scholarly journals (No) drama with grammar

2021 ◽  
Vol XV (1) ◽  
pp. 128-135
Author(s):  
Kristina Hietz
Keyword(s):  
Language Learning ◽  
Group Dynamics ◽  
English Learners ◽  
Performing Arts ◽  
Language Education ◽  
Control Group ◽  
Grammar Teaching ◽  
Master's Thesis ◽  
Post Test

This Window-of-Practice contribution is based on my Master’s thesis written in the Department of Foreign Language Education in Innsbruck, Austria. It discusses a performative approach to teaching grammar in EfL contexts. “Performative” is used as an umbrella term to describe different forms of language teaching that derive from the performing arts (Schewe, 2013). The motivation behind this topic lies in my enthusiasm for drama and the conviction that a drama-based approach applied to language learning is efficient, motivating and sustainable. The contribution provides insights into the methodology and procedure of a case study that investigates effects of drama-based teaching. The case study was performed in 2017 at an upper secondary school in Austria, where English learners were taught English conditional clauses via a drama-based approach. The study, including a control group, a mixed-method, pre-and post-test design, yields quantitative and qualitative data on effects of drama-based teaching. Despite the lack of significant differences in test results between treatment and control groups, the study provides evidence that a performative approach applied to grammar teaching is successful and related to fun, increased motivation and positive group dynamics.

scholarly journals The Effectiveness of Communicative Purpose Based Approach to Improve Speaking Skills in EAP Setting: A Case Study

ELT-Lectura ◽  
2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Ririn Ambarini
Keyword(s):  
English Learners ◽  
Language Education ◽  
English For Academic Purposes ◽  
T Test ◽  
Test Results ◽  
Education Department ◽  
Post Test ◽  
Field Notes ◽  
And Performance

English for Academic Purposes (EAP) is an approach in which the content and the learningactivities applied according to the needs of the English learners. This experimental study involved 26students from the fifth semester of Indonesian Language Education Department at University of PGRISemarang. The data were collected using five different instruments; observation, field notes, interviews,documentation, and performance tests. The data were analyzed using t-test formula and compared to t-table. The results of this study indicate that there is significant value between the pre-test and post-test results. The result of the calculation of t-test is 9.97. Because the t-table is 2.04, it can be concluded that the t-test> ttable. The data shows that the result of the t-test is higher than t-table, it means that the accepted hypothesis is a positive hypothesis which says that "Hi: There is a significant improvement of speaking competence in the case of performing the idea of the elements of the story in the folklores after being taught using Communicative Purpose Based Approach.”

scholarly journals Mobile-assisted Language Learning Using WeChat Instant Messaging

2017 ◽  
Vol 12 (02) ◽  
pp. 16 ◽  
Author(s):  
Zijuan Shi ◽  
Gaofeng Luo ◽  
Le He
Keyword(s):  
Language Learning ◽  
Instant Messaging ◽  
Language Education ◽  
Learning Opportunities ◽  
Language Immersion ◽  
Control Group ◽  
Second Language Education ◽  
Mobile Assisted Language Learning ◽  
Post Test ◽  
Group A

China has a long-standing problem in second-language education, that is, the lack of communicative learning opportunities. This study attempts to solve the problem by introducing mobile-assisted language learning with WeChat instant messaging. WeChat is one of the most popular instant messaging applications in China. It offers five advantages for education: multi-functionality, individuality, accessibility, interactivity, and affordability. 50 students participated in a one-semester program. They were divided into two groups. One group learned English with the assistance of mobile applications (WeChat group), and the other learned English without assistance (Control group). A pre-test and a post-test were given, and the scores were analyzed. The results showed that students in the WeChat group significantly improved in English proficiency. The results suggest that mobile-assisted language learning helps to create language immersion, which effectively motivates the learners further. Therefore, mobile-assisted language learning is promising in English learning for college students.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

UTILIZING GRAPHIC ORGANIZER STRATEGY IN TEACHING WRITING ON NARRATIVE PARAGRAPH

2020 ◽  
Vol 11 (2) ◽  
pp. 189-204
Author(s):  
Nurjannah Nurjannah ◽  
Taufiq Hidayah ◽  
Muhammad Nazar
Keyword(s):  
Experimental Research ◽  
English Learners ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Teaching Writing ◽  
Graphic Organizer ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

This research is entitled “Using graphic organizer strategy in teaching writing on narrative paragraph (experimental research). Writing is a very important subject that should be learned by English learners. The students should be able to express their ideas and opinion either in the form of a sentence or paragraph. However, the researcher found that many students at the Second Grade Students of SMP Negeri 1 Tanah Luas could not express their ideas and develop into the paragraph. Hence, the appropriate strategy of teaching and learning is very important to help students master writing skills. This research aims to know the effect of achievement between the students who are taught writing by using graphic organizers from those taught writing in the narrative by using traditional methods. This research was experimental research and used a quasi-experimental design. The samples chosen in this research were the whole students of class VIII2 and VIII4 of SMPN 1 Tanah Luas. Class VIII2 consisted of 25 students was chosen as experimental group and class VIII4 consisted of 24 students was chosen as control group. This research was conducted in three phrases; there were pre-test, treatments and post-test. The data collection technique used in this research was test. The tests were pre-test and post-test. The researcher gave pre-test before giving treatment and post-test after giving treatment. The treatment was conducted in three meetings. The data was analyzed by using t-test formula. The research result and the hypothesis authentication found by using t-test formula in significant level 5% or α = 0.05 were obtained that ttest > ttable. The ttest found in this research was 3.91. Meanwhile, ttable was gotten from the list of distribution value with degree of freedom = 47, because the data not in the table, the researcher used interpolation approach and obtained = 1.67. So >  = 3.91 > 1.67. It meant that Ha was accepted and Ho was rejected. So, graphic organizer strategy significantly affects the students’ ability in mastering writing.   Kata Kunci: graphic organizer strategy, teaching and learning, writing narrative paragraph

scholarly journals The Effectiveness of the Use of Animation in Arabic Language Learning

2017 ◽  
Vol 13 (10) ◽  
pp. 124 ◽  
Author(s):  
Norhayati Che Hat ◽  
Mohd Fauzi Abdul Hamid ◽  
Shaferul Hafes Sha'ari ◽  
Safawati Basirah Zaid
Keyword(s):  
Student Achievement ◽  
Language Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Control Group ◽  
Teaching Aid ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation. 

scholarly journals Discourse Competence Development in English as Second Language Learners: Effect of Poems on Proficiency and Performance

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 268-274
Author(s):  
Dr. Shaukat Ali ◽  
Mr. Saddam Hussain ◽  
Mr. Iftekhar Ali
Keyword(s):  
Second Language ◽  
Treatment Group ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Control Group ◽  
Teaching Materials ◽  
Post Test ◽  
Field Notes ◽  
Discourse Competence

This study investigates the effect of poems as language teaching materials on the discourse competence of English as a second language learners (ESL) learners. Discourse competence is one of the sub-skills of English speaking skills which has further been divided into two sub-skills called 1) organizing a coherent conversation and 2) then maintaining it. It was a quasi-experimental study consisting of a control group (CG) and an experimental group (EG) from the faculty of social sciences, University of Malakand, Pakistan. They were the students of the third semester and were taught English as a minor course. Before the commencement of the experiment, the students of both groups were subjected to a speaking type pre-test. Immediately after the pre-test, the control group was taught through traditional teaching materials whereas; the treatment group was treated with poems as teaching materials. Moreover, observation field notes were employed to find out the reasons behind the performance of the students of both groups. After a six-week experiment, a post-test similar in nature to the pre-test was dispensed among the groups. The scores of the respondents of both groups were compared by using independent samples t-tests. The outcomes indicated that the learners in the treatment group scored significantly higher on the post-test than the learners in the comparison group. The observation field notes further displayed that the students of the treatment group were actively involved in the language learning process. Moreover, they associated the text of poetry with their, socio-cultural, and personal lives. Additionally, they enjoyed greater autonomy due to ambiguity and universality in the texts of the poems. The study suggests that poems should be utilized as teaching materials in ESL classrooms.

The Impact of Mobile Assisted Language Learning (MALL) on Phrasal Verbs of Iranian Intermediate EFL Students

2016 ◽  
pp. 217-239
Author(s):  
Mohsen Shahrokhi ◽  
Mina Kamyabi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Control Group ◽  
Phrasal Verbs ◽  
Mobile Assisted Language Learning ◽  
Learning Instruction ◽  
Efl Students ◽  
And Control ◽  
The Impact

This study investigated the impact of Mobile Assisted Language Learning (MALL) on phrasal verbs learning in EFL context. Participants were 40 intermediate Iranian English learners. They were randomly divided into experimental and control groups of 20 each. The instruction of the control group was limited to the class activities but the experimental group received the instruction through Short Messaging Service (SMS) on their smart cellphones and worked with a new phrasal verbs learning application by Cambridge University Press called Phrasal Verbs Machine (PVM). The analysis of the data revealed that MALL instruction was more effective than in class language learning instruction. Results of the study indicate that smart cellphones as a tool for language learning provide a platform for language learners to use the language actively.

Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students

2017 ◽  
pp. 33-56
Author(s):  
Gurleen Ahluwalia ◽  
Deepti Gupta
Keyword(s):  
Language Learning ◽  
Technology Use ◽  
Engineering Students ◽  
Writing Skills ◽  
Control Group ◽  
Control Group Design ◽  
Writing Test ◽  
Impact Of Technology ◽  
Present Case Study

The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.

scholarly journals The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

2016 ◽  
Vol 18 (2) ◽  
pp. 58 ◽  
Author(s):  
Rukmini Becerra-Lubies ◽  
Aliza Fones
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Language Teachers ◽  
Indigenous Language ◽  
Sociocultural Perspective ◽  
Teachers Perceptions ◽  
Second Language Teachers ◽  
Mapuche People ◽  
K 12

Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers’ perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous language education settings from a sociocultural perspective. This qualitative case study focuses on teachers’ perceptions of their preparation to teach Mapudungun, the language of the Mapuche people, in urban IBE preschools in Chile. Three research questions guide this study: What are teachers’ perceptions of their needs regarding their preparation to teach Mapudungun in urban IBE preschools? What are the current challenges that teachers face teaching Mapudungun in urban IBE preschools? Which experiences fostered their ability to teach Mapudungun? The findings of this study have implications for the incorporation of more complex notions of Indigenous language learning that are linked directly to Mapuche culture and its sociopolitical context, as well as the inclusion of teachers’ experiential knowledge in the preparation of teachers for work in IBE schools.

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