scholarly journals Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

2021 ◽  
Author(s):  
Isyaku Hassan ◽  
Ayuni Madarina Abdul Rahman ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Traditional Approach ◽  
Writing Skills ◽  
Data Gathering ◽  
Control Group ◽  
Esl Students ◽  
English Writing ◽  
Quasi Experimental ◽  
Esl Learners

Developing writing proficiency is complex as students need to master specific rules and acquire certain skills. This complexity often obstructs students’ interest and eventually affects their comprehension and performance in language learning. Research has highlighted the significance of English as a Second Language (ESL), particularly in the Malaysian context. This study, therefore, aims to evaluate the effectiveness of blended learning in developing English writing skills, particularly among ESL learners at a Polytechnic in Malaysia. The study adopted quasi-experimental analysis in which pre-test and post-test were used as data-gathering instruments. The data were gathered from a purposive sample of 60 ESL students separated into an experimental group and a control group. The data were analyzed using the Mann-Whitney U test via the Statistical Package for Social Sciences (SPSS). The findings showed that blended learning is significantly effective in developing writing performance among ESL students in the selected institution. Further analysis revealed a slight improvement among students who learned through the traditional approach. This study highlights useful findings that could be useful in designing English curriculums, particularly in higher institutions. However, this experiment focuses on students’ performance, further research may explore instructors’ practices in Malaysian higher intuitions.

scholarly journals Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

2021 ◽  
Vol 7 (1) ◽  
pp. 377-389
Author(s):  
Isyaku Hassan ◽  
Ayuni Madarina Abdul Rahman ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Traditional Approach ◽  
Writing Skills ◽  
Data Gathering ◽  
Control Group ◽  
Esl Students ◽  
English Writing ◽  
Quasi Experimental ◽  
Esl Learners

Developing writing proficiency is complex as students need to master specific rules and acquire certain skills. This complexity often obstructs students’ interest and eventually affects their comprehension and performance in language learning. Research has highlighted the significance of English as a Second Language (ESL), particularly in the Malaysian context. This study, therefore, aims to evaluate the effectiveness of blended learning in developing English writing skills, particularly among ESL learners at a Polytechnic in Malaysia. The study adopted quasi-experimental analysis in which pre-test and post-test were used as data-gathering instruments. The data were gathered from a purposive sample of 60 ESL students separated into an experimental group and a control group. The data were analyzed using the Mann-Whitney U test via the Statistical Package for Social Sciences (SPSS). The findings showed that blended learning is significantly effective in developing writing performance among ESL students in the selected institution. Further analysis revealed a slight improvement among students who learned through the traditional approach. This study highlights useful findings that could be useful in designing English curriculums, particularly in higher institutions. However, this experiment focuses on students’ performance, further research may explore instructors’ practices in Malaysian higher intuitions.

scholarly journals A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

2017 ◽  
Vol 12 (02) ◽  
pp. 137 ◽  
Author(s):  
Saovapa Wichadee
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Oral Proficiency ◽  
Learning Model ◽  
Traditional Learning ◽  
Control Group ◽  
Quasi Experimental ◽  
Face To Face Learning ◽  
Experimental Group

The purposes of this study were to develop a blended learning model using Edmodo as a learning tool in language learning and examine the effectiveness of the model implemented in an English course regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasi-experimental design was employed to collect data using the tests and questionnaires. The samples in this study were the second-year students enrolled in an intermediate English course. The samples were from two classes, each of which contained 42 students. One class was used for the control group; another one for the experimental group. In the control group, students were only taught in a face-to-face learning environment using the PPP model whereas the experimental group studied through the PPP model in class supported by online learning using Edmodo. The findings indicate that blended learning was more effective than traditional learning. That is, students in the experimental group not only outperformed those in the control group in oral proficiency, but they also exhibited higher learning motivation. Although students in both groups did not differ in their attitude toward the PPP model, those in the experimental group expressed a positive attitude toward Edmodo. The findings of this study have implications for English language instructors, encouraging them to see how technology can facilitate learning and help learners produce better academic performance.

scholarly journals IMPROVING ENGLISH WRITING SKILL OF ELEMENTARY STUDENTS BY USING WHAT’S MISSING METHODS

2019 ◽  
Vol 1 (2) ◽  
pp. 22-27
Author(s):  
Dayu Retno ◽  
Ade Christianti ◽  
Ahmad Arif Fadillah
Keyword(s):  
Research Method ◽  
Writing Skills ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Essay Writing ◽  
English Writing ◽  
Group Design ◽  
Writing Skill ◽  
Quasi Experimental

This study aims to determine the effect of students' writing skills on English subjects using the 'What Missing' method. This study used a quasi-experimental research method with the research design of Nonequivalent Control Group Design. The population subjects in this study were 6 th grade students of Kampung Melayu 1 Elementary School 1 Tangerang Regency. Data collection techniques using question instruments test essay writing skills To test the pretest hypothesis in this study used the t test, from the results of the t test obtained obtained t count = -0.3 <t table = 2.00. Whereas for testing the posttest hypothesis from the results of the t test it is obtained thitung = 6.06> t table = 2.00, it can be concluded that there is a significant effect between the posttest value of the control class and the experimental class. This can be interpreted that the use of the What’s Missing method is very influential on students' English writing skills.

scholarly journals Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities

2020 ◽  
Vol 5 (1) ◽  
pp. 43
Author(s):  
Haerazi Haerazi ◽  
Lalu Ari Irawan
Keyword(s):  
Language Learning ◽  
Writing Skills ◽  
Field Testing ◽  
Learning Model ◽  
Control Group ◽  
Quasi Experimental ◽  
The Mean ◽  
Teaching Of Writing ◽  
Experimental Group ◽  
Homogeneous Data

This study was aimed at developing an intercultural language learning (ILL) model and finding out its effectiveness to increase students’ writing skills. The kind of this study was procedural research (R&D) design. This study was preceded with the development phases and continued by field-testing. The field-testing was conducted by using a quasi-experimental method to know the effectiveness of the developed learning model. The sample included 64 students. The students were divided into two groups and each group consisted of 32 students. One group was the experimental group taught by suing the ILL model and the other group was the control group taught by implementing the conventional learning model. The mean score of students taught by ILL model was 80.34 and those taught by conventional one was 69.97. The data were defined as normal and homogeneous data because the value of sig. was higher than sig. level 0.05. Based on the ANOVA test, the value of sig. (0,000) was lower than the sig. level 0.05. It means there is a significantly different achievement of students taught using an ILL model rather than the conventional learning model. The result informed ILL model was more effective than the conventional one in the teaching of writing skills.

The Effectiveness of Instructional Aids in Assisting Students to Understand Concepts in Principles of Accounting

2021 ◽  
Vol 12 (3) ◽  
pp. 1064-1073
Author(s):  
Norlia Mat Norwani
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Traditional Approach ◽  
School Administrator ◽  
Control Group ◽  
Text Book ◽  
Quasi Experimental ◽  
Principles Of Accounting ◽  
Learning School ◽  
Instructional Aids

This study was conducted to determine the effectiveness of instructional aids in the teaching and learning (T&L) of Principles of Accounting among form four students. This is quasi-experimental study involving 60 form four students in a secondary school in Klang, Selangor. The instructional aids utilized are concept charts, brief notes, powerpoint slides and supported by the text book. Pre-test and post-test were conducted to assess students’ performance before and after the treatment. The findings of the study found that the performance of experimental group is significantly better than the control group using the traditional approach. Consequently, the positive impact of using various aids in T&Lcannot be denied. Teachers should take the time to incorporate instructional aids in T&L to assist students learning. School administrator must provide the facilities required to encourage teachers to employ instructional aids in T&L.

Literary Text and Language Learning Behaviour of ESL Learners

2021 ◽  
Vol 2 (1) ◽  
pp. 382-389
Author(s):  
Shaukat Ali ◽  
Saddam Hussain ◽  
Iftikhar Ali
Keyword(s):  
Language Learning ◽  
English Language ◽  
Comparison Group ◽  
Learning Activities ◽  
Quasi Experimental ◽  
Field Notes ◽  
Esl Learners ◽  
Language Text ◽  
Better Than ◽  
Speaking Skills

This study exploits John Milton's poems "On His Blindness, and "Methought I Saw My Late Espoused Saint" for teaching speaking skills to ESL learners. The study utilized a quasi-experimental design consisting of a treatment group (TG) and a comparison group (CG). CG was taught through conventional language text whereas TG was treated with the aforementioned poems. The main focus of the study was to observe the language learning behavior of the students of both TG and CG during language learning activities. The study therefore employed observation field notes beside the speaking type pretest and posttest as tools of data collection. The thematic analysis of the observation field notes indicated that the students of TG were confident, motivated, involved in, and excited about the language learning activities. On the contrary, the students of the CG were found to be hesitant, passive, and demotivated during the language learning venture. Consequently, the students of TG performed significantly better than that of CG on the posttest. The study recommends that poetry should be utilized for teaching the English language in general and speaking skills in particular.

scholarly journals Mobile-Assisted Mind Mapping (MAMMAT) as a Tool to Support University Students’ Argumentative Writing

2021 ◽  
Vol 15 (05) ◽  
pp. 43
Author(s):  
Rafidah Abd Karim ◽  
Airil Haimi Mohd Adnan ◽  
Abdul Ghani Abu ◽  
Noorzaina Idris ◽  
Izwah Ismail
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Peninsular Malaysia ◽  
Analysis Of Covariance ◽  
Mapping Technique ◽  
Control Group ◽  
Argumentative Writing ◽  
Mind Mapping ◽  
Test Items ◽  
Quasi Experimental

<p class="0abstract">This study examined the use of a mobile-based technological tool known as Mobile-assisted Mind Mapping Technique (MAMMAT) to support ESL university students’ argumentative writing skills performance. The participants of this study were 45 ESL university students from two lecture groups at a public university campus in Peninsular Malaysia. The study employed a quasi-experimental research design. The experimental group was taught utilizing the MAMMAT whilst the control group was taught utilizing the conventional method. The pre-test and post-test scores were analysed through analysis of covariance (ANCOVA). The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the groups when test items were measured. As a conclusion, the MAMMAT has supported ESL university students’ argumentative writing skills performance. The study implicates that the use of MAMMAT can support students’ argumentative writing in ESL classroom.</p>

scholarly journals TEACHING GRAMMAR-IN-CONTEXT AND ITS IMPACT IN MINIMIZING STUDENTS’ GRAMMATICAL ERRORS

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Yadhi Nur Amin
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Grammatical Errors ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
The Mean ◽  
Teaching Grammar ◽  
Experimental Group

This study is conducted to determine theeffectiveness of teaching grammar-in-context tominimize students‘ grammatical errors in writing. Thedesign of the study was a quasi-experimental with anon-randomized pretest-posttest control group. Thesamples of the study were taken from the population ofthe tenth-grade students. The control group was taughtby conventional grammar which was separately givenwith writing skills. Likewise, the experimental one wastreated by teaching grammar-in-context. The results ofthe study showed that the mean score in the post-testwas higher than that in the pretest; and the mean scoreof experimental group increased 16.20 point after thetreatment. This result indicated that teaching grammarin-context is considered to be effective in minimizingstudents‘ grammatical errors in writing.Keywords: grammar-in-context, grammatical errors

scholarly journals The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

2020 ◽  
Vol 19 (9) ◽  
pp. 363-381
Author(s):  
Moustafa Mohamed Abdelmohsen ◽  
Rohaya Abdullah ◽  
Yasir Azam
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Efl Teachers ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Study Participants ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

scholarly journals E-portfolios and e-dialogue journals: Exploring their use in teaching writing skills

LingTera ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 51-61
Author(s):  
Titis Dewi Cakrawati ◽  
Pangesti Wiedarti
Keyword(s):  
Writing Skills ◽  
Simple Random Sampling ◽  
Teaching Writing ◽  
Control Group ◽  
Dialogue Journals ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Level Of Significance ◽  
Effective Assessment

This research was aimed to find out (1) whether the use of e-portfolios is more effective than the use of e-dialogue journals, (2) whether the use of e-portfolios is more effective than the use of conventional assessments, (3) whether the use of e-dialogue journals is more effective than the use of conventional assessments, and (4) the most effective assessment of all in the teaching of writing skills. This study was a quasi-experimental research using Pretest-Post-test Control Group Design. The data were collected in January-February 2016 in SMK Penerbangan Adisucipto Ardhya Garini. The sample of the research was the students of class X3, X4, and X8 which were determined by using cluster simple random sampling. There were four hypotheses of this study and the research findings revealed that the hypotheses were accepted. It was indicated by all of the Sig values which were lower than the level of significance (0.05).

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