scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2021 ◽  
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2020 ◽  
Vol 11 (4) ◽  
pp. 328-350
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

scholarly journals The Use of Course Review Horray (CRH) Strategy to Promote Students' Self-Confidence in Learning Vocabulary

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 68-82
Author(s):  
Kamarudin Kamarudin ◽  
Tawali Tawali ◽  
Muhammad Muhlisin
Keyword(s):  
English Language ◽  
Control Group ◽  
Seventh Grade ◽  
Huge Number ◽  
Self Confidence ◽  
Post Test ◽  
Quasi Experimental ◽  
Speak Up ◽  
And Control ◽  
Experimental Group

This research aims at finding out whether Course Review Horray strategy has effect to promote students’ self-confidence in learning vocabulary at the seventh grade students of MA NW Senyiur Keruak Lotim or not. This research rises since the use of English vocabulary plays crucial roles of mastering English language. Students will gain a huge number of benefits in which they can cope with various vocabulary items. For instance; students will automatically convince their self to speak up fluently where they know much of variety of vocabulary. This phenomenon comes up along with students of MA NW Senyiur Keruak Lotim. This research was a quasi-experimental with two group pre-test and post-test design. The population was all the students of the seventh grade at MA NW Senyiur Keruak Lotim consisted of 74 students from 3 classes. The samples of this research were 2 classes consisted of 25 students each group.  The experimental group was treated by using Course Review Horray strategy and control group was using Engage Study and Activate Strategy. The instruments of collecting the data were vocabulary test and questionnaire. After the data analysis completed, it was found that the questionnaire of students’ percentage was 56% the students got qualification A as criteria Student master 90%-100% of all indicators, 24% students get qualification as B master 80%-89% of all indicators, 16% students get qualification as C master 65%-79% of all indicators, 4% students get qualification as D master 55%-64% and 0% students got qualification as E master 0%-54% of all indicators. The number of T-test score was (2.865) > T-table (2.011). So, Course Review Horray (CRH) has effect towards students’ self-condident in learning English vocabulary

scholarly journals The Effect of Swain's Push Out Hypothesis on Promoting Jordanian Language Learners' Reading Performance

2017 ◽  
Vol 7 (1) ◽  
pp. 73
Author(s):  
Abeer Al-Ghazo
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
English Language ◽  
Reading Performance ◽  
Control Group ◽  
Comprehension Test ◽  
Post Test ◽  
Efl Students ◽  
Push Out ◽  
Experimental Group

The present study investigates the effect of push out hypothesis in language acquisition that is based on Swain’s push out hypothesis (1985) on promoting Jordanian language learners' reading performance. The sample of the study consists of two classes of English reading comprehension  Course , Level one with 60 EFL students, 30 in the control group and 30 in the experimental group. Those students were belonging to the Department of English Language and Literature. The researchers choose the reading texts from reading comprehension course which was published by Macmillan Education LTD, intermediate level (2001). The researchers construct a multiple-choice reading comprehension test to assess the students reading comprehension. The participants in the two groups took a vocabulary test and an achievement reading comprehension test as a pre-test  in order to be sure that the participants formed a homogenous sample. The experimental group underwent a treatment based on Swains’ push out task, while the control group did not receive any treatment. Then, Proper statistical analyses were used to analyze the results. The scores of control and experimental group were compared at the end of the treatment period. The results reveal that the scores of the experimental group on the post-test were significantly higher than those of the control group. These results prove that teaching on the basis of the Swains’ push out hypothesis was successful to develop the students’ reading comprehension as well as their performance.

scholarly journals THE EFFECTIVENESS OF TED TALKS TOWARDS STUDENTS’ PROFICIENCY LEVEL

2019 ◽  
pp. 296-304
Author(s):  
Azureen Abd Aziz ◽  
Suhaila Ngadiron
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Teaching Method ◽  
Private University ◽  
Control Group ◽  
Proficiency Level ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Ted Talks

Proficiency has become a crucial aspect of learning the English language. The aim of this study is to find out the effectiveness of using English videos from TED talks towards students’ proficiency level. This study employed a quantitative research design. To fulfill this purpose, 50 diploma students were selected from a private university in Negeri Sembilan. These participants were then divided into two equal groups of experimental and control. A graded presentation was administered as a pre-test for both groups prior to the treatment. There were three sessions of presentations conducted with both groups in which the experimental group watched the TED talks and the control group underwent the traditional teaching method. After the sessions, post-test was given to both groups. The scores of both tests were collected and analyzed using descriptive statistics. Results revealed that the experimental group experienced improvement in their speaking compared to the control group. Few recommendations are presented based on the research findings.

scholarly journals The Effect of Using Interactive Whiteboard on Third-Grade Students' Achievement Average at Cognitive Levels (Remembering, Understanding, Applying, Analyzing, Evaluation) in the Full Blast Series

2017 ◽  
Vol 1 (11) ◽  
Author(s):  
Hamidi bin Salem bin Hamid AlHarbi - Ahmed bin Zaid AlMassad
Keyword(s):  
English Language ◽  
Interactive Whiteboard ◽  
Third Grade ◽  
Control Group ◽  
Third Grade Students ◽  
Cognitive Levels ◽  
Application Analysis ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this study was to investigate the effect of Interactive Whiteboard on the development of the achievement of the third grade students at the levels of cognitive field (remembering, understanding, application, analysis, evaluation) in the Full Blast series of English language. (60) students were divided into two groups, one experimental and the other controlling. The 30-student experimental group was taught using the Full Blast book, while the control group (30) was taught in the traditional way. The post-test was applied to both groups (experimental and control) , Such as T test, to calculate the parity between the two groups, and compare them. The study found that there were statistically significant differences between the average scores of the control group (the students who studied the traditional method) and the experimental group scores (students who studied using the interactive book) at the levels of understanding, remembering, evaluation, analysis and application. Experimental.

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.

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners’ Vocabulary Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 96
Author(s):  
Fatemeh Enayati ◽  
Abbas Pourhosein Gilakjani
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. The objective of current investigation is to examine the effect of CALL on Iranian intermediate learners’ vocabulary learning. The researchers used Tell Me More (TEM) software for this objective. This investigation used Preliminary English Test (PET) as a standardized measurement to seek the level of the subjects in terms of language proficiency. Then, the researchers assigned the participants into two groups: experimental group and control group. Experimental group included 31 EFL students and control group involved 30 EFL students. 80 items were administered as pre-test to evaluate the participants’ previous knowledge of English in respect to the vocabularies. The researchers taught the students of both groups for 12 sessions. The TEM software was used as treatment in experimental group and the control group received no treatment. The taught words were the same in both groups. After 12 sessions, the 65 items were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. The data were analyzed through running the Independent sample t-test. The results of post-test showed that the participants of experimental group outperformed the control group and had positive attitudes towards CALL. The results of this study may be useful for EFL teachers, EFL learners, and syllabus designers.

scholarly journals Creative Writing from Theory to Practice: Multi-Tasks for Developing Majmaah University Students' Creative Writing Competence

2019 ◽  
Author(s):  
Faiza Abdalla Elhussien Mohammed
Keyword(s):  
Creative Writing ◽  
English Language ◽  
Language Teachers ◽  
Control Group ◽  
Main Research ◽  
Significant Difference ◽  
English Major ◽  
And Control ◽  
Writing Competence ◽  
Experimental Group

This research investigates the efficiency of applying creative writing multi-tasks in developing level 4 female English major students’ creative writing competence. The study conducted for 12 weeks in 2018- 2019 academic year, in Zulfi College of Education, Majmaah University, Kingdom of Saudi Arabia (KSA). The sample consists of 64 female students divided equally into two groups: experimental and control groups. The experimental group studied an advanced college writing course supported by the creative writing multitasks designed by the researcher. A group of pre and posttest design was applied in the study. When the pre and posttest’s scores of the experimental group were analyzed and compared, it was detected that there was a statistically considerable difference in the pre- and posttest scores, in favor of posttest’s score. Also, it shows that there was a significant difference in the mean scores of the experimental and control group posttest’s scores, favoring the experimental group posttest’s score. These results prove the main research hypothesis: Creative writing multi-tasks have a significant impact on developing the experimental group’s creative writing competence, compared to the control group. The findings indicate that using creative writing multitasks has a positive effect on developing the students’ creative writing competence in both fiction and nonfiction essays. It is recommended for English language teachers to adopt similar creative writing multitasks when teaching writing skill.

scholarly journals Posters in Vocabulary Learning

2020 ◽  
Author(s):  
Hanan Dhia Alsalihi
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Essential Element ◽  
Control Group ◽  
Control Groups ◽  
Chi Square ◽  
Post Test ◽  
Group B ◽  
And Control ◽  
Experimental Group

An essential element in English as a foreign language (EFL) learning is vocabulary. There is a big emphasis on learning the new words' meaning from the books or inside classrooms. Also, it is a major part of language teaching as well as being fundamental to the learner but there is a big challenge in vocabulary instruction due to the weak confidence by teachers in selecting the suitable practice in teaching vocabulary or they sometimes unable to specify a suitable time for it during the teaching process. The major aim of this study is to investigate the value of posters in vocabulary learning on the 2nd grade students at Halemat Alsaadia High School in Baghdad – Iraq. It hypothesized that there are no statistically significant differences between the experimental and control groups' scores in the post-test. Participants were randomly assigned to two groups out of four groups. Group A which represents the control group are taught without using posters, and group B which represents the experimental group is taught by using posters. The whole number of participated students is 62 students. The control group is (32) , and the experimental group is (30) students. Students were subjected to pre and posttests. The researcher used the T-test for two independent samples to know the equivalent between the experimental and control groups in the pre-test. The researcher used chi-square to find out statistically significant differences between the experimental and control groups' variables of mothers and fathers' academic achievement. The results of the post-test shown that there are differences between the experimental and control groups for the favor of the experimental group. It is concluded that teaching vocabulary by using posters proved to be more useful for the students of Intermediate school than through taught without using posters. This adequacy of using posters is clear on developing both memorizing and written achievement. The present study suggests that English teachers in Iraq need to activate their students' minds and memorization through using posters and recommends that other researchers to research the effectiveness of Facebook and social media in increasing English language vocabulary learning.

scholarly journals APPLYING DEBATE TECHNIQUE WITH REBUTTAL TYPE IN SPEAKING CLASS: PRACTICES AND IMPACTS

2019 ◽  
Vol 6 (1) ◽  
pp. 32-37
Author(s):  
Intan Vandani
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Experimental Design ◽  
Learning Activities ◽  
Control Group ◽  
Vocational High School ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

This study aimed at investigating the roles of debate technique with rebuttal type in a speaking class setting. It was motivated by the fact that EFL students tend to be passive in speaking activities in the classrooms. This present study applied quasi-experimental design by involving two groups of students: the experimental group and control group in which each group consisted of 35 students of a vocational high school in Malang, Indonesia.  The findings suggest that the use of debate technique with rebuttal type empowers the learning activities to be more effective and interesting. It provides the issues in the pubic area and increases the critical thinking of the students. The implications and suggestions were also discussed. Keywords: debate technique, rebuttal type, speaking skills, critical thinking

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