the difference between reference intervals of gender-specific and age-specific subgroups using Harris and Boyd's test. Finally, the averaging result of estimates was calculated according to how likely each model was.Results The indirect reference intervals of PIVKA-II based on LIS data were 0 to 35.30 mAU/mL (HM), 0 to 31.48 mAU/mL (HMCDF), 0 to 30.78 mAU/mL (EMBCT), 0 to 36.17 mAU/mL (KOSMIC) and 0 to 31.48 mAU/mL (averaging) respectively, and the reference intervals based on healthy group were 0 to 32 mAU/mL. Compared with HM, EMBCT and KOSMIC, HMCDF and the averaging result was closer to those of the health group. Significant difference was detected between gender-partitioned subgroups, and the reference upper limit in the female group was smaller than the male group.Conclusions The authors established the indirect reference intervals of PIVKA-II for the Wuhan population, which could be used to the clinical reference intervals. The framework proposed could help clinical laboratory set their reference intervals of test items.

scholarly journals STUDENTS’ READING BASED-MAIN IDEAS ON PASSAGES AT THE SECONDARY EDUCATION

2020 ◽  
Vol 3 (2) ◽  
pp. 69-81
Author(s):  
Yogo Gandjarwati
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Reading Skills ◽  
Main Idea ◽  
Reading Skill ◽  
Average Score ◽  
Efl Students ◽  
Second Year ◽  
Score Result ◽  
Main Ideas

Reading comprehension is crucial skill for both English as a Second Language (ELS) and English as a Foreign Language (EFL) students. To develop the students’ reading  ability, the use of main idea of paragraphs in comprehending the passage  becomes an alternative solution to be used in teaching. This study is categorized as a Classroom Action Research (CAR). It was applied in use of main idea of paragraphs in comprehending the passage to improve the students’ reading skills. The population of the study is 36 students at the second year students of SMAN 1 Kauman. The instruments of the study consisted of reading test and questionnaries. Based on the research finding  that the students’ reading skill and their motivation were still low, as it was indicated in pre-study, the score result was under KKM or the average score is 65 ,55. Therefore, the researcher tried to apply  the use of reading based main ideas on coomprehending  passages to improve the reading skill. The writer found in the first cycle the average score is 77,00. The next cycle done by the writer repaired the strategy in teaching   reading through main idea of paragraphs. It was proved that the students’ score average is 80,22. They passed and got the better score than previous result.  It’s concluded that the use of main idea of paragraphs in comprehending the passage was able to improve the students’ reading skill. The students’ interest in reading comprehension through main idea of paragraphs is also good. It has shown  the result of questionnaire (83,33%).

scholarly journals The Knowledge and The Hydration Status of Junior Martial Art Athletes

2021 ◽  
Vol 13 (2) ◽  
pp. 164
Author(s):  
Ajeng Sindi Tirtasari ◽  
Kunjung Ashadi
Keyword(s):  
Female Athletes ◽  
The Body ◽  
Hydration Status ◽  
Multiple Choice Questions ◽  
Male Athletes ◽  
Youth Athletes ◽  
Martial Art ◽  
Significant Difference ◽  
Before And After ◽  
The Difference

The purpose of this study was to determine the adequacy of fluids in the body during training for youth athletes of martial arts. The research method uses descriptive quantitative. Data collection techniques were obtained from urine tests, interviews, and multiple choice questions on 10 athletes consisting of five male athletes and five female athletes of martial art with a maximum age criteria of 18 years. Data analysis techniques used mean, standard deviation, percentage, graph, normality, and different test Paired Sample T Test to find out the difference in the mean. Athletes' knowledge of hydration was in the moderate category and there was a significant difference (Sig. <0.05) in the average hydration before and after training by the Madiun Regency martial art athletes.  

scholarly journals Factors Influencing College-Level EFL Students’ Language Learning Strategies in Saudi Arabia

2017 ◽  
Vol 7 (1) ◽  
pp. 69 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Learning Strategies ◽  
Demographic Variables ◽  
College Level ◽  
Language Learning Strategies ◽  
Factors Influencing ◽  
Significant Difference ◽  
Efl Students ◽  
The Difference

This study investigated the factors that influence college-level EFL students’ Language Learning Strategies (LLS) in Saudi Arabia. A survey of 178 participants from different higher education institutions in Saudi Arabia was conducted. A Multivariate Analysis of Variance (MANOVA) was employed to identify the most frequently used LLS and to investigate the difference between students’ demographic variables and their use of LLS. The study’s results revealed that the majority of participants fell in the age category between (18-22) years old, were in their 4th year of college, were Saudi nationals, and majored in TESL/TEFL. The findings also showed that participants’ overall use of LLS was average (medium). The study investigated the six LLS among participants and revealed that Metacognitive Strategies were the most frequently used strategies while Affective Strategies were the least frequently used strategies. The results also indicated that there was an overall statistically significant difference in LLS based on participants’ gender. However, the findings found that age, college level, nationality, and major did not have any statistically significant effect on the six LLS.

scholarly journals Do Multiple Intelligences Improve EFL Students’ Critical Reading Skills?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Alaeddin Khaled Alqatanani
Keyword(s):  
Multiple Intelligences ◽  
Reading Ability ◽  
Reading Skills ◽  
Teaching Method ◽  
Potential Effect ◽  
Control Group ◽  
Critical Reading ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

This study examines the potential effect of a program based on multiple intelligences on improving the Jordanian tenth grade English as a Foreign Language (EFL) students’ critical reading skills in English. The researcher claims that multiple intelligences strategies have the potential to provide a suitable resource to empower the quality of TEFL in Jordan. The study follows a quasi- experimental design in which an experimental group and a control group were purposefully chosen from AzZarqa First Directorate of Education (Jordan). In the experimental group, 30 students were taught by multiple intelligences strategies and 29 students of control group were taught by the conventional teaching method as outlined in the teacher’s book. A pre-post achievement test was utilized. The findings reveal statistically significant differences at (α ≤ 0.05) between the two mean scores of experimental and control groups in the post- test in favor of experimental group. The study recommends to examine the effect of using multiple intelligences on EFL students’ achievement in other language skills and sub skills. A number of implications are put forth to enhance the students’ critical reading ability.

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