scholarly journals فاعلية استخدام أدوات الجيل الثاني للويب (Web 2.0) في تطوير المهارات اللغوية في اللغة العربية بوصفها لغة أجنبية / Effectiveness of Using Second Generation for Web 2.0 in developing language skills of Arabic as a second language

2018 ◽  
Vol 9 (3) ◽  
pp. 4-32
Author(s):  
Taufīq ʿAbduh Saʿīd Muhammad Al-Kināni
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Skills ◽  
Receptive Language ◽  
Control Group ◽  
Teaching Methodology ◽  
Web 2.0 Tools ◽  
Significant Difference ◽  
Brick And Mortar ◽  
Experimental Group

ملخص البحث:  تهدف الدراسة الحالية إلى معرفة الدور الذي يمكن أن تؤديه التكنولوجيا وأدوات الجيل الثاني للويب، في تطوير المهارات اللغوية الإنتاجية لطلبة اللغة العربية بوصفها لغة أجنبية، وشملت الدراسة ثلاثين طالباً في كلية السلام العالمي بجنوب أفريقيا، وبواقع خمسة عشر طالباً للمجموعة التجريبية، وخمسة عشر طالباً للمجموعة الضابطة، وقد تم جمع البيانات على مدار اثني عشر أسبوعاً خلال الفصل الدراسي الثاني من العام الأكاديمي 2015 -2016م، أثناء تدريس مقرر المهارات اللغوية (نصوص وتطبيق). وقد تم استخدام التعليم التقليدي مع المجموعة الضابطة، والتعليم الممزوج مع المجموعة التجريبية، وخضعت كلا المجموعتين للاختبارات القبلية والبعدية. وتوصلت الدراسة إلى أن استخدام تكنولوجيا التعليم وأدوات الجيل الثاني للويب قد أسهمت إسهاماً فاعلاً في تنمية الكفاءات اللغوية لطلاب المجموعة التجريبية؛ إذ أظهرت النتائج وجود فروق دالة إحصائياً في مستوى تحصيل الطلبة للمهارات الأربع والألفاظ ولصالح المجموعة التجريبية. الكلمات المفتاحية: أدوات الجيل الثاني للويب-المهارات اللغوية – اللغة العربية للناطقين بغيرها-المفردات. Abstract The present study aims to investigate the role web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a Foreign Language. The study is part of an ongoing project on the integration of web 2.0 tools in teaching Arabic as a Foreign language and the attitude of the learners towards them. The design of the study is pre-post, experimental-control group.  The sample consisted of (30) level 1 BA students: an experimental group (n=15) and a control group (n=15), studying Arabic as a Foreign Language at the International Peace College South Africa (IPSA). The experiment took place in the Language skills module for 12 weeks.  A technology-enhanced programme that utilizes a myriad of web 2.0 tools used in teaching the experimental group. The control group students, however, taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study has concluded that the use of web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students.  The findings indicated that there was a significant difference between the two groups in the language skills and vocabulary post-test in favor of the experimental group.  Keywords: Web 2.0 tools, language skills, Arabic as a foreign language (AFL), vocabulary.   Abstrak Kajian ini bertujuan untuk melihat peranan peralatan web 2.0 dalam mengembangkan kemahiran mengucap dan menerima bahasa para pelajar Bahasa Arab sebagai satu bahasa asing. Kajian ini adalah sebahagian daripada satu projek yang sedang dijalankan berkenaan dengan penggabungan peralatan web 2.0 dalam mengajar Bahasa Arab sebagai satu bahasa asing dab juga sikap para pelajar terhadapnya. Rekabentuk kajian ialah pra pos, kumpulan terkawal kajian. Sampel mengandungi 30 pelajar tahap satu Sarjana Muda: satu kumpulan kajian (n=15) dan kumpulan kawalan (n=15) yang sedang mempelajari Bahasa Arab sebagai bahasa asing di Kolej Keamanan Antarabangsa Afrika Selatan. Kajian ini diapplikasikan kepada Modul Kemahiran Bahasa untuk 12 minggu. Satu program yang dikembangkan dengan teknologi yang menggunakan gabungan peralatan web 2.0 digunakan dalam pengajaran kumpulan kajian. Kumpulan ini walaubagaimanpun, telah mengajar dengan mengajar menggunakan cara pengajaran tradisional dalam suasana kelas yang asas yang tidak langusng mendapat pendedahan daripada apa-apa cara pengajaran yang berasaskan teknologi. Kajian ini mendapati bahawa penggunaan peralatan web 2.0 telah menyumbang kepada perkembangan kemahiran bahasa dan perbendaharaan kata para pelajar. Dapatan kajian menyatakan terdapat perbezaan yang amat jelas di antara kedua-dua kumpulan tersebut dalam pra ujian kemahiran bahasa dan perbendaharaan kata yang lebih memihak kepada kumpulan kajian. Kata kunci: Peralatan Web 2.0, kemahiran bahasa, Bahasa Arab sebagai bahasa kedua, perbendaharaan kata.

scholarly journals The Use of Web 2.0 Tools in the Foreign Language Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 177
Author(s):  
Tawffeek A. S. Mohammed ◽  
Blanche Nyingome Assam ◽  
Mustapha Saidi
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Skills ◽  
Receptive Language ◽  
Control Group ◽  
Teaching Methodology ◽  
Web 2.0 Tools ◽  
Brick And Mortar ◽  
Post Test ◽  
Experimental Group

The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Africa (IPSA). The experiment took place in the Language Skills module for 12 weeks.  A technology-enhanced programme that utilises a myriad of Web 2.0 tools was used in teaching the experimental group. The control group students, however, were taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study concluded that the use of Web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students.  The findings indicated that there was a significant statistical difference between the scores of the two groups in the language skills and vocabulary post-test in favour of the experimental group.

scholarly journals Effect of Online Science Course Supported with Web 2.0 Tools on the Academic Achievement of Fifth Grade Students and Student Opinions

2021 ◽  
Vol 32 (4) ◽  
pp. 311-322
Author(s):  
Kevser Arslan ◽  
◽  
Mehtap Yildrim ◽  
Keyword(s):  
Academic Achievement ◽  
Web 2.0 ◽  
Achievement Test ◽  
Fifth Grade ◽  
Control Group ◽  
Web 2.0 Tools ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Experimental Group ◽  
Online Science Course

This study aimed to investigate the effect of an online science course on the academic achievement of a fifth grade ‘World of Living’ unit, which was carried out by using the materials created with web 2.0 tools, as well as to determine the students' opinions about the application. This study consisted of a total of 120 fifth grade students studying in state schools in Istanbul during the academic year of 2020-2021. In determining the study group, purposeful sampling methods were used. In the experimental group (n = 60), the course was taught with web 2.0 supported materials; in the control group (n = 60), instruction was made by adhering to the activities in the textbook. The research was carried out by making use of mixed method research. A quantitative quasi-experimental model with pretest and posttest control groups was used. In the qualitative dimension, opinions were obtained from the students after the application. In the study, semi-structured interview form and academic achievement test prepared for the unit of the world of living things were used as data collection tools. While the data obtained from the students to the achievement test before and after the application was transferred to a statistical package program and analyzed; the data obtained from the interview form were analyzed using content analysis. When the posttest academic achievement score data obtained from the students were compared as a result of the study, it was found that there was a significant difference in favor of the experimental group. In addition, results from the interviews, revealed that students found science teaching with web-supported materials fun and enjoyable and that they wanted these to be used in science lessons. As a result of this study, it is recommended that web 2.0 tools be used by educators in science education.

Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

2018 ◽  
Vol 46 (3) ◽  
pp. 447-458 ◽  
Author(s):  
Hung-Chang Liao ◽  
Ya-Huei Wang
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Comprehension Strategies ◽  
Control Group ◽  
Verbal Persuasion ◽  
Reading Comprehension Strategies ◽  
English Reading ◽  
Significant Difference ◽  
And Performance ◽  
Experimental Group

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

scholarly journals The Effect of Using Group Work Technique on Developing Attitudes of non-English Major Students towards Learning English as a Foreign Language

2019 ◽  
Vol 25 (103) ◽  
pp. 1-22
Author(s):  
Asst. Instr. Hayder Abdulzahra Shalash
Keyword(s):  
Foreign Language ◽  
Group Work ◽  
Basic Education ◽  
Control Group ◽  
Significant Difference ◽  
English Major ◽  
And Control ◽  
Experimental Group ◽  
Work Technique ◽  
Learning English

       The present study aims at investigating the effect of applying group work technique on developing non-English major students' attitude towards learning English as a foreign language .Two null hypotheses have been formulated; the first hypothesis states that there is no statistically significant difference between the experimental and control group in their attitude towards learning EFL after the experiment. The second one states that there is no statistically significant difference in (pre-post questionnaire) of the experimental group students' attitude towards learning EFL. To achieve the aim of the study, and verify its hypothesis, the researcher has applied eight week experiment. A sample of 62 students has been chosen and divided into experimental and control groups. It has been chosen randomly from the second year students in the Basic Education College/ Department of History/Academic year (2017-2018).        The attitude questionnaire for both groups was applied before and after the experiment. After processing the results statistically, it was found that there is a statistically significant difference in favor of the experimental group. Having used the t-test formula, it was found that there is statistically significant development in the experimental group students' attitude towards learning EFL, which in turn indicates that the use of GWT is more effective than the traditional method.  Conclusion and recommendations were drawn.  

scholarly journals The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Student ◽  
Significant Difference ◽  
Experimental Group ◽  
Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

scholarly journals Using Audiobooks for Developing Listening Comprehension among Saudi EFL Preparatory Year Students

2018 ◽  
Vol 9 (1) ◽  
pp. 64 ◽  
Author(s):  
Manal Mohamed Khodary Mohamed
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Control Group ◽  
Kingdom Of Saudi Arabia ◽  
Northern Border ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Preparatory Year ◽  
Experimental Group

The current study investigated the usefulness of using audiobooks on developing listening comprehension among Saudi English as a Foreign Language (EFL) preparatory year students. It employed the quasi-experimental design which included two groups: an experimental group (n = 44) and a control group (n = 44). The participants were EFL preparatory year students at Arar Branch, Northern Border University, Kingdom of Saudi Arabia. Before conducting the treatment, the experimental group and the control group were pre-tested by using the pre Listening Comprehension Test (LCT) for equivalence of listening comprehension. By the end of the treatment, the experimental group and the control group were post-tested by using the post LCT. The t-test was used to calculate the differences between the mean scores of the pre and post LCT. The results showed that a statistically significant difference between the mean scores of the experimental group and the control group on the post LCT in favor of the experimental group. The results also revealed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post LCT in favor of the post LCT. Thus, it can be concluded that the audiobooks helped the experimental group develop listening comprehension as they exceeded the control group on the post LCT and they achieved a better result on the post LCT than the pre LCT.

Utilizing WhatsApp Messenger to Enhance Listening Skills of Civil Engineering Degree Students in Mandarin Courses at UiTM Penang Branch

2021 ◽  
Vol 5 (1) ◽  
pp. 51-60
Author(s):  
Foo Terng Hoe ◽  
◽  
Teck Heng Lim ◽  
Boon Yih Mah ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Scores ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tool ◽  
Significant Difference ◽  
Experimental Group

Listening skills are important skills that need to be mastered by foreign language learners. Listening skills have, however, often been neglected in the teaching and learning process. This study aims to investigate the effectiveness of using WhatsApp messenger as an instructional tool in enhancing listening skills. This experimental research employs the two-group pre-test post-test design. Two groups of 30 students who enrolled in the Introductory Mandarin course in one of the public universities in Malaysia took part in the study. During the study, the experimental group of 30 students underwent listening drills and exercises using WhatsApp messenger as the treatment, while another 30 students in the control group were taught by another lecturer using the conventional method of teaching listening skills. Listening test scores of before and after the treatment were compared and analyzed using Independent Samples t-Test to identify the significant level of the difference between the scores of these two groups. The findings show no significant difference in the listening pre-test scores between both control and experimental groups. However, after the treatment, the listening scores of the experimental group students are significantly better than that of the control group students. These results indicate that WhatsApp messenger is a useful instructional tool to teach listening skills in foreign language. The findings of this study could be used as a reference for further development of WhatsApp messenger as an instructional tool to enhance listening skills, overcome the constraints on teaching time, and improve the pedagogy as well as the instructions of foreign language learning.

scholarly journals Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Mücahit Öztürk ◽  
Ünal Çakıroğlu
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Language Skills ◽  
Control Group ◽  
Test Results ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental

AbstractThis study examined the development of students’ language skills in a flipped English foreign language course designed with self-regulated learning strategies. The study was conducted with a quasi-experimental design. While the experimental group received the course through flipped classroom model designed with self-regulated learning strategies, control group did not use self-regulated learning strategies in the flipped classroom model. The results indicated that self-regulated learning strategies positively affected the development of foreign language skills in the flipped classroom model. A significant difference in favor of the group working with the platform including self-regulated learning strategies outperformed in speaking, reading, writing, and grammar test scores. However, no significant difference in the listening test results was found.

scholarly journals The effect of Mentimeter and Kahoot applications on university students’ e-learning

2020 ◽  
Vol 12 (2) ◽  
pp. 107-116
Author(s):  
Bayram Gokbulut
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Prospective Teachers ◽  
Attitude Scale ◽  
Control Group ◽  
Web 2.0 Tools ◽  
Black Sea Region ◽  
Before And After ◽  
E Learning ◽  
Experimental Group

In the digital age, where technology is developing rapidly, there is a need for technology and game-based e-learning environments that students appreciate instead of traditional instruction. Interactive Web 2.0 tools can be utilised to develop e-learning environments. In this study, Kahoot and Mentimeter applications, interactive and game-based Web 2.0 tools, were used. The effect of Kahoot and Mentimeter applications on e-learning was investigated. This study was carried out at a state university in the Western Black Sea Region. It was carried out with prospective teachers studying in the Department of Primary School Education. This experimental study was conducted with 29 prospective teachers in the experimental group and 27 in the control group. Attitude Scale Against e-Learning was applied to prospective teachers before and after the application. Traditional methods were applied to the control group. Kahoot’s evaluation feature and the word cloud feature of the Mentimeter program were used in the experimental group. Keywords: e-Learning, Mentimeter, Kahoot, teaching, teaching technology.

scholarly journals Blended Learning to Improve University Students’ Language Skills in the Iraqi Context

2021 ◽  
Vol 12 (2) ◽  
pp. 246-255
Author(s):  
Hero Said Mohammed Nuri, Et. al.
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
English Language ◽  
Traditional Approach ◽  
Language Skills ◽  
Control Group ◽  
Learning Approach ◽  
Dramatic Effect ◽  
And Control ◽  
Experimental Group

This study investigated the effect of a blended learning approach (BLA) on the main English language skills (listening, speaking, reading, writing) when learning English as a foreign language (EFL) in Iraq. In order to reveal the effectiveness of the approach, an experiment was carried out involving 40 participants who were divided into two groups: experimental and control. The experimental group was taught using a BLA whereas the control group was instructed with a traditional approach to teach English. The experiment was conducted during a semester (three months) in which two classes of English were taught every week. According to the results of the study, the BLA had a dramatic effect on improving the main skills of the EFL participants

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