scholarly journals UTILIZING STRATEGY-BASED INSTRUCTION ON THE EFL LISTENING ACHIEVEMENT: A QUASI- EXPERIMENTAL STUDY

2020 ◽  
Vol 7 (2) ◽  
pp. 371-386
Author(s):  
Ika Hidayanti ◽  
Eko Suhartoyo ◽  
Kurniasih Kurniasih
Keyword(s):  
Strategy Choice ◽  
Control Group ◽  
Test Analysis ◽  
Efl Learners ◽  
Listening Skill ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Successful Students ◽  
Experimental Group ◽  
Better Than

  The current study aims at investigating the effectiveness of using strategy-based instruction on the student’s listening achievement. This research applied quasi-experimental design, and the instruments were pretest and posttest. Both tests were about putting the pictures in order and form completion.  Prior to strategy choice, this study utilized Posteriori Taxonomy of Strategies of Learning English Listening Skill (Zuhairi & Hidayanti, 2014) especially focusing on the use of eight strategy categories deployed by successful students (Hidayanti & Umamah, 2018). Gaining the result from Independent t-Test analysis, it was found out that the experimental group outperformed better than their counterparts in control group. Thus, Strategy-based instruction plays important role to enhance and improve the EFL learners’ listening skill. 

scholarly journals Development of Responsive Writing Ability: the Chance Virtual Instruction Creates

2014 ◽  
Vol 5 (3) ◽  
pp. 881-889
Author(s):  
Gholam-Reza Abbasian ◽  
Atiyeh Zeinalian Bafandeh
Keyword(s):  
Control Group ◽  
Writing Ability ◽  
Efl Learners ◽  
Written Responses ◽  
Foreign Language Learners ◽  
Virtual Instruction ◽  
Quasi Experimental ◽  
Effective Role ◽  
Based Instruction ◽  
Experimental Group

The ability to write and respond in a formal manner is an important skill in different areas. It has been seen that learners have problem with how to write and/or to respond in a formal manner. Being a quasi-experimental study, this study investigated the opportunities virtual instruction creates for the development and assessment of English responsive writing ability. The underlying premise was that virtual instruction, i.e., e-learning, can assist foreign language learners in the development of their general responsive writing ability. However, the role of instructional setting could not be so easily overlooked. So, the purpose of the present study was to recognize if there is any difference between EFL and ESL learners general responsive writing ability. In order to meet the objectives, 60 learners, divided into ESL and EFL groups, participated in this study. The ESL group consisted of 20 participants and 40 EFL learners were divided into two groups; one as the experimental group which received virtual instruction, while the other as the control group received class-based instruction. The study employed a process of exchanging emails in order to trace responsive writing ability development. Findings indicate that virtual instruction as far as the responsive writing ability was concerned, has an effective role in enhancing the learners written responses. Furthermore, these findings also show that the learners of the two EFL and ESL experimental groups significantly outperformed the EFL Control group, though the EFL experimental group outperformed both ESL and control groups. The findings also indicate that the EFL learners development depends on the researchers responsive written feedback.

scholarly journals The Effectiveness of Using the Lexical Approach to Developing Ethiopian EFL Learners’ Vocabulary Competence

HOW ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 69-93
Author(s):  
Addisu Sewbihon-Getie
Keyword(s):  
Vocabulary Knowledge ◽  
Control Group ◽  
Instructional Approach ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Lexical Approach ◽  
Experimental Group

This study investigated the effects of teaching vocabulary through the lexical instructional approach in EFL intermediate level students. Ninety-five (95) students participated in a non-equivalent pre-test-post-test quasi-experimental design study. The participants were given vocabulary competence pre-test in order to check their homogeneity in terms of their vocabulary knowledge. Then, following the similitude of the results they scored, the participants were randomly assigned as experimental group and the control group. For sixteen (16) weeks, the experimental group was taught by providing students with chunks and/or collocates of words through using collocation dictionaries, concordance programs, chunk-for-chunk translation activities, and corpus-based activities etc. Whereas, the control group was taught the new words in isolation with conventional teaching techniques; for example, translation at single word level, synonyms, antonyms, and definitions. After the instructional intervention, both groups participated in a vocabulary competence post-test. The Statistical Package for Social Science (SPSS) software version 22 was employed to analyse the results. In this regard, an independent Samples T-test was run and the findings of the study showed that the experimental group outperformed the control group in the post-test which implies that teaching vocabulary with a lexically-based instruction can improve EFL learners’ vocabulary competence or knowledge. Furthermore, the study results suggest that the lexical instructional approach should be the focus of future experimental research.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Make a Match untuk Meningkatkan Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Non Elekrolit di Kelas X Madrasah Aliya DDI Lonja

2018 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Muslimah Muslimah ◽  
Kasmudin Mustapa ◽  
Ratman Ratman
Keyword(s):  
Standard Deviation ◽  
Cooperative Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Better Than

This research describes the differences of student’s learning with the application of cooperative learning type make a match in the electrolyte and non-electrolyte at the X grade student’s of the Madrasah Aliya DDI Lonja. This research used quasi experimental with non randomized pretest-posttest control group design. This research was conducted with two groups: XA as the experimental (n=21) XB as the control group (n=18). The data findings means score of experimental group (X1) is 70,5 with the standard deviation 9,6 and the control group (X2) is 62.0 with the standard deviation is 6. Based on the results, the researcher concludes cooperative learning type make a match has better than control class that used conventional learning model.

scholarly journals Self-directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability

2018 ◽  
Vol 11 (12) ◽  
pp. 58 ◽  
Author(s):  
Fatemeh Giveh
Keyword(s):  
Reading Comprehension ◽  
Theory And Practice ◽  
Control Group ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Directed Learning ◽  
L2 Instruction ◽  
Experimental Group

The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners’ L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners’ L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.

scholarly journals Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

2018 ◽  
Vol 8 (5) ◽  
pp. 181
Author(s):  
Sajad Shafiee ◽  
Fahimeh Talakoob ◽  
Mina Fatahi
Keyword(s):  
Design Research ◽  
Dynamic Assessment ◽  
Active Role ◽  
Control Group ◽  
Control Group Design ◽  
Efl Learners ◽  
Proper Form ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Dynamic assessment has been widely used in educational literature over the past two decades. The present study aimed at investigating the effect of using dynamic assessment on teaching the rhythm of English to Iranian EFL learners and scrutinizing their attitudes towards it. The participants of the study were 30 Iranian EFL leaners at the intermediate level of proficiency, who were conveniently selected from a foreign language institute in Isfahan, Iran. In order to achieve the objectives of the study, the participants were divided into two homogenous groups, including the experimental group and control group. In this quasi-experimental, pretest-posttest-control-group-design research study, the control group followed traditional method of learning pronunciation and rhythm, while dynamic assessment approach was used to teach the same materials to the experimental group. In contrast to the control group, the experimental group took an active role in the classroom by having more interaction and using the ongoing hints and prompts provided by the teacher. The result of the posttest unfolded that there was a significant difference between the performances of the two groups, and that the experimental group participants managed to outperform the control group members on the pronunciation posttest. Moreover, based on the attitude questionnaire, EFL learners had grown a positive attitude towards the use of dynamic assessment to learn rhythm. The results of this study demonstrated that through the implementation of DA, the proper form of mediation could be provided to the learners regarding their ZPD.

scholarly journals The Effect of Using Approximation and Appealing for Help Techniques on Learning Speaking Skill among Iranian Intermediate EFL Learners

2017 ◽  
Vol 8 (6) ◽  
pp. 1195
Author(s):  
Islam NamazianDoost ◽  
Asadallah Hashemifardnya ◽  
Nasrin Panahi
Keyword(s):  
Target Population ◽  
Role Playing ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
Post Hoc ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study examined the effects of using approximation and appealing for the help techniques on learning speaking skill among Iranian intermediate EFL learners. First sixteen participants out of 120 were chosen for the target population. The participants were then randomly assigned to three equal groups- two experimental groups and one control group. The groups were pretested by a speaking pre-test. Regarding the treatment, the experimental groups were taught by using the communicative approach techniques including approximation and appealing for the help. One experimental group received instruction on how to appeal for the help if their competence cannot come up with the exact word. The other experimental group received instruction on how to compensate failure in conversation by using approximate words. For example, in case of forgetting the exact word they used an approximate word or phrase like using "boat" instead of "ship" or "pipe" for "water pipe". However, the participants in the control group received traditional activities in learning speaking such as question and answer, topic discussion, dialogs and role playing. The treatment took 10 sessions of 45 minutes each under the guidance of the supervisor. Then, the control group and the experimental groups took the post-test of pet. After collecting the data, they were analyzed through using One-way Anova and Post-hoc Scheffe Test- Multiple Comparisons. The findings showed that both experimental groups outperformed than the control group. The results showed that those students who received appealing for the help treatment were better than approximation group and control group.

scholarly journals A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

2019 ◽  
Vol 5 (2) ◽  
pp. 10-25
Author(s):  
Ghuzayyil Mohammed Al-Otaibi
Keyword(s):  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Spoken English ◽  
Post Test ◽  
Quasi Experimental ◽  
The Common ◽  
Mind Maps ◽  
Experimental Group

English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.

scholarly journals Pelatihan Neuro Linguistic Programming (NLP) untuk Meningkatkan Kepercayaan Diri

2018 ◽  
Vol 6 (1) ◽  
pp. 40-51
Author(s):  
Nur Khumaidatuz Zahro
Keyword(s):  
Sampling Technique ◽  
Control Group ◽  
Research Subjects ◽  
Test Analysis ◽  
Self Confidence ◽  
Sample Test ◽  
Quasi Experimental ◽  
Data Collection Technique ◽  
Experimental Group ◽  
Confidence Scale

Abstract    This study aims to examine the effectiveness of NLP (Neuro Languistic Programming) training in increasing adolescent self-confidence. This study uses an experimental approach with a quasi-experimental research design. The research subjects were taken by purposive sampling technique with the condition of low self-confidence. The data collection technique used is the confidence scale. Data analysis techniques used in this study used the analysis of independent sample test using Mann-Whitney. The results of the study based on the Independent Sample Test analysis obtained t value of 6.439 with a significance of 0.000 (p <0.05). This shows that the respondents' confidence varies significantly. So it is known that the mean of the experimental group is higher than the control group (36.04> 12.96). This shows that NLP (Neuro Languistic Programming) training is effective significantly to increase the confidence of adolescents who experience self-confidence barriers.                 Keywords: NLP training, self-confidence, education level 

scholarly journals Effectiveness of a Romanised Mandarin Web-based Instruction in Teaching Writing and Reading Skills at Word Level for Non-native Learners

2011 ◽  
Vol 2 (5) ◽  
pp. 243-248
Author(s):  
Lim Soo Giap
Keyword(s):  
Reading Skills ◽  
Future Research ◽  
Control Group ◽  
Learning Material ◽  
Web Based ◽  
Word Level ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Experimental Group ◽  
Better Than

The time allocated to teach the sound system of Hanyu Pinyin in Universiti Teknologi MARA (UiTM) is insufficient for learners. Hence, it is suggested a web-based instruction incorporate into the curriculum as a self-learning material for learners to enable them to manage their learning process in the absence of instructor.The objective of this paper is to assess the effectiveness of utilizing Guru Hanyu Pinyin web based instruction as a teaching tool for non-native speakers in improving the writing and reading skills at disyllabic word level in Hanyu Pinyin. The study compares the academic achievements for Hanyu Pinyin of two different groups of students whereby the experimental group adopts the webbased instruction and the control group adopts the traditional approach as the mode of learning. This research is targeted on first year elementary level Mandarin students at UiTM Penang campus. The research sample has been selected through stratified random sampling. The findings for writing of disyllabic words showed that the mean score of the experimental group is better than the control group but there is no significant statistical difference between them. At the same time, the findings also indicate that the experimental group, which was using this Guru Hanyu Pinyin web-based instruction, is performing better than control group in term of reading skill. As the result, the students from experimental group can read the pronunciation of initials and finals better. This paper also discusses some limitations that were discovered during the research and proposes some recommendations for future research.

scholarly journals Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners

2016 ◽  
Vol 21 (5) ◽  
pp. 589-608 ◽  
Author(s):  
Yukie Saito ◽  
Kazuya Saito
Keyword(s):  
Second Language ◽  
Empirical Support ◽  
Control Group ◽  
Efl Learners ◽  
Word Stress ◽  
Japanese Learners Of English ◽  
Wh Questions ◽  
Based Instruction ◽  
Japanese Learners ◽  
Experimental Group

The current study examined in depth the effects of suprasegmental-based instruction on the global (comprehensibility) and suprasegmental (word stress, rhythm, and intonation) development of Japanese learners of English as a foreign language (EFL). Students in the experimental group ( n = 10) received a total of three hours of instruction over six weeks, while those in the control group ( n = 10) were provided with meaning-oriented instruction without any focus on suprasegmentals. Speech samples elicited from read-aloud tasks were assessed via native-speaking listeners’ intuitive judgments and acoustic analyses. Overall, the pre-/post-test data showed significant gains in the overall comprehensibility, word stress, rhythm, and intonation of the experimental group in both trained and untrained lexical contexts. In particular, by virtue of explicitly addressing first language / second language linguistic differences, the instruction was able to help learners mark stressed syllables with longer and clearer vowels; reduce vowels in unstressed syllables; and use appropriate intonation patterns for yes/no and wh-questions. The findings provide empirical support for the value of suprasegmental-based instruction in phonological development, even with beginner-level EFL learners with a limited amount of second-language conversational experience.

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