scholarly journals RELEVANCE OF BILINGUALISM IN ADULT LEARNERS’ ENGLISH LANGUAGE DEVELOPMENT IN SOUTH-WEST NIGERIA

2019 ◽  
Vol 4 (1) ◽  
pp. 16-23
Author(s):  
Chris Ajibade Adetuyi
Keyword(s):  
Adult Learners ◽  
Language Development ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
English Language Development ◽  
Analysis Of Covariance ◽  
Control Group ◽  
English Studies ◽  
Multiple Classification Analysis

The general English studies was introduced as a compulsory course for sandwich learners of colleges of education with a view to allowing them attain proficiency in English. Despite the measure, it seems attainment of proficiency is a mirage. Unattainment of English proficiency in sandwich program has been ascribed to less satisfactory teaching skill embracing language competence and pedagogy. However, there has been a dearth of studies on the teaching method of facilitators of the course. This paper therefore, has a focus on the relevance of bilingualism, in English Language development in the sandwich centers. Pretest and posttest control group as quasi-experimental design with 3X2X2 factorial matrix was adopted for the study. Data were analyzed using analysis of covariance and multiple classification analysis. Bilingual method of teaching was ascertained as having an upper hand over Direct and conventional method with a mean score of 67.54. Bilingualism therefore proved relevant to the teaching of General English Studies to the Adult learners. The paper concludes that facilitators should recognize the learners' mother tongue in the learning of English. This would stimulate learners' interest, accelerate their understanding, and ensure effective class-contact needed in adult education teaching-learning process.

scholarly journals Game ‘I Know My Body’ Application to Encourage English Learning Process in Kindergarten

2017 ◽  
Vol 9 (2) ◽  
pp. 124
Author(s):  
Nur Lailatul Aqromi ◽  
Dwija Wisnu Brata ◽  
Achmad Nurchoelis
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Language Development ◽  
Learning Process ◽  
English Language ◽  
Mother Tongue ◽  
English Language Development ◽  
English Learning ◽  
Young Learner ◽  
Kindergarten Curriculum

Learning in early childhood requires special understanding due to the character of children who are easily bored; particularly in case of English learning process that is not their mother tongue. One of children’s character is that they love all forms of games, so the game could be considered as one way to attract the their curiousity. Thus, game can be used as a medium for young learner especially in kindergarten to learn English. This paper provides an elaboration how to use a game to improve English learning process for young learner. The method of this study used Classroom Action Research. The game is Java-based and the content of the game is based on kindergarten curriculum that contains of some important basic aspects covered by English Language development aspect for kindergarten. To sum up, through game, the students of kindergarten feel fun and challenging to fulfill the the game, and in other side unconsciously they have learned English as well.

scholarly journals Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension

2019 ◽  
Vol 8 ◽  
pp. 218-237
Author(s):  
Eucharia Okwudilichukwu Ugwu
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
English Language ◽  
Teaching Method ◽  
Language Teachers ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Student Teams

AbstractThe study investigated the effect of two cooperative learning strategies, Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) on senior secondary school students’ achievement in reading comprehension in Vandeikya Local Government Area, Benue State, Nigeria. A total of 78 students (43 males and 35 females), drawn from three secondary schools participated in the study. Experimental and control conditions were randomly assigned to the three intact classes: EG1 (STAD), EG2 (TPS) and CG (Control Group). The instrument used was Reading Comprehension Achievement Test (r=0.784). Data were analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The results show higher achievement gains for students in the EG1 and EG2 over those of the CG, but not across gender. The findings support the existing evidence on the efficacy of cooperative learning over the traditional teaching method. English language teachers will therefore find the two techniques useful in teaching reading comprehension.   Keywords: cooperative learning, Student Teams-Achievement Divisions, Think-Pair-Share, academic achievement, reading comprehension      

scholarly journals The Effect of Workshop Training Method and Electronic Teaching Method on Mathematics Learning

2016 ◽  
Vol 3 (1) ◽  
pp. 165
Author(s):  
Azam Safari ◽  
Zahra Hosseini
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Teaching Method ◽  
Mathematics Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Math Learning ◽  
Electronic Content ◽  
Experimental Group

The present study with the aim to investigate the effect of training by using of electronic content and workshop method on math learning of high school students of eighteen region of Tehran has been done. The research method was applied and quasi-experimental with pretest-posttest design and control group. The study population included all girl students studying at second year of high school in public schools of eighteen region of Tehran in the 94-95 school year that by using of sampling method three classes were selected. The first experimental group with electronic content and the second experimental group by using of workshop method were trained that with the control group, who were trained in the traditional way, were compared. To determine the effect of work of education on math learning in the three groups, the analysis of covariance and ANOVA were used. The results showed that math scores in the two experimental groups were higher than the control group. Also, comparing the post test scores of math learning in the two experimental groups showed that the training by using of workshop method more than training with electronic content has effect on math learning.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals Effect of Synthetic and Natural Specimen Use on Process Skills and Applications in Secondary School Biology Practical in Ekiti State, Nigeria.

2020 ◽  
Vol 9 ◽  
pp. 120-139
Author(s):  
Thomas Adebisi ◽  
Oladimeji Oladimeji,
Keyword(s):  
Secondary School ◽  
Basic Science ◽  
Analysis Of Covariance ◽  
Pictorial Representation ◽  
Control Group ◽  
Process Skills ◽  
Skills Acquisition ◽  
Science Process Skills ◽  
Multiple Classification Analysis ◽  
Quasi Experimental

Effective teaching of Biology practical entails the use of specimens. However, in Nigeria, some natural specimens are difficult to obtain when needed, hindering the learning and application of science process skills. Consequently, teachers resort to pictorial representation of specimen and to online prints for Biology practical instructions. Another possible alternative less discussed is the use of synthetic or artificial specimens. The goal of this study, therefore, was to examine the effect of using synthetic and natural specimen on practical skills- process skills acquisition and application in Biology practical in secondary schools. It sought to determine the efficacy of using synthetic specimens to complement or substitute for natural specimens in teaching Biology practical. The study employed the pre-test, post-test, control group, quasi- experimental design. A total of 212 senior secondary school (SS II) Biology students in six selected government-owned high schools in Moba and Ijero Local Government Area of Ekiti state, Nigeria, were randomly selected for the study. The schools were paired and assigned to two experimental groups (using synthetic and natural specimens) and a control group (using conventional drawings). Eight instruments were employed for the study and used at treatment stage. Data collected were analyzed using Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). The results showed that there was a significant effect of synthetic specimens and natural specimens on the proficiency of the students in basic science process skills acquisition (F = 60.470, P<0.05). However, the mean gain of 3.884 which existed between the two groups showed that natural specimens were slightly more effective than synthetic specimens. The results also showed a significant effect for the use of synthetic specimens on process skills acquisition and applications of Biology concept among the students (F = 74.773, P<0.05). The study concluded that synthetic specimens are equally effective as natural specimens in improving the acquisition and application of basic science process skills of students in Biology.

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners

2019 ◽  
pp. 269-293
Author(s):  
Martha I. Martinez ◽  
Anya Hurwitz ◽  
Jennifer Analla ◽  
Laurie Olsen ◽  
Joanna Meadvin
Keyword(s):  
Deep Learning ◽  
Language Development ◽  
English Learners ◽  
English Language ◽  
Academic Language ◽  
English Language Development ◽  
Teaching English ◽  
Meaningful Engagement ◽  
Comprehensive Reform ◽  
Grade 3

Although there is general consensus among educators of English learners (ELs) regarding the need for contextualized language development, it is not widely implemented. This chapter explains the theory behind this shift in teaching English language development and for teaching ELs in general. The chapter also discusses the kind of professional development teachers need to make this shift, and the importance of meaningful engagement of families in their children's learning. The chapter situates this discussion within the Sobrato Early Academic Language (SEAL) model's work with schools across California. SEAL is a PK–Grade 3 comprehensive reform focused on the needs of English learners, and is designed to create a language-rich, joyful, and rigorous education. California is an important context given the state's large EL population and recent favorable shifts in educational policy, which provide a unique opportunity for laying a foundation for improved practices and outcomes for numerous English learners.

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