scholarly journals Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Imtiaz Hassan Taj ◽  
Fatimah Ali ◽  
Muhammad Aslam Sipra ◽  
Waqar Ahmad
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Reading Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Tertiary Level ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

The study investigated the impact of the affordance of computer assisted language learning (CALL) and mobile assisted language learning (MALL) on EFL reading comprehension at tertiary level. Pre-formed intact groups were used to conduct this quasi-experimental study. It used a pretest and post-test control group design. The participants were 122 first year university students. Computer-based reading comprehension exercises were used as intervention that lasted for six weeks. Vocabulary was pre-taught through WhatsApp. Post-test results of the reading comprehension achievement test revealed that the treatment group outperformed their counterparts in the control group. The results indicate the significance of technology incorporation in language learning process. The study shows the effective use of technology in EFL reading instruction. It works best when integrated in the instructional scheme. Results of the study also suggest that freely available technological resources can be used to create a conducive reading environment. The study needs to be replicated with bigger sample and longer period of intervention for more accurate results.

scholarly journals Mobile-Assisted Task-Based Language Learning, Writing Competency, And Motivation

2020 ◽  
Vol 9 (1) ◽  
pp. 119
Author(s):  
Adelina Kartika Dewi ◽  
Ni Made Ratminingsih ◽  
Made Hery Santosa
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Writing Motivation ◽  
Writing Competency ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
One Way Anova

This quasi-experimental study aimed at investigating the effect of mobile-assisted task-based learning on students’ writing competency and students’ motivation in writing. Post-test only control group design was employed in this study. The experimental group was taught by mobile-assisted task-based learning while the control group was taught by non mobile-assisted task-based learning. A writing post-test and questionnaire were used to obtain the data and were analyzed using one-way ANOVA and MANOVA. The findings of the study revealed that (1) there was a significant effect of Mobile-assisted Task-based Learning on the students’ writing competency; (2) there was a significant effect of Mobile-assisted Task-based Learning on the students’ writing motivation; and (3) there was a simultaneous effect of Mobile-assisted Task-based Learning on the students’ writing competency and students’ motivation in writing. This study concluded that the use of mobile devices as a medium in the learning process is effective to enhance the students’ writing competency and increase students’ motivation in writing.

The Impact of Using VAKT Strategy on Oral Reading and Reading Comprehension Skills of Elementary Students with Dyslexia

2021 ◽  
Vol 20 (2) ◽  
pp. 121-136
Author(s):  
Ayed H. Ziadat
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Style ◽  
Oral Reading ◽  
Sampling Technique ◽  
Arabic Language ◽  
Reading Level ◽  
Control Group ◽  
Quasi Experimental ◽  
The Impact

Dyslexia is a learning disability associated with a deficiency of spell, read, write, and recognize words. The key purpose of the study was to examine the desirable enhancing of oral reading and reading comprehension levels by testing the advantage of Visual, Auditory, Kinesthetic, and Tactile (VAKT) strategy on oral reading and reading comprehension among students with dyslexia registering at the governate source classroom. The study adopted a Quasi-experimental approach with the design of control and experimental groups and two measurement phases (pre and post-tests). The study assessed oral reading and reading comprehension levels by the diagnostic scale of Arabic language Basic skills. Thirty-nine subjects were drawn using the purposive sampling technique (control N=19 and experimental N=20), and the intervention VAKT technique was used for third-grade students with dyslexia for one semester consecutively followed by the post-assessment. The results revealed that the control group showed enhancement in comprehension reading and oral reading level, but less significant than the experimental group. Thus, VAKT is a sufficient approach to advance the comprehension reading and oral reading levels of students with dyslexia. The study findings contribute to motivating VAKT strategy using for students representing dyslexia for the sake of reading learning. Further, the study contributes to implementing VAKT in Arabic language learning settings. The researcher recommends considering learning style, motivation, and settings in future studies.

scholarly journals The Impact of Podcasts on EFL Students’ Listening Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 122 ◽  
Author(s):  
Tryanti R. Abdulrahman ◽  
Nonny Basalama ◽  
Moh. Rizky Widodo
Keyword(s):  
High School Students ◽  
Listening Comprehension ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than < 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.

The Effect of Student Focussed Teacher Inservice on the Progress of Mainstreamed Kindergarten Students

1999 ◽  
Vol 22 (3) ◽  
pp. 158-179
Author(s):  
Ivy Green ◽  
Coral Kemp
Keyword(s):  
Students With Disabilities ◽  
Test Scores ◽  
Training Group ◽  
Control Group ◽  
Individual Student ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Teacher Inservice ◽  
The Impact

A quasi‐experimental matched pre‐test, post‐test control group design was used to investigate the impact of individual student focussed teacher inservice on the progress of students with disabilities enrolled in mainstream kindergarten classes. Twelve student pairs in one district of the NSW Department of Education and Training were matched on pre‐test scores collected at the end of the term prior to kindergarten entry. The kindergarten teachers of each student pair were assigned to a training and non‐training group. Teachers in the training group were involved in a 2 day inservice training program which focussed on the assessed needs of the students with disabilities in their classes. Teachers in both groups were surveyed to gauge their perceptions of the support they received in the identified students’ transitions to school and of their efforts to include the students. The students were reassessed at the end of kindergarten. Although the students as a whole made gains in all areas assessed, there were no statistically significant differences in the post‐test scores of the students in the classes of the teachers in the training versus the non‐training group. The implications of these findings and the results of the teacher survey are discussed.

scholarly journals Developing Students’ Reading Comprehension through Think-Pair-Share Strategy

2020 ◽  
Vol 3 (1) ◽  
pp. 41-50
Author(s):  
Agussatriana Agussatriana
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Control Group Design ◽  
Test Analysis ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Level Of Significance

The objective of the research was to find out whether or not Think-Pair-Share Strategy develops the students’ reading comprehension. The researcher applied quasi-experimental with the form of pre-test and post-test control group design and took the second year students of senior high school as the population. The researcher employed cluster random sampling consists of 60 students. The data were collected through pre-test and post-test in form of reading test. To find out whether or not Think-Pair-Share strategy develops the students’ reading comprehension, the researcher used t-test analysis. The result of the data analysis showed that the value of t-counted (5.747) was greater than the value of the t-table (2.002) at the level of significance (a = 0.05) and the degree of freedom df = 58 which meant that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Based on the result of data analysis, the mean score of students’ post-test (84.44) was greater than the mean score of students’ pre-test (63.11). Based on the finding and discussion, the researcher concludes that Think-Pair-Share strategy is effective and gives positive effect to the students’ reading comprehension achievement.

scholarly journals The Impact of Teaching Science on the Model of Development in Creative Thinking Skills among Middle School Students in Al-Mahawabah School - Jeddah Educational Zone: أثر تدريس العلوم بالنموذج الإثرائي في تنمية مهارات التفكير الإبداعي لدى طالبات المرحلة المتوسطة بمدرسة الموهوبات - منطقة جدة التعليمية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Hind Al Jahani
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Teaching Science ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Talented Students ◽  
The Impact

This research aimed to investigating the effect of teaching science based on the Enrichment model in the development of creative thinking skills among talented students at the intermediate school. The research sample consisted of (32) students of the first year of the academic semester 1435/1436 a rate of 4 servings per week students, the current research has been used a quasi-experimental design ( Pre - Test, Post - Test, Control Group Design). To measure the pre and post-performance for the sample was used Torrence measure to creative thinking skills the formalism picture. then collected the data to measure pre and posttest, were compiled and conducted by statistical analyzes using the (independent-samples T test) to detect the significance of differences between the posteriori averages to research sample students degrees in Torrence measure to creative thinking skills, research reached the following results: There are statistically significant differences at the level (0.05) between the average of research sample degrees students in the pre application and averages of her degrees in the post application to Torrence measure of creative thinking and in each individual skill for the benefit of the post application.

scholarly journals THE USE OF MIND MAPPING TO TEACH READING COMPREHENSION

2020 ◽  
Vol 8 (2) ◽  
pp. 162
Author(s):  
Sopian Saori
Keyword(s):  
Reading Comprehension ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Reading Tests ◽  
First Year Students ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The research was aimed at finding out the impact of using mind mapping toward students’ reading comprehension. This study was classified as a quasi experimental research design using two intact classes as an experimental and control group. The experimental group was treated using mind-mapping technique, while the control group was subjected to conventional learning technique. The sample of this study was the first year students of Nabi’ Nubu’ Islamic Senior High School. The instrument of this study employed reading test for students in both groups. The reading tests were distributed in the pre-test and post-test. The data analysis used descriptive and inferential statistic. The data were met the normal and homogeneous data. The result of the study showed that the mean scores of the experimental group (71.76) was higher than the control group (60.24) after treatment was given. Thus, the use of mind mapping has a significant effect towards students’ reading comprehension. It indicated that the technique can be an alternative technique to teach reading comprehension.

scholarly journals The Impact of Mobile Language Learning (WhatsApp) on EFL Context: Outcomes and Perceptions

2019 ◽  
Vol 9 (2) ◽  
pp. 128 ◽  
Author(s):  
Rashed Zannan Alghamdy
Keyword(s):  
Language Learning ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Groups ◽  
Efl Learners ◽  
Post Test ◽  
Quasi Experimental ◽  
Preparatory Year ◽  
The Impact ◽  
Learning English

Seeking to identify the impact of mobile language learning (WhatsApp) on the achievements of EFL learners, a quasi-experimental design study was applied at Al-Baha University in Saudi Arabia. This study examines the impact of mobile language learning in enhancing EFL students’ English skills ability when learning English as a foreign language context. Particularly, the study intends to investigate the impact of mobile language learning (WhatsApp) in comparison to traditional learning in learning English skills on the achievement of EFL learners. Thus, the participants in this study included 48 male learners, aged 18–22 years, preparatory year at Al-Baha University. The results highlighted that there are significant differences between the mean scores of the EFL learners who were taught English in the Mobile language learning (WhatsApp), and those who were taught English by using the traditional learning (the control group) in the post-test. This difference was in favour of the experimental group. However, the findings revealed that are not statistically significant differences between the EFL learners in the experimental classes and the students in the control groups in their English achievement test score at the pre-test. Furthermore, the results of this research revealed that most EFL learners claimed that they were enthusiastic to join English lessons through WhatsApp groups and expressed the belief that working in a WhatsApp group can boost their motivation and their academic results. Also, most EFL learners highlighted that using mobile language learning method (WhatsApp) enabled them to increase their social skills, confidence, while helping them to create positive relationships with their colleagues and the teacher. However, there were some obstacles and barriers to join WhatsApp learning groups, such as lack of access to the internet and lack of tendency to share and participate in the WhatsApp group.

scholarly journals The impact of scientific and genre-based approach in english reading comprehension teaching

2019 ◽  
Vol 5 (1) ◽  
pp. 32
Author(s):  
Lulu Il Maknun
Keyword(s):  
Reading Comprehension ◽  
Conventional Approach ◽  
Control Group ◽  
Narrative Texts ◽  
Control Group Design ◽  
English Reading ◽  
Teaching Of Reading ◽  
Scientific Approach ◽  
Quasi Experimental ◽  
The Impact

The purposes of this study are to determine the more effective approach between: (1) the scientific and conventional approaches, (2) the genre-based and conventional approaches, (3) the scientific and genre-based approaches, (4) the scientific, genre-based and conventional approaches in the teaching of reading comprehension of narrative texts. The research was quasi-experimental with randomized pretest-posttest control group design. The results of the study show that (1) the scientific approach is more effective than the conventional approach in the teaching of reading comprehension of narrative texts with sig (p) ≤ 0.05; (2)the genre-based approach is more effective than the conventional approach in the teaching of reading comprehension of narrative texts, with sig (p) ≤ 0.05; (3)the scientific approach is more effective than the genre-based approach  in the teaching of reading comprehension of narrative texts, with sig (p) ≤ 0.05; and (4)the scientific approach is the most effective of the three approaches under study.

scholarly journals The Effect of Problem-Based Spot Capturing Models on Creative and Care Character of Students in Elementary School

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Freddy Widya Ariesta
Keyword(s):  
Elementary School ◽  
Social Science ◽  
Technology Use ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aims to determine the impact of applying problem-based spot capturing models in teaching social science in order to develop creativity and caring of students in elementary school. The experimental research was carried out for four weeks by using problem-based spot capturing models learning in two groups is experimental group (n = 24) and control group (n = 23). This study used quasi experimental method with pre-test and post-test control group design. The research instrument was taken from observation and questionnaire then the data was analysed by using qualitative descriptive percentage. Based on the data, the researchers figure out that a teacher plays an important role in developing the character of the students through the learning design. In addition, there are differences in the higher score obtained by the experimental group than the control group on creative and care characters by using problem-based spot capturing models. Students also gain an improvement in technology use and skills in social science class by using the problem-based spot capturing models.

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