scholarly journals Towards a Moodle-based assessment of Algerian EFL students’ writing performance

2021 ◽  
pp. 231-248
Author(s):  
KAMILA GHOUALI ◽  
RAÚL RUIZ-CECILIA
Keyword(s):  
Foreign Language ◽  
Control Group ◽  
First Year ◽  
English Department ◽  
Writing Performance ◽  
Teaching Support ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation.

scholarly journals The Effect of Vocabulary and Dictation ESP programme on Iraqi Students’ Achievement at College of Physical Education for Women

2017 ◽  
Vol 220 (1) ◽  
pp. 25-42
Author(s):  
Assist. Prof. Dr. Baan Jafar Sadiq
Keyword(s):  
Physical Education ◽  
Foreign Language ◽  
English Teachers ◽  
Control Group ◽  
First Year ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

    The research is an attempt to investigate experimentally the effect of vocabulary and dictation ESP programme on Iraqi students’ achievement at College of Physical Education for Women. The learners have to know what a word means and what it look like.  These are obvious aspects in teaching foreign language and teachers need to make sure that both these aspects are accurately learned.     The sample of the present research is (46) students of first year stage, College of Physical Education for Women, University of Baghdad. At the academic year 2012- 2013.      It is hypothesized that there are no significant differences between the experimental group taught ESP by vocabulary and dictation programme (Sadiq ,2012) and control group taught ESP with traditional English Course (Sadiq, 2010)  in pre and post tests.      To fulfill the aim of the research an experiments has been designed with two groups of students chosen randomly.  Both groups were matched in the subjects’ achievement in English for previous academic year (2011-2012).  Both groups have tested in pre and post tests. The experiment lasted nine weeks.     After analyzing the results statistically, it has been found that there are significant differences between the two groups in pre- test as well as post test. This indicates that using the vocabulary and dictation programme is more effective in teaching these two skills. Accordingly, the null hypotheses have been rejected.     Finally, English teachers at College of Physical Education are recommended to use the programme to improve the students’ achievement in vocabulary and dictation skills.

scholarly journals The Effectiveness of an Engaging Program to Reduce Saudi Female University EFL Students’ Foreign Language Anxiety and to Enhance Their Motivation to Learn English at Taif University

2016 ◽  
Vol 8 (1) ◽  
pp. 92 ◽  
Author(s):  
Nasrah M. Ismail
Keyword(s):  
Foreign Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Future Research ◽  
Control Group ◽  
Classroom Activities ◽  
Post Test ◽  
Efl Students ◽  
Attitude And Motivation ◽  
Experimental Group

<p>Teaching a language is a complex but interesting process. It involves teacher, learner, curriculum, and learning environment. Also this process is affected by certain social, cultural and psychological factors. This study is aimed at investigating the effectiveness of a proposed program for developing EFL learners’ engagement in learning English. The sample of this study consisted of 103 females (M = 19.260, SD = 0.876 years), it was divided into two groups; the experimental group consisted of 53 girls and the control group consisted of 50 girls. Students’ engagement was measured by the Handelsaman, Briggs, Sullivan, and Towler (2005) questionnaire, while their foreign language anxiety was measured by the Horwitz, Horwitz and Cope (1986) questionnaire. Students’ motivation was measured by Gardner’s (1985) Attitude and Motivation Test Battery (AMTB). The research applied continued for three months which included the proposed program. The data proved that there were statistically significant differences between the experimental group and the control group on the post-test of the engagement questionnaire, the foreign language anxiety scale as well as the students’ motivation dimensions, showing a significant increase in students’ engagement and motivation in favor of the experimental group. The findings also indicated that there were statistically significant differences between the pre-test and post-test results for the experimental group on the students’ engagement and motivation. This shows that the experimental group had an increase in skills after having participated in the program as seen on the post-test. In light of these results, the study provides a number of procedural recommendations that may contribute to raising the degree of the importance of students’ engagement and motivation training for the students with foreign language anxiety. The paper concludes that more training should be given in using all engagement activities by embedding them in regular classroom activities. Suggestions are offered for future research.</p>

scholarly journals A Video-driven Approach to Promoting Pragmatic Development in the Context of English as a Foreign Language

2020 ◽  
Author(s):  
Nuha Abdullah Alsmari
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Quantitative Methods ◽  
Pragmatic Competence ◽  
Control Group ◽  
Pragmatic Development ◽  
Qualitative And Quantitative Methods ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

While pragmatic competence has proven to be teachable over the past three decades, determining the most appropriate and effective approach to facilitating English as a foreign language (EFL) students’ pragmatic development is still a central concern for researchers of interlanguage pragmatics (ILP). An investigation into the effects of video-driven prompts on less-studied and more complex teaching speech acts, such as complaints, will significantly supplement the inconclusive results of pragmatic interventional studies in foreign language contexts. To this end, the present study aims to investigate the effects of metapragmatic instruction on English complaints through the implementation of video-driven prompts to raise Saudi female EFL students’ awareness of the pragmalinguistic and sociopragmatic aspects associated with the production of appropriate and accurate target-like complaints during one academic semester. Both qualitative and quantitative methods were used to collect data from 62 English majors, assigned to an experimental group (n = 31) and a conventional group (n = 31), at Prince Sattam bin Abdulaziz University, Saudi Arabia. To elicit the required data, a proficiency test and pre-/post-test written discourse completion tests (WDCT) were distributed among participants. The results of the post-test demonstrated significant improvement in participants’ pragmalinguistic and sociopragmatic skills in the production of English complaints. The experimental group immensely outperformed the control group due to their exposure to authentic, contextualized video excerpts. The study supports the teachability of complaints as well as the benefits of incorporating metapragmatic awareness tasks based on contextually authentic input, which can, in turn, accelerate EFL students’ ability to produce pragmatically appropriate and accurate target-like complaints.

scholarly journals EFFECTS OF EXTENSIVE READING ON EFL LEARNERS’ WRITING PERFORMANCE

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Vo Thi Thuy Duong ◽  
Nguyen Huynh Trang
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Extensive Reading ◽  
Writing Performance ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Reading Materials ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

<p>Extensive Reading (ER) is considered as a good learning technique to enhance every skill in language learning. It is considered to assist the improvement of other skills of language learners especially English as a Foreign Language (EFL) leaners. This study is designed to evaluate the effectiveness of ER on EFL learners’ writing performance and to identify the EFL learners’ attitude towards the effects of ER on writing performance. The study recruited a group of 59 non-English majors at a public university in Vietnam. The participants were divided into two groups, i.e., experimental group and control group. The participants in the experimental group were assigned extensive reading materials as their homework to support their learning of writing meanwhile the participants in the control group were guided to write without the support of extensive reading materials. To check the differences of the participants’ writing ability before and after the intervention, pre-test and post-test were employed. A questionnaire was also delivered to the experimental group after the treatment. The results from the tests revealed that ER supported EFL learners in their writing performance. The experimental group had more significant enhancement. The results obtained from the questionnaire also indicated that the EFL learners had positive attitudes towards the use of extensive reading materials provided in their writing learning process. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 115-131
Author(s):  
Ahsin Fahmi Mubarok ◽  
Bambang Yudi Cahyono ◽  
Utari Praba Astuti
Keyword(s):  
Flipped Classroom ◽  
Cognitive Styles ◽  
Control Group ◽  
Writing Achievement ◽  
Field Independent ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.

scholarly journals The Effects of Teacher’s Use of Interactional Strategies on EFL Students’ Speaking Performance

2021 ◽  
pp. 152-166
Author(s):  
Nguyen Thanh Nha ◽  
Phuong Hoang Yen
Keyword(s):  
Foreign Language ◽  
Control Group ◽  
Oral Performance ◽  
Practical Applications ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Speaking Performance ◽  
Experimental Group

This paper reports an experimental study to investigate whether Interactional Strategies (ISs) have any significant effects on English as a Foreign Language (EFL) students’ speaking performance. The study is defined as amixed-method research with two research instruments namely speaking tests and semi-structured interviews.Twenty-five participants were divided into 2 groups namelya control group and an experimental group. Theintervention was implementedfor ten weeks. The findings show that there was no significant difference about speaking performance between the control group and the experimental group although there was a significant difference in oral performance mean score of the pre-test and post-test given to both groups. Moreover, the majority of the participants in the experimental group held positive attitudes toward the teacher’s use of ISs in improving their speaking performance. Implications for practical applications of Interactional Strategies are also presented.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

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.

Electronic texts or learning through textbooks: An experimental study

ReCALL ◽  
2004 ◽  
Vol 16 (2) ◽  
pp. 539-557 ◽  
Author(s):  
NINETTE CARTES-ENRIQUEZ ◽  
M. I. SOLAR RODRIGUEZ ◽  
R. QUINTANA LETELIER
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Cognitive Strategies ◽  
Control Group ◽  
Computer Lab ◽  
Electronic Texts ◽  
Post Test ◽  
Search For Information ◽  
Experimental Group ◽  
Traditional Class

This is an experimental study in the area of Didactics applied to the learning of English as a foreign language and complemented by CALL. The main objective of this work is to know the degree of incidence existing between two groups of students: one, based on conference-style classes where students, guided by the teacher, have to search for information about a topic in the computer lab and present it in front of the class and, in the other, where students are taught by the teacher according to a printed text. The experimental design consisted of a pre-test/post-test plus the application of different techniques to develop the different linguistic and cognitive strategies, between these tests. The methodology used by the Experimental Group forced learners to generate their own knowledge, so they had to apply the information and work by themselves in Workshops; and the Control Group participated in the classroom according to the communicative approach, guided by the teacher in the traditional class. Statistics were applied to the scores obtained between both tests, and the scores obtained weekly in the different competences contributed to knowing whether there were significant differences between both groups.

OP08 Levels and sources of stress reported by first year paramedic students associated with their first ambulance placement

2021 ◽  
Vol 38 (9) ◽  
pp. A4.2-A4
Author(s):  
Matthew Warren-James ◽  
Julie Hanson ◽  
Belinda Flanagan ◽  
Mary Katsikitis ◽  
Bill Lord
Keyword(s):  
Death And Dying ◽  
Educational Interventions ◽  
Fear Of Failure ◽  
Anxiety And Depression ◽  
Control Group ◽  
First Year ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

BackgroundWhilst there is evidence to suggest paramedics experience significant stress when working in the ambulance setting little is known about the experiences of first year paramedic students. This research aimed to: (i) identify whether levels of stress, anxiety and depression experienced by first year paramedic students changed after ambulance placement compared to a control group, and (ii) identify the main perceived and actual sources of stress around ambulance placement.MethodsA before-and-after quasi-experimental design was used to compare whether the experience of ambulance placement altered the levels of stress, anxiety and depression in an experimental group that attended an ambulance placement (n = 20) and the control group who did not (n = 10). Online surveys encompassing the Depression, Anxiety and Stress Scale (DASS-21) and qualitative questions about sources of stress were concurrently deployed to both the experimental and control groups before and after the ambulance placement. Participants were first year paramedic students working in Queensland Ambulance Service, Australia.ResultsThere was a significant reduction in levels of stress in participants after undertaking their first ambulance placement (Mdn = -4.00) when compared to a control group (Mdn = 0.00), U = 52.5, p = .035, n2 = 0.15. Responses to survey questions suggest anticipation about experiencing death and dying of patients was the most frequently reported stressor of student paramedics before undertaking ambulance placements, however insecurity about knowledge, competence and fear of failure was the most frequently experienced stressor reported after completing ambulance placements.ConclusionsThe findings from this study suggest that the fear of the unknown may be worse than the reality. Anticipatory stress is the foremost problem for first year paramedic students attending their first ambulance placement. Placement pre-briefing should focus on educational interventions to build knowledge and skills competency to reduce stress levels and fear of failure.

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