scholarly journals Peer review in writing activities: outcomes and perceptions of EFL students

2020 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Theresia Adventris Ndohna Ruru ◽  
Teguh Sulistyo
Keyword(s):  
Peer Review ◽  
Junior High School ◽  
Control Group ◽  
Student Centered ◽  
Writing Ability ◽  
Positive Attitudes ◽  
Writing Class ◽  
Post Test ◽  
Efl Students ◽  
Quantitative Descriptive

This study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.

Effect of Environmental Problem-based Learning on the Indonesian EFL Students’ Environment-related Vocabulary Mastery and Writing Ability

2017 ◽  
Vol 7 (8) ◽  
pp. 608
Author(s):  
Dyah Christina Iswandari ◽  
Johannes Ananto Prayogo ◽  
Bambang Yudi Cahyono
Keyword(s):  
High School Students ◽  
Environmental Problem ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
Writing Ability ◽  
Quasi Experimental ◽  
Efl Students

This study aims at examining the effect of environmental problem-based learning (PBL) on the environment-related vocabulary mastery and writing ability of Indonesian EFL students. Previous studies showed that problem-based learning is a student-centered learning approach that affects students’ learning positively and significantly. This study employed a quasi-experimental design by involving two classes of senior high school students, each consisted of 30 students. One class was assigned to be the experimental group and treated with environmental PBL, while the other class was assigned to be the control group and taught conventionally. A vocabulary test was used to measure the students’ environment-related vocabulary mastery, while a hortatory writing test was used to examine the students’ writing ability. The data were analyzed by using independent sample t-test. The results of the study showed that the students who were taught by using environmental PBL improved their environment-related vocabulary mastery and their writing ability significantly. The PBL approach is then recommended for future teaching and research. Nevertheless, before implementing this approach, other teachers and future researchers should consider the readiness of the curriculum, the students, and the school infrastructure.

scholarly journals THE EFFECT OF PEER REVIEW ON EFL STUDENTS’ WRITING SKILL IN WRITING “NURSING CARE DOCUMENTATION

2017 ◽  
Vol 2 (2) ◽  
pp. 109
Author(s):  
Arina Hafadhotul Husna
Keyword(s):  
Nursing Students ◽  
Peer Review ◽  
Nursing Care ◽  
Control Group ◽  
Response Sheet ◽  
Constructive Feedback ◽  
Writing Skill ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

This study concerns on the effect of peer review on EFL students’ writing skill in writing nursing care documentation. The aims of this study are to investigate the possible effectiveness of the peer review technique to increase the quality of nursing students’ writing skill and to see whether this method motivates student to write. The method of the study is quantitative method. The participants were 78 nursing students in the fourth semester of CendekiaUtama Health College. They were randomly categorized into two experimental and control groups. In the experimental group were providing with an additional peer review instruction offered by O’Muirheartaigh (1990) including the provision of constructive feedback to their peers and evaluating and correcting the peer’s performances. They were paired for peer review, conferencing and exchanging their Nursing care documentation with those of their peers. The reviewers had to correct, evaluate and respond those Nursing care documentation. While, in the control group were traditionally handled by teacher who assigned them homework and correct their Nursing care documentation by themselves.The experiment was run over two month. The data were collected using questionnaire, pre – test and post – test for language proficiency and writing skill, peer response sheet, writing criteria and guidelines sheet. The result of the study indicated that p-score is 0,000 <0,05, So that Ho is Rejected and Ha is Accepted  which means there is difference of Pre Test with Post Test score.  It is known that statistic t - arithmetic is -6.202 which means the score of pre - test is smaller than post - test with point score 6.202. It indicated that the writing of the students in the experimental group improved more than those in control group. Also, those engaged in peer review method were motivated to write more and enjoy writing. It was concluded that peer review provides learners with an authentic audience, increase the students’ motivation for writing and enables them to receive different views on their writing. Keywords: Peer Review, EFL Students, Writing Improvement, Nursing care documentation

scholarly journals The Effect of Peer Review on Writing Skill of EFL Students

2013 ◽  
Vol 16 (3) ◽  
pp. 24-35
Author(s):  
Nasrin Shokrpour ◽  
Nikta Keshavarz ◽  
Seyed Mohammad Jafari
Keyword(s):  
Peer Review ◽  
Language Proficiency ◽  
Peer Review Process ◽  
Control Group ◽  
Response Sheet ◽  
Interaction Patterns ◽  
Writing Skill ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

Today more attention has been paid to peer-feedback/evaluation of students’ compositions at different levels. As such, the present study aims at investigating the interaction patterns among EFL learners, the effects of peer review techniques on improving the learners’ writing skill, and also the motivation aroused by writing in a synchronous writing environment of an EFL context. Fifty EFL students at the intermediate level were enrolled and randomly divided into two experimental and control groups. During a three-month period, both groups were instructed writing. The control group received the traditional teacher-correction/feedback procedure whereas the experimental group was provided with a one-hour of instruction on peer review at the beginning of the term and peer review process was run in this class. The data were collected using a background questionnaire, a pre-test and a post-test for language proficiency and writing skill, a peer response sheet, writing criteria and guideline sheet, and a topic list sheet. The results of the study indicated that the writings of the students in the experimental group improved more than those in the control group. Also, those engaged in peer review method were motivated to write more essays and enjoyed writing. It was concluded that peer review provides learners with an authentic audience, increases the students’ motivation for writing and enables them to receive different views on their writing.

scholarly journals The Utilization of Picture and Picture Strategy: An Effective Way to Improve Efl Students’ Writing Ability in Madrasah Tsanawiyah

2020 ◽  
Vol 24 (1) ◽  
pp. 31
Author(s):  
M. Arif Rahman Hakim ◽  
Tri Nur Susanti ◽  
Asiyah Asiyah ◽  
Mohamad Jafre Zainol Abidin
Keyword(s):  
Second Grade ◽  
Control Group ◽  
Writing Ability ◽  
Writing Test ◽  
Second Grade Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control

The aim of this study is to find out whether or not there was a significant difference between students who were taught using picture and picture strategy and that of those who were not in writing recount text. The study employed a quasi-experimental study. The population in this study were the second grade students of Madrasah Tsanawiyah in Bengkulu city, Indonesia with a total number are 89 students. Out of this population, 60 students were taken as the sample. They are divided into two groups; experiement and control group, which consisted of 30 students for each group. The data were collected by using writing test. The data obtained were analyzed by using t- test formula. The data were found that the result of t-count post-test (6.34) was higher than t- table (2.00) with α = 5 % and df= 58. The finding of this research shows that there is a significant difference between students in Madrasah Tsanawiyah who are taught using picture and picture strategy and that of those who are not. Based on the result on the study, picture and picture strategy can improve students’ writing achievement in writing recount text evidently

scholarly journals Fostering EFL Students’ Paragraph Writing Using Edmodo

2019 ◽  
Vol 12 (10) ◽  
pp. 44
Author(s):  
Nuha Abdullah Alsmari
Keyword(s):  
Writing Skills ◽  
Placement Test ◽  
Control Group ◽  
College Level ◽  
Post Intervention ◽  
Saudi Students ◽  
Writing Class ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

The present study sought to investigate the effect of using Edmodo, a Web 2.0 tool, as a supportive blended learning tool in developing EFL Saudi students&rsquo; paragraph writing skills at Prince Sattam bin Abdul Aziz University, KSA. Eighty students majoring in English at the college level one participated in the study. The participants were randomly selected for an experimental group (taught by using Edmodo) and a control group (taught without using Edmodo). Two main tools were devised to collect data: Oxford Placement Test (OPT) and Test of Paragraph Writing Skills (TPWS). The data were analyzed descriptively and inferentially by running a t-test, using SPSS 16.0, to calculate the differences between the mean scores of the two groups pre- and post-intervention. The results showed statistically significant differences in the post-test in favor of the experimental group. Integrating Edmodo into the writing class was found to be highly beneficial in developing EFL students&rsquo; writing abilities, up to paragraph level. The use of Edmodo also enriched students&rsquo; knowledge and increased their motivation to learn.

scholarly journals The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

2017 ◽  
Vol 4 (2) ◽  
pp. 1 ◽  
Author(s):  
Wahyu Diny Sujannah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Peer Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Use Of Self ◽  
Writing Ability ◽  
Multimedia Program ◽  
Post Test ◽  
Efl Students ◽  
Writing Tests ◽  
Experimental Group

It has been known that the use of self-selected topic enhances students’ writing achievement. It is also known thatpeer feedback helps improve students’ writing achievement. However, research investigating self-selected topic incombination with peer feedback is a rare undertaking. Therefore, this study aimed to investigate the effect ofself-selected topic and checklist-based peer feedback on the writing ability of students of English as a foreignlanguage (EFL). This study involved 68 eleven-grade students of Multimedia Program of a Vocational High Schoolat Malang, a city in the Province of East Java, Indonesia. Two intact classes assigned to be experimental and controlgroups. The experimental group received treatment of self-selected topic and checklist-based peer feedback, whilethe control group did not. Pre-test and post-test were administered in the form of writing tests to both groups and theresults of those tests were analyzed by using independent sample t-Test to know the effect of the treatment. Theresults showed that the students taught to write with self-selected topic and checklist-based peer feedbackoutperformed those taught without using self-selected topic and checklist-based peer feedback. Accordingly, it isrecommended that English teachers consider assigning the students to write a topic of their own and usingchecklist-based peer feedback.

scholarly journals INCREASING EFL STUDENTS' DESCRIPTIVE WRITING SKILL BY USING VIRTUAL TECHNOLOGY ON ENGLISH LEARNING

2021 ◽  
Vol 1 (2) ◽  
pp. 121-128
Author(s):  
Umar
Keyword(s):  
Junior High School ◽  
Junior High ◽  
Eighth Grade ◽  
Virtual Technology ◽  
Descriptive Research ◽  
Paired Samples ◽  
Post Test ◽  
Efl Students ◽  
Quantitative Descriptive ◽  
Descriptive Writing

The present study attempts to examine the competence of descriptive writing skills of the Eighth Grade of Junior High School in the Sumbawa District. The study employed virtual technology as a teaching medium. The quantitative descriptive research design was applied to collect pre-test and post-test data. The tests were descriptive text writing. The effectiveness of the virtual technology was measured by comparing pre-test, post-test, and paired samples t-test. Based on the data analysis result, it is evident that the virtual technology was significant for the eighth grade of Junior High Schools Lopok in the Sumbawa District.

scholarly journals The Effects of Teacher’s Use of Interactional Strategies on EFL Students’ Speaking Performance

2021 ◽  
pp. 152-166
Author(s):  
Nguyen Thanh Nha ◽  
Phuong Hoang Yen
Keyword(s):  
Foreign Language ◽  
Control Group ◽  
Oral Performance ◽  
Practical Applications ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Speaking Performance ◽  
Experimental Group

This paper reports an experimental study to investigate whether Interactional Strategies (ISs) have any significant effects on English as a Foreign Language (EFL) students’ speaking performance. The study is defined as amixed-method research with two research instruments namely speaking tests and semi-structured interviews.Twenty-five participants were divided into 2 groups namelya control group and an experimental group. Theintervention was implementedfor ten weeks. The findings show that there was no significant difference about speaking performance between the control group and the experimental group although there was a significant difference in oral performance mean score of the pre-test and post-test given to both groups. Moreover, the majority of the participants in the experimental group held positive attitudes toward the teacher’s use of ISs in improving their speaking performance. Implications for practical applications of Interactional Strategies are also presented.

scholarly journals Peer Assessment Training on EFL Writing for Lower Proficiency Level, Is It Worthy?

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 55-66
Author(s):  
Herlinawati Herlinawati
Keyword(s):  
Peer Assessment ◽  
Control Group ◽  
Trained Group ◽  
Writing Ability ◽  
Writing Test ◽  
Proficiency Level ◽  
Post Test ◽  
Efl Students ◽  
Assessment Training ◽  
Experimental Group

The present study was conducted to investigate whether training on peer assessment could foster better writing ability for English lower proficiency EFL students. Forty-eight (48) students participated in this study and randomly assigned into two groups; trained and untrained peer assessment. Trained group is as experimental group and untrained group is as control group. The students’ English proficiency level was lower to higher based on the results of TOEFL test  scores. A pre-writing test of argumentative essay was given before providing the training. Then, the students in experimental group was given peer assessment training before instructing them to rate their peers drafts. The whole sessions were lasted in six sessions. The pre-test was administered before giving the six sessions to apply the treatment; and a post test was given at the end of the session to determine the effects of peer assessment training on  students’ writing ability. The result of analysis revealed significant between-group differences, F (2, 816) = 3.440, p (.020) < .05. the lower proficiency in trained group performed better than the higher and lower proficiency students in untrained group.  

The effectiveness of positive training on happiness, aggression and hope in adolescents with leukemia in Ahvaz

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Marzieh . Shamkhani ◽  
Ali . Khalafi
Keyword(s):  
Sampling Method ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Positive Attitudes ◽  
Measurement Tools ◽  
Post Test ◽  
Aggression Questionnaire ◽  
Experimental Group ◽  
Period Measurement

The purpose of this study was to determine the effectiveness of positive learning on happiness, Aggression and hope for adolescents with leukemia in Ahvaz. The sample consisted of 30 people who were selected by available sampling method. 15 subjects in the experimental group and 15 in the control group were randomly assigned. The experimental design was a pre-test-post-test type with control group and follow-up period. Measurement tools included Oxford Happiness Inventory (Argyle, 1989); Ahwaz's Aggression Questionnaire (Zahedifar, Najarian, and Shokrkon, 2000); Hope Scale (Schneider, 1991). To run, at first, the pre-test was taken from both groups. Then, the experimental group was trained in 14 sessions of 90 minutes, and after each group, they were subjected to post-test. And one month later, the follow-up process was completed. Data analysis was performed using multivariate covariance analysis (MANCOVA) and one-way analysis of covariance (ANCOVA). The results showed that positive attitudes toward happiness, aggressiveness and hopefulness of adolescents with leukemia in Ahvaz were effective.

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