scholarly journals EFFECT OF USING WEB-BLOG ON WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

2020 ◽  
Vol 8 (4) ◽  
pp. 336
Author(s):  
Taufik Arochman ◽  
Rolisda Yosintha
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
School Level ◽  
Control Group ◽  
Writing Ability ◽  
Central Java ◽  
Secondary School Level ◽  
Quasi Experimental

This study was aimed to find out the effectiveness of an intervention using a Web blog to enhance the academic writing of English Language Learners. It tries to reveal whether there is any effect in the writing ability of the students taught using Web blog (online) and that of those taught without using it (offline). This study was classified as quasi-experimental research. The sample of this research was 64 students of X Unggulan Classes (XU1 and XU2) at the secondary school level in central java. Class XU2 was chosen as the Experimental Group taught using Web blog media as the treatment employed, whereas Class XU1 as the Control Group, which was not given the treatment (employed other media). Between the beginning and the end of the study, they were given three months of treatment. The results showed that there was an important effect in the writing ability of the students taught using Web blog and that of those taught without using it. It can be seen in the result of the hypothesis testing that the t-observed (2.028) is higher than the t-table (1.671).

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>

The Effects of Explicit Metapragmatic Instruction on Chinese English Language Learners’ Acquisition of Compliment Responses

2017 ◽  
Vol 40 (2) ◽  
Author(s):  
Zhou Wen ◽  
Deng Jun
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Control Group ◽  
Written Discourse ◽  
Foreign Language Learners ◽  
Compliment Responses ◽  
English Major ◽  
Micro Level ◽  
Experimental Group

AbstractThe present study investigated the effects of explicit metapragmatic instruction on foreign language learners’ performance of compliment responses (CRs). Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task (WDCT) with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination (CB) strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept + Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.

scholarly journals Discovering Writing Difficulties of Malay ESL Primary School Level Students

2021 ◽  
Vol 2 (1) ◽  
pp. 27-39
Author(s):  
Nurul Jannah Ahmad Ghulamuddin ◽  
Siti Khadijah Mohd Mohari ◽  
Kamisah Ariffin
Keyword(s):  
English Language Learners ◽  
Primary School ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Study Data ◽  
School Level ◽  
Writing Difficulties ◽  
Interview Session ◽  
Primary School Level

Writing is perceived to be one of the most difficult skills for English language learners to master. Although studies on challenges faced by ESL students in writing are replete, most of them have focused on students at secondary and tertiary levels of education. Studies on learners at lower level have been scarce. Thus, this paper aims to fill the gap by examining the major problems faced by ESL primary school level students in writing in English. Survey and interview sessions were conducted to fit the purpose of the study. Data were collected from a class of 26 students from Year/Standard 6 of the primary school level in Malaysia and an interview session with the English teacher of that particular class. The findings indicate that the major difficulties charted are rooted in the students’ poor mastery in vocabulary, inability to spell words correctly and L1 interference. Thus, in order to enhance the students’ skills in writing in English, the teacher implemented some remedial measures during the teaching and learning sessions. The findings have essential pedagogical implications on understanding students’ struggle to write in English at the lower level of education.

scholarly journals The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

2020 ◽  
Vol 4 (9) ◽  
pp. 177-185
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Writing Ability ◽  
English Writing ◽  
Dialogue Journal ◽  
Teaching Of Writing

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

scholarly journals Improving Oral Communicative Competence in English Using Project-Based Learning Activities

2019 ◽  
Vol 12 (4) ◽  
pp. 73
Author(s):  
Noor Idayu Abu Bakar ◽  
Nooreen Noordin ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Teaching Strategy ◽  
Peninsular Malaysia ◽  
Study Data ◽  
Project Based Learning ◽  
English Language Teaching ◽  
Quasi Experimental

The quasi-experimental study investigated the effectiveness of using project-based learning (PjBL) activities as a teaching strategy in improving the oral communicative competence of Malaysian English language learners. The participants included 44 diploma students enrolled in a Communicative English course at a technical college in the Peninsular Malaysia, who were purposely selected for the study. The intervention comprised a 12-week lessons taught using PjBL teaching strategy and centred on eight PjBL activities. Data were collected using a speaking test and a listening test, which were administered as pre-tests and post-tests, and a student questionnaire which was administered at the end of the study. Data analysis involved the procedure of MANOVA, as well as descriptive statistics such as mean, standard deviation and percentage. The findings revealed a significant improvement in the learners&rsquo; overall oral communicative competence and a high perception of PjBL by the learners. It is concluded that PjBL teaching strategy is effective in improving the oral communicative competence of the English language learners. The study recommends the use of PjBL as a suitable English language teaching strategy for technical students who are generally low proficient English language learners.

Influence of prestudy on foreign language learning attitude

2010 ◽  
Vol 38 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Ismail Hakki Mirici
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
Control Group ◽  
Learning Attitude ◽  
Target Unit ◽  
Reading Activities

In this experimental study, based on qualitative and quantitative data collection from an experimental and a control group, the influence of 2 different ways of prestudy on foreign language learning attitude of the upper-intermediate level of English language learners was investigated. One prestudy program was based on specially designed familiarization handout-materials comprising topic-related reading activities, the other program entailed using a dictionary focusing on the words used in the target unit. Students who worked with the handout were significantly more motivated, active, and interactive than those who worked with a dictionary. In addition, teachers felt that students who did prestudy using handouts found the unit more meaningful and developed a better attitude towards learning a foreign language than did those who relied on a dictionary.

scholarly journals The Impact of Scaffolding Techniques on Saudi English-Language Learners’ Speaking Abilities

2019 ◽  
Vol 9 (5) ◽  
pp. 37
Author(s):  
Khalid Mohammed Alwahibee
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Control Group ◽  
Saudi Students ◽  
Language And Literature ◽  
Teachers And Students ◽  
Level 3 ◽  
The Impact ◽  
Experimental Group

This study investigated the extent to which scaffolding techniques improve Saudi English-language students&rsquo; speaking abilities. The study&rsquo;s main aims involved determining why most Saudi students do not want to participate in communication tasks and activities and identifying other ways to encourage teachers and students to be more active during speaking classes. A mixed-methods technique, a special rubric, and an attitude questionnaire to collect this study&rsquo;s data were used. The participants included 50 students from Level 3 in the Department of English Language and Literature at the College of Languages and Translation at Al-Imam Mohammed Bin Saud Islamic University. The experiment lasted for 7 weeks. A teacher met with each group for 2 hours per week. The participants were divided into two groups and experimental and a control group of 25 students each. The experimental group used various scaffolding techniques in each session&mdash;which allowed the learners to use their existing knowledge, skills, and strategies in several contexts and for many purposes when speaking. The control group received standard speaking instruction, in which the teacher gave the students time to speak freely without intervention. An independent-sample t test for was used of the analysis. The posttest results showed that the experimental group&rsquo;s speaking ability improved after the pretest. Moreover, the posttests&rsquo; overall results indicated that the experimental group outperformed the control group. This result emphasized the usefulness of using new techniques to teach speaking to nonnative speakers.

scholarly journals Using Social Interactive Writing for English Language Learners (SWELL) with Fairy Tales Videos in Teaching Writing

2019 ◽  
Vol 1 (2) ◽  
pp. 147-157
Author(s):  
Rasmi Rami Rasmi
Keyword(s):  
English Language Learners ◽  
Fairy Tales ◽  
Fairy Tale ◽  
English Language ◽  
Second Grade ◽  
Control Group ◽  
Writing Ability ◽  
Second Grade Students ◽  
Writing Skill ◽  
The Mean

This research aims to investigate whether the use of SWELL method with fairy tale videos improves the students’ writing ability and to find out which writing components mostly affected by the use of SWELL method. This research was conducted using a quasi-experimental design. The population of the research was the second grade students of SMPN 5 Marioriawa in academic year 2015/2016 which consisted of two classes (56 students). The sample was drawn using cluster random technique. The number of students in the class was 28 students. The research instrument used was writing test. The data obtained through the test were analyzed quantitatively by using 21.0 version of SPSS program. Based on the data analysis, the research findings reveals that there is a significant differentce of the students’ writing skill after being taught by using SWELL method. It is proved by the data that had been processed through SPSS program. The result showed that the mean score of students in experimental group was greater than the mean score in control group (85.03>67.180, with t-test value is lower than the probability value (0.000<0.05). It indicates that there is a significant improvement of students’ writing ability after the treatment.  The writing skill of the second grade students of SMPN 5 Maroriawa can be improved significantly by using SWELL method with fairy tale videos. For the writing components that mostly affected by SWELL method. For different aspects of writing, content, organization, vocabulary, language use and mechanic, vocabulary is the most affected by the use SWELL method. The highest score in term of vocabulary was 18 with the percentage 90 with the highest converted  score 87.55 categorized as very good categorization.

scholarly journals Applying Cognitive Linguistics to teaching English prepositions in the EFL classroom

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
David Wijaya ◽  
Gabriella Ong
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Language Instruction ◽  
Long Term Effects ◽  
Rule Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Pictorial Representations

This paper reports on a quasi-experimental study investigating the effect of cognitive linguistics-grounded instruction on learning the prepositions in, on, and at, which are known to pose tremendous difficulty to English language learners due to their language-specific features and polysemous nature. The participants (N = 44) were adolescent learners at a school in Indonesia. They were assigned into the cognitive group and the rule group. The cognitive group was presented with pictorial representations of the prepositions and cognitive tools used to motivate non-spatial uses, while the rule group was provided with rules. Participants’ performance on the three uses (i.e. spatial, temporal and abstract) was measured with pre-, post-, and delayed post-tests in a form of gap filling. The study yielded mixed results. The findings demonstrate that the cognitive group outperformed the rule group in the overall immediate and delayed post-tests. The cognitive group improved significantly in the immediate post-test; however, the positive effect did not last until the delayed post-test. On the other hand, the rule group gained a little in the immediate post-test, but the group’s performance decreased significantly in the delayed post-test. Although there was no indication of long-term effects of the cognitive instruction, the results still indicate a value of applying cognitive linguistics to teaching the prepositions, and thus lend support to the applicability of cognitive linguistic theory in second language instruction.

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